Pupil Premium Strategy Statement 2016-17

  1. Summary information

School / Matravers School
Academic Year / 2016-17 / Total PP budget / £203,803 / Date of most recent PP Review / N/A
Total number of pupils
(Y7-11) / 727(Sept 2016) / Number of pupils eligible for PP / 221 (Sept 2016)= 30% / Date for next internal review of this strategy / Summer 2017
  1. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)
Nationally and in school there is a gap between the attainment of Pupil Premium students and non- Pupil Premium students.
Student aspirations do not always take them outside of the immediate Westbury area. Student voice suggests this impacts upon their aspirations to achieve within school.
12 years of below or significatantly below attainment on entry.Poor literacy, often below Secondary School ready expections. In current Y8-11, there is a higher than national average percentage of students with a KS2 prior attainment of level 3 or lower.
12 years of below or significatantly below attainment on entry. Poor Numeracy skills, often below Secondary School ready expectations. In current Y8-11, there is a higher than national average percentage of students with a KS2 prior attainment of level 3 or lower.
External barriers (issues which also require action outside school, such as low attendance rates)
E. / Pupil premium attendance for 2015/16 was 86.77%, below the national expectation of 95%. This is currently 90.48% in May 2017, closing the gap to national.
F / Parental engagement of disadvantaged pupils to Pupil Progress Days and Parents evening.
G / Our community in-take is ranked 734 out of 32,844 cross the counrty (1 being most deprived) for education and skills.
  1. Desired outcomes (desired outcomes and how they will be measured)
/ Success criteria
To maximise the academic outcomes of disadvantaged students- Barrier A. / Attainment score of Pupil Premium students is in line with national averages.
To increase the attendance of pupil premium students- Barrier E. / Increase of 4% attendance of pupil premium students from 2015/16.
Increase in literacy and numeracy attainment- Barrier C and D. / Internal markbook update data and accelerated reader star test results increase. Narrowing the gap in the basics measure at GCSE.
Increase in parental engagement to school events- Barrier F. / Increase in the % attendance to School events including Pupil progress days and parents evenings.
Raise student aspirations and develop their employability skills- Barrier B and G. / Students receive careers advice to ensure all Pupil premium students have a clear career aspiration. Provide mentoring to ensure all pupil premium students have opportunities to develop a range of employability skills including writing CVs.

Planned Expenditure:

Area 1: Leadership and Management
Barrier / Strategy / Involving / Rationale / Evidence of impact / Cost / RAG and comment on impact
A-G / 1.1 Acting Assistant Headteacher employed as Pupil Premium Champion / All disadvantaged learners / To create the capacity to strategically lead on all PP initiatives and liaise with SMT / Strategic planning or data analysis and intervention has been successful.
Aspirations with regards to careers has been increased and attendance has remained consistent. / £16 000 / The attainment gap has reduced by 15% whole school and 16.5% main school.
A-D / 1.2 TLR 3 lead for disadvantaged learners / Disadvantaged learners at risk of underachieving. / ‘The learning mentor programme’ Aims to ensure that all pupils at risk of underachieving receive targeted support to remove the barriers to their learning. Pupils on the programme aresupported to achieve their academic and social goals to maximise each pupils potential.
The Education Endowment Foundation (EEF) toolkit lists mentoring as having some impact of attainment. As part of this mentoring students will be taught how to plan, monitor and evaluate their learning comes under the umbrella meta-cognition and self-regulation, a high impact strategy highlighted in the EEF toolkit (8 months) / Students who regularly attended the mentoring sessions made good progress. / £11,000 / This has been discontinued as a TLR 3 role but will be adapted through a Progress leader role.
A, C + D / 1.3+ 1.4Ease of tracking students and identifying underachievers through 4 Matrix. / SLT
All Middle leaders
All disadvantaged learners / 4 Matrix used as the tool to allow all staff ease of access to data so that time is spent on implementing intervention strategies to enhance student learning experiences. / Departmental and progress leader data analysis at each assessment point identified the progress of Pupil Premium students allowing the interventions to be bespoke. / £1000 for the package
£10 000 for Admin support / The attainment gap has reduced by 15% whole school and 16.5% main school.
