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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising four secondary, six primary and two special schools with two further under development. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

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 Pupil Premium

Introduction

Oxted School aims to secure excellent achievement for students who are eligible for the Pupil Premium finding.  We hope to support all disadvantaged students to maximise their potential and ensure they are emotionally and academically prepared for the next stage of their lives.  The pupil premium is additional funding for publicly funded schools in England to close the gap between disadvantaged student outcomes and those of their peers.

Summary of the main barriers faced by eligible students:

The barriers and challenges that disadvantaged students may face at Oxted School can be complex and varied: there is no single obstacle faced by all.  

We have identified, in the main, the following to be barriers for our DV students: 

  • Low attendance
  • Low expectations and aspirations
  • Poor emotional wellbeing
  • Poor numeracy and literacy skills on arrival (for some)
  • Reduced tendency to read for pleasure
  • Lack of engagement in distance learning

2019-20 Summary

In 2019-20, there were 276 students at Oxted School in receipt of the Pupil Premium funding.  Therefore, the pupil premium allocation for the academic year 2019-20 is £258,060. 

Diminishing the Difference

Year 11 Headline Data 

Centre Assessed Grades and subsequent Exam Board Awarded Grades were scrutinised carefully by teachers, faculty leads, SLT, and the Head before being submitted.  The process was clearly outlined, was fair, and predicted our best guess for the grade our students would have achieved had the exams happened as planned.  This said, the grades reported herein reflect a wholly different data environment than in previous years, one not reliant on exam performance, but instead on teacher and faculty leads’ knowledge of their students and their exam specifications.

The gap between DV and non-DV students has risen again in both 9-4 E&M and EBacc measures, which may be expected given that the KS2 APS gap was significantly lower for our DV students at 4.67 versus 4.99 for our non-DV students.  The overall P8 gap remains: DV students were awarded an ALPS score of 6, compared to the 4 for non-DV students. 

DV outcomes remained disparate compared to non-DV student outcomes at every data capture through the year.  DV Ebacc APS (3.4) was higher than in previous years (in 2019, this measure was 3.11), but still significantly lower (26%) than the whole school cohort APS of 4.6.  

The percent of DV students entered for EBacc decreased in 2020 from 44% to 37.5%.  On the surface, this could demonstrate a narrowed curriculum for this group of students, but since there was a non-DV drop in this measure by 4%, it likely illustrates a more rigourous tailoring, creating bespoke curriculum plans for all.  This said, progress measures in the Open Basket were low for DV students (-0.76), indicating that even in their chosen subjects, progress was limited. 

The P8 score increased dramatically from -0.65 in 2019 to -0.56 in 2020.  Though still significantly negative and far from the whole school P8 score of 0.07, we are pleased with this substantive gain.  Our overall ALPS score of a 6 was positive compared to 2019’s ALPS 8. 

Although the DV A8 score of 38.10 was significantly lower than the non-DV A8 score of 53.11, this is an improvement from 2019’s 35.82. 

Behaviour

Behaviour for learning has improved at Oxted, and students are working with staff to have restorative conversations and reflect on their behaviour.  

We are pleased with the fact that no permanent exclusions were DV students.  In addition, the percentage of FTEs that were DV students fell last year from 45% of all FTEs to 29%.  This is still too high a percentage, as it exceeds the proporrtion of DV in the cohort.  The number of FTEs for both all students and DV students decreased from autumn to spring likely due to the students settling into the new behaviour system.  This said, the proportion of FTEs applied to DV students was higher than in the previous term.  100% of all FTEs in summer were DV students, these figures do not reflect normal in-school activity, as school was closed due to lockdown during this period.   

Behaviour Category

Autumn

Spring

Summer

FTE exclusions (all students)

79

32

2

FTE exclusions (DV only)

23 (29%)

12 (37.5%)

2 (100%)

Permanent Exclusions (all students)

1

0

0

Permanent Exclusions (DV only)

0

0

0

Year 8 Scholars Programme  

24 students were chosen to take part in being mentored by a PHD student and attending university.  Unfortunately, the programme at Reading University was postponed then later cancelled due to COVID-19 restrictions.  