A, C + D / 1.5 Early identification of transition between phases for intervention / All middle leaders
All disadvantaged learners / Data analysis after each summative assessment point conducted by middle leaders. Class teachers feed into this report and regular liaison occurs up and down the line management system regarding the implementation of intervention and evaluating its impact. / Departmental and progress leader data analysis at each assessment point identified the progress of Pupil Premium students allowing the interventions to be bespoke. / £21 000 / The attainment gap has reduced by 15% whole school and 16.5% main school.
A-D / 1.5 Student profiles / Progress Leaders and tutors
All disadvantages learners- Focus on Boys, Middle/low ability and SEN to begin with. / Progress leaders work with tutors to produce student profiles identifying barriers to learning and strategies to support disadvantaged learners. These are reviewed at each PPD and shared with class teachers through SIMS linked documents. / Student profiles generated for the students in the learning mentor programme. The impact of the student profiles was not measurable. This strategy has been discontinued. / This strategy has been discontin-ued.
A + E / 1.6 Additional tutor groups in Years 8, 10 and 11 / Year groups 8, 10 and 11. / Small class sizes, more personalised pastoral care through the tutor system. / This has allowed more frequent and purposeful support from tutors and Pastoral Managers. The role of the tutor has developed with a much greater focus on challenging attendance and behaviour as well as discussing attainment at pupil progress days. This is more effective with smaller tutor group sizes. / £95, 000 including curriculum development
A, C + D / 1.7 Upgrade Centre academic interventions- KS4 / KS4 disadvantaged learners identified as underachieving.
Focus on Boys, Middle/Low ability and SEN. / Provides intensive and individualised interventions for English, Maths and Science for disadvantaged learners at risk of underachieving.
Timetabled lessons and morning mentoring for all year groups.
According to EEF toolkit, small group tuition has a moderate impact. / There was a robust programme for Maths and Science intervention through the year. This had an impact through mentoring in registration sessions and in lesson teaching. The English Upgrade hours took on a different form with the use of the reading lessons and less frequent mentoring sessions in lessons. Progress of these students is enhances through the academic mentoring and exam focus.
MBU3 Maths data:
Year 10 within 0.08 of overall P8 score. / £10,000
£6400
A, C + D / 1.8 Use of the differentiation column / All disadvantaged learners
All staff / A record of in class differentiation strategies. This can be accessed for any student for all subject areas at the click of a button. / Learning walks and departmental reviews identified that the differentiation column continues to be used effectively. This is more effective that the student profiles. / None
E / 1.9 Attendance rewards / All disadvantaged learners / Funding for Progress Leaders to reward attendance to help raise the profile and encourage good attendance. / Attendance continues to be a significant challenge for disadvantaged students. However, the rewards and encouragement for poor attendance, coupled with the systems which allow poor attendance to be challenged. Attendance for disadvantaged learners was 91.14%, an increase of 3.3% from last year. / Whole school focus on attendance as this is one of our main barriers.
Total Leadership and Management / £170,400
Area 2: Teaching, Learning and Assessment
Barriers / Strategy / Involving / Rationale / Evidence of impact / Cost / RAG and comment on impact
A / 2.1 To purchase software that will produce seating plans identifying student progress and SPIG data that links to SIMs.
Classcharts / All teachers / All staff can identify disadvantaged learners and other pupils with ease and then effectively consider seating plans. / Seating plans have been updated after each assessment point- monitored by HoD.
MoS able to identify PP students directly from this and target their intervention.
Seating plans used in learning walks and observations to review the interventions for PP students. / £3179 / This needs to be shared with new staff.
A, C, D + F / 2.2 To purchase software/resources for departments needed to accelerate the learning of disadvantaged pupils- Doddle and Classcharts. / All teaching staff
All disadvantaged learners / Doddle purchased as an online revision tool that is bespoke. Providing online revision support and intervention allows students to plan and manage their independent learning more effectively.
Classcharts used to set homework and track homework which links to doddle. / Doddle usage report shows that Doddle is used regularly in most department.
Parental feedback has highlighted that they find the homework calendar very useful and it enables them to support their child. / £6900 / This needs to be shared with new staff.
A, C + D / 2.3 Differentiated staff training / All staff / Evidence from the EEF suggests that effective feedback will have the highest impact on disadvantaged students (8 months).
Teaching and Learning Conversations are differentiated following a coaching model to support staff through a more bespoke CPD. / Learning walks and departmental reviews identified improved quality of feedback to disadvantaged learners. This is still an area to continue to monitor and develop with our new exercise books and Cornell notes. / £500 / Further CPD due to new exercise books and Cornell Notes.
A, C + D / 2.4 The holiday revision programme. / Year 11 disadvantaged learners / A compulsory programme of revision classes during the holiday periods, to ensure all pupils at risk of underachieving at GCSEare supported to achieve their full potential.
Teaching students how to plan, monitor and evaluate their learning comes under the umbrella meta-cognition and self-regulation, a high impact strategy highlighted in the EEF toolkit (8 months) / Large numbers of disadvantaged learners in year 11 attended the holiday revision programme at Easter and May half term. / £3700
(31 staff ran Easter revision)
C / 2.5 The KS3 accelerated reader programme / KS3 disadvantaged students / Students identified are receiving bespoke support with literacy through The accelerated Reader programme. Star testing is used for all KS3 students.
Small groups of students will also attend reading buddies to encourage good reading habits.
According to EEF toolkit, small group tuition has a moderate impact. / Star tests show the following progress:
-Year 7 reading age +0.08, from level 3a to 4b average.
-Year 8 reading age +0.09, from level 4b to 5c average.
-Year 9 reading age +0.02, from level 4a to 5c average.
Development of independent reading in PM registration has increased the focus on reading.
Implementation of new marking for SPAG strategy which is now in implementation to support disadvantaged learners with written work. / £1826 / Bespoke support to be implemented to further improve this provision.
Marking for SPAG strategy needs to be monitored and reviewed.
D / 2.6 The KS3 numeracy programme / KS3 disadvantaged students / Students identified are receiving bespoke support with numeracy through attendance to the Upgrade centre, to ensure they are secondary school ready.
According to EEF toolkit, small group tuition has a moderate impact. / There was a robust programme for Maths and Science intervention through the year. This had an impact through mentoring in registration sessions and in lesson teaching.
MBU3 data Maths:
Year 7 within 0.2 of overall P8
Year 8 within 0.18 of overall P8
Year 9 making 0.13 more progress compared to overall P8
This shows a narrowing of the gaps at each assessment point. / £8000
A, F + G / 2.7 Homework club 5 days per week / All disadvantaged learners / Runs both at lunch times and during Prep sessions, Homework Club supports students in their independent learning tasks. / Attendance is good and progress leaders have identified students who regularly miss homework deadlines each week and encourage them to attend. / £400 / Enhanced finer monitoring across year groups.
2.8 Parents evening online booking system / All disadvantaged learners / Part of our Parental Engagement Programme. The ‘Rapid Review of parental engagement and narrowing the gap in attainment for disadvantaged Children’ recognises the role in home school partnership having a positive impact of attainment and attendance. This system allows parents to book appointments directly rather than through students. Aims to increase engagement of PP parents to PPD and parents evenings. / Since the introduction of the online parents evening booking system, there has been an increase of 7% in pupil premium students’ parent’s evening/pupil progress day appointments.
The last event had 64% PP parents attendance compared to an overall percentage attendance of 69% / £500 / Although the attendance to events has increased, it is still below 70%.