In 2020/21, the programme will run for 24 Year 8 and Year 9 students whose prior attainment allows them to access the robust programme and whose attendance

We have also used the programme as an incentive for harder-to-reach students.

Key Data

Basic

2016

2017

2018

2019

2020

School DV

37%

36%

48%

53%

27%

School All

65%

70%

71%

68%

48%

Attainment 8

2016

2017

2018

2019

2020

School DV

38.5

34.22

36.1

37.72

38.10

School All

51.7

46.88

49.4

47.48

50.40

P8

2016

2017

2018

2019

2020

School DV

-0.73

-0.98

-0.69

-0.6

-0.56

School All

+0.06

-0.22

-0.21

-0.3

0.07

EBACC

2016

2017

2018

2019

2020

School DV

20%

15.38%

14%

10%

14.29%

School All

41%

38.35%

25%

23%

28.03%

Distribution of Funding for 2019/20

SIP Priorities
(updated 29/09)

Ensure systems and routines enable effective leadership of the school and promote school improvement

To promote the highest standards of teaching and learning in every classroom 

To secure highly reliable systems to ensure behaviour, attendance and inclusion meets the needs for all students

Strategy

Action

Impact

Lessons Learned

Cost

Designated Staff Leads

Day to day management of activities and to maintain staff focus on this essential group of students.

Successful performance management.

Reduction in the gap between PP and non-PP students.

Pastoral Leader in each Year Group working with our DV students (as opposed to one person) increased accountability, though more of a focus on progress is still necessary.

 

Action:
One mentor from each year team (form tutor or senior pastoral team) to be accountable for the DV students in their year group.

 

DV Co-ordinator to firmly embed Structured Conversations (meeting with mentor and parent).

£96,349.48

Faculty / Pastoral Support / Intervention

 

  • Resources
  • 1:1 Tuition (Maths and English)
  • Period 6
  • Rewards
  • Software Packages
  • FLEs
  • Tutoring Programme
  • Sixth Form support in lessons

Close the gap in terms of progress and attainment of these students.

 

Raise their aspirations.

See data tables at the top of this document.

Assigning pastoral representatives to drive the focus on DV forwards.

 

Success seen with small group Maths support.

 

Action:
Sixth Form support timetabled into lessons each week to support DV students.

 

 

£53,479.12

Literacy and Numeracy Support Lessons

  • Additional English and Maths
  • Fresh Start Programme
  • MFL Literacy Programme
  • Lexia and Sum Dog Programmes
  • Accelerated Reader Programme
  • RW10 Programme

To close the gap in Maths and English.

See catch up data at the top of this document.

Selection of students needs to be based on their desire to embrace this support intervention.

 

Action:
English and Maths tutors to continue to work for a sustained period with our lowest-achieving DV students.

£49,627.62

Scholars’ Programme for the ‘Most Able’ in
Year 8 and Year 9

To stretch and challenge the most able students by working through a programme with support from a PhD mentor.

100% positive response from students involved.

 

All students achieving their average FFT20 target grades.

Though grades for chosen project increased through the duration of the programme, resiliency measures declined.

 

Action:
Stretch and Challenge Coordinator to work with DV Coordinator to better understand outcomes of testing before and after programme.

£1,964.41 (actual cost £1900)

Pastoral Support

  • Trips
  • Enrichment
  • Uniform Support
  • D of E
  • Year 8 Camp
  • Rewards
  • Transition Schools
  • Departmental Requests
  • Achievement For All (AFA)

      

Raise student aspirations and improve school attendance of this group.

100% of students accessed one or more enrichment activities

 

100% positive feedback from students and parents relating to our transition work.

 

All faculties and Year Teams used the financial request system to purchase resources for those most in need.

 

Continue in the same manner. Implement a more consistent method of monitoring enrichment participation rates with assistance from Enrichment Coordinator.