Total Teaching, Learning and Assessment / £ 25,005
Area 3: Personal development, Behaviour and Welfare
Barriers / Strategy / Involving / Rationale / Evidence of impact / Cost / RAG and comment on impact
B, E, G + G / 3.1 Pastoral support / All disadvantaged learners / Employment of Pastoral managers for KS3 and KS4 means they can address transition issues/behaviour issues which may lead to poor attendance. Furthermore as a non-teaching member of staff they can respond to PP absence as a priority. Their role is monitoring, supporting and challenging attendance. To build relationships with parents. To provide extra pastoral support when needed. / The work of the Pastoral Managers in targeting attendance and in co-ordinating the vast range of additional support packages which can be put in place has been significant. This can be monitored through the intervention column (shared at outcomes) and demonstrates significant impact on engaging our students in learning. / £14 000
B + G / 3.2TLR 3 careers champion / All disadvantaged learners- careers events.
Careers mock interviews- Year 9 and 10.
Bath University trip- Year 8, 9 and 10.
Careers fair- All disadvantaged learners.
CV workshops and interview skills workshops- Y10 disadvantaged students.
BTE / All year groups to receive careers support to raise aspirations and ensure disadvantaged learners have aspirational goals- feeds into student profiles.
Clarity on how to achieve their goals.
Bespoke careers advise for all disadvantaged learners. / Our disadvantaged students have a better awareness of how to write a good CV and have enhanced employability skills through CV writing workshops and interview skills workshops.
Feedback from employers and students for the 3 interview days (Little, Big and Bigger interview) identifies that disadvantaged learners have a greater awareness of future careers and employability skill.
All 3 interview days were a huge success.
The School Council had a year of incredible success with more disadvantaged students becoming involved in the action focused initiative.
Bath university futures days for year 8 and 9 focused on disadvantaged learners. Feedback from learners highlights that they are now considering university when they may not have previously- raising aspirations.
An aspiration record has been set up to allow us to develop a more bespoke careers package in particular for potential NEET students. / £11,000
E / 3.3 Breakfast club / Targeted disadvantaged learners.
Pastoral support managers. / Targeted groups of students in each year groups will be invited to attend breakfast club. The aim is to monitor attendance and to support students in preparing for the day. / Breakfast club continues to run and is a bespoke provision for students who need some support and encouragement in coming to school. / £1000
E / 3.4 Lunch club / KS3 and KS4 disadvantaged learners
Pastoral managers / Also run by our Pastoral Managers Lunch Clubs are for students who need support during social times. The club promotes a positive and nurturing social environment for our more vulnerable disadvantaged students. / Lunch club continues to run and is a bespoke prevision for students who need some support and encouragement with staying in school. / £1000
C / 3.5 TLR literacy champion / All KS3 disadvantaged learners / To support the strategic planning and support of KS3 literacy support through the accelerated reader programme for disadvantaged learners. / Star tests show the following progress:
-Year 7 reading age +0.08, from level 3a to 4b average.
-Year 8 reading age +0.09, from level 4b to 5c average.
-Year 9 reading age +0.02, from level 4a to 5c average.
More bespoke support to be implemented to further improve this provision.
Development of independent reading in PM registration has increased the focus on reading.
Implementation of new marking for SPAG strategy which is now in implementation to support disadvantaged learners with written work. This needs to be monitored and reviewed. / £11,000 / Bespoke support to be implemented to further improve this provision.
Marking for SPAG strategy needs to be monitored and reviewed.
F / 3.6 Discretionary Spend Allowance / All disadvantaged learners / For individual students to apply for to support their inclusion in specific learning opportunities. Uniform, trips, music lessons and other extra-curricular opportunities / We have continued to provide uniform, funding for trips and funding for educational equipment for a number of students across all year groups. All disadvantaged students have access to the enrichment and uniform, the same as non-disadvantaged learners. We also provided all year 11 students with Maths and English revision guides. / £700 / The discretionary spend plan needs revamping to engage and support a larger number of parents. This includes promoting Free School Meals.
A-G / 3.7 PPD / All disadvantaged learners / Specific PPD activities for each year group with a focus on a range of topics which often become barriers to learning and success E.g. careers, social skills, revision strategies etc. / Activities have continued to run on Pupil Progress Days. We have seen an increase in engagement from students and also from the local community (Lions) which has had a significant impact on the students. Their confidence, communication skills and aspirations are steadily improving. / £1000 / Pupil Progress days will be developed to ensure all students attend all day next academic year.