 

Action:

Implementation of PARS to track attendance in enrichment activities more closely so that specific students can be targeted more often and with more ease.

 

20% minimum of all enrichment trips and visits to be made up of DV students.

£9,258.73

Staff CPD

 

  • PiXL
  • Outside Speakers

 

Raise staff awareness of the barriers to learning for disadvantaged students

 

100% positive feedback from staff that attended training.

Continued drive to raising T&L standards.  DV was one of the core strands in the CPD programme in 2018/19

 

Action:

Improve Quality First Teaching across the school

 

DV Co-ordinator to firmly embed Structured Conversations (meeting with mentor and parent).

£8,790.75

Alternative Provision (including Counsellors)

Raise student aspirations and to help ensure successful post 16 applications.

0% NEET students

100 % of students leaving with qualifications.

Continue to maintain a rigorous selection process to maximise impact of this intervention.

 

Action:
Build evidence to support referral to programmes such as Springboard at ESC, ensuring the right students study at the right school.

 

£7,936.23

Counselling

Improve the mental well-being of students

100% of DV students referred have been seen.

 

100% positive feedback from students receiving this intervention.

 

80% of those seen psychological stress has improved.

 

 

This resource is vitally important, however some students do not require this level of support.

 

Two additional members of staff were trained for ELSA, but obligations in Year Teams have made time for this provision challenging.

 

Action:
Streamline accountability model across year teams to ensure time allocated for ELSA support for those who can deliver it.

£14,632.42

Careers Support

Raise student aspirations and to help ensure successful post-16 applications.

0% NEET students

100% knowledge of Post 16 destination data

 

To continue maintain accurate records of who has attended what.

 

Action:
To continue to provide opportunities for students to attend various institutions.

 

Create greater links with Bore Place for an alternative career path.

£7,093.00

Breakfast Club

Improve well-being, attendance and improve attitudes towards school.

Improvement in the number of students using their allocation on a regular basis in comparison to last year.

To ensure maximum uptake to continue to inform parents of students not accessing this resource.

 

Action:
Continue to allow students to carry over the breakfast entitlement to break and lunch. To continue to contact the parents of students not using their allocation regularly.

 

£8,928.26

PP Approximate
Spending 2019/20

£258,000

Pupil Premium 2019-20

In 2019-20, pupil premium funding will remain at £935 per student and will continue to be allocated for every student registered for free school meals, either currently or at any time in the past six years.  This aims to support those families that might be facing the challenging barriers of poverty and help these students to ‘close the gap’.    

Based on initial estimations, this applies to 267 (Year 7-11 disadvantaged students) of our 2019-20 student body.  Additionally, students who are looked-after or have been previously looked-after are allocated an additional £2,300 per student and students with parents in the armed forces are allocated £300.  The school will therefore be allocated somewhere in the region of £249,645 that will contribute to improving the outcomes of these students.  This is approximately 95% of the budget of 2018/19. 

Main Areas of Focus for 2019-20

Oxted School has bold aims to improve the outcomes (currency), character, and culture of our DV students during the academic year.  

  • Raise the profile of disadvantaged students with staff through an increased focus on research-informed teaching and Quality First Teaching and a new teaching and learning strategy for 2018/19 
  • Evaluate the impact of interventions to improve the outcomes for all students 
  • Provide a supportive structure to improve the motivations and mind-set of the disadvantaged students to ensure emotional barriers to learning are removed, in the hopes that this would increase expectations of our DV students 
  • Increase take-up of enrichment activities in line with non-DV student take-up 

We will achieve this by having:

  • High expectations in and out of the classroom
  • High quality teaching and learning in the classroom, embracing PiXL strategies
  • High quality assessment, moderation, and standardisation practices in all faculties
  • High quality pastoral care and support
  • Rigourous tracking allowing for timely, cost-effective, high-impact, and research-informed intervention
  • Effective communication with parents and students about said interventions
  • Bespoke programme of mentoring and parental engagement by elected, committed, student-mentor pairs, chosen by year teams and coached by PP Coordinator using previously adopted AFA model of Structured Conversations.
  • Implementation of tutors in core subjects to accelerate the progress of students who started KS3 below expected levels
  • One to one DV mentoring including Sixth Form Ambassadors and Sixth Form Subject Captains in lessons
  • Barriers to learning, strategies in place that work, and extra support needed added by staff at each data capture
  • DV student profiles created for a greater number of students, then shared with staff

Distribution of Funding for 2020-21

SIP Priority

Provide a happy, safe and caring environment

 Educate students very effectively and inspire them to be highly motivated

Create a culture in which all staff thrive and excel

Ensure the School has a sustainable basis for providing an inspirational learning environment 

Secure outstanding outcomes for all students 

Strategy

Reason

Estimated Cost

Impact Measure

Designated staff leading aspects of teaching and learning with PP focus

Day to day management of activities and to maintain whole-staff focus on and raise staff expectations of this essential group of students.

£93,230.45

Successful performance management.

 

Reduction in the gap between PP and non PP students.

 

ALPS score of 4

 

Attendance figure in line with national target (95%).

Faculty/Pastoral Support/intervention

  • Resources (including revision books for all PP Year 11 students)
  • 1:1 tuition
  • Drop-in sessions
  • Rewards
  • FLEs
  • Tutoring Programme
  • Sixth Form support in lessons

Close the progress and attainment gap of these students.

 

Raise student aspirations.

£51,735.23

Reduction in the gap between PP and non PP students.

 

ALPS score of 4

Literacy and Numeracy Support 

  • Additional English and Maths
  • Fresh Start Programme
  • MFL Literacy Programme
  • Lexia and Sum Dog Programmes
  • Accelerated Reader Programme
  • RW10 Programme

To close the gap in Maths and English.

 

To bridge the literacy gap between PP and non-PP students.

 

Increase tendency to read for pleasure.

£48,009.33

All students achieving/ exceeding their benchmark grades in English and Maths.

 

All students meeting expected standards in comparison to their entry data

 

ALPS score of 4

Scholars Programme for those with High Prior Attainment

To challenge the most able students by working through a programme with a PHD mentor.

 

Increase tendency to read for pleasure.

£3,840.00

All students achieving their average FFT20 target.

 

100% positive response from students on Student Voice

Pastoral Support

  • D of E
  • Year 8 Camp
  • Rewards
  • Transition Programme
  • Departmental Requests
  • SEND Interventions (ELSA/ Lego etc.)
  • Attendance Support (EWO)
  • Student Psychologist
  • Sensory Room

Raise student aspirations

 

Improve school attendance of this group.

 

Improve emotional wellbeing.

£8,956.81

>92% attendance for DV students

 

Reduction in percentage of DV students receiving FTE and PEX.

 

90% positive student voice (on average across the questions) 

Staff CPD

  • Pivotal Behaviour
  • PiXL
  • Outside Speakers 

Raise staff awareness of the barriers to learning for disadvantaged students

£8,504.09

100% good or better lesson observations

 

ALPS grade 4

Alternative Provision (which may include GASP Motor Programme for 10 students)

Raise pupil aspirations and to help ensure successful post-16 applications.

£7,677.44

0% NEET students

 

100% of students leaving with qualifications.

Counselling, Mentoring, and Wellbeing provision

Improve the mental well-being of students

£14,155.28

95% attendance 

100% improvement in well-being screeners completed pre v post intervention 

Careers Support (which may include GASP Motor Programme for 10 students)

Raise student aspirations and to help ensure successful post-16 applications.

£6,861.71

0% NEET students

 

100% knowledge of Post-16 destination data

Breakfast Club

Improve attendance and improve attitudes towards school.

£8,637.12

100% uptake of allocation

 

 

 

 

PP Spending 2019-20

£251,607.46

 

TOTAL PP Approximate Funding 2020/21

£249,645.00