Pupil Premium Strategy Statement

Norham High School

Norham High School’s Pupil Premium Profile [2016/17]

Total number of pupils in the school


Number of PP-eligible pupils:


Amount per pupil:

£935 for PP Year 7-11, £1900 LAC

Disadvantaged pupils

Pupil premium per pupil

Pupils in years 7 to 11 recorded as Ever 6 FSM


Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority



Total pupil premium budget:

£ 200,085

Evidence of school performance

Key statements from Ofsted report May 2016 relating to the performance of disadvantaged pupils:

  • In 2015, the average point score reached by disadvantaged pupils at the end of Year 11 was much lower in English and even more so in mathematics compared with other pupils nationally. Current school information indicates that these gaps are likely to narrow significantly this year. Senior and middle leaders have improved the way they use and check the impact of pupil premium funding in order to target support more carefully. As a consequence, the progress made by disadvantaged pupils throughout the school is improving.
  • Leaders’ use of pupil premium funding has helped to improve outcomes for disadvantaged pupils. The school’s information shows that current eligible pupils are making good progress in most subjects and across the year groups, and catching up with their peers.


Pupil Premium Strategy 2018/19


The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to ‘close the gaps’ between them and their peers.



Pupil Premium Funding 2018-19


Disadvantaged Pupil Funding (amount per pupil):


  • Pupils in Years 7 to 11 recorded as Ever 6 Free School Meals         £935.00
  • Looked After Children                                                                       £1900.00
  • Children of parents in the armed forces                                             £300.00



Norham High School Pupil Premium Funding 2018 - 2019



Year group

Number in year group

Number of PP

PP as a percentage of year group





























Attainment and progress data for Year 11 in 2018




Non PP

National Average for PP

National Average for Non PP

National Average overall

Number of Pupils






Percentage of Cohort






English & maths at 4






English & maths at 5






Progress 8






Attainment 8






















Mission Statement about Pupil Premium


At Norham High School we have high expectations for all individuals. We do not equate deprivation and challenge with low ability. We ensure that teaching and learning opportunities meet the needs of all pupils. We ensure that appropriate provision is made for pupils who belong to vulnerable groups. In making provision for disadvantaged pupils we recognise that not all pupils who are eligible for PP funding are academically or socially disadvantaged. We therefore focus on the needs and levels of progress and attainment for all of our pupils. In providing support we will not socially isolate pupils. Therefore, it is highly likely that all groups receiving additional support will be a mix of disadvantaged and non-disadvantaged pupils.


Our key objective in using the Pupil Premium Grant is to reduce the differences between these pupil groups. As a school we consistently track all groups of pupils to ensure that they make good or better progress. Through targeted interventions we are working to eliminate barriers to learning and progress. Once at age related expectations we always continue to extend that learning further to ensure that they reach higher levels of attainment.


To maintain the profile of the disadvantaged cohort:

  • Teaching and support staff are regularly updated with the names of pupils who qualify for this funding.
  • Academic tracking includes information on PP status.
  • One of the priorities in the whole school development plan is about raising the attainment of the disadvantaged cohort.
  • Departmental and pastoral self-evaluations have a section related to the disadvantaged cohort.


We closely monitor how we are spending the allocated funds to ensure they are having an impact on pupil premium pupil’s achievement.  Pupil Premium Impact will be measured through:

  • Pupil progress data
  • Other quantitative data, e.g. data on reading ages
  • Pupils’ views on the actions that have supported them most effectively
  • Staff views on the impact of particular actions on pupils’ achievement and their attitudes to learning
  • Other qualitative evidence, e.g. views of parents on how particular strategies have benefited their child


Sir John Dunford, the former National Pupil Premium Champion, spent two years examining what works best after speaking to schools, addressing conferences and acting as a channel of communication between the Department for Education and schools. He noted that the most successful schools used a range of strategies that were targeted to the needs of individual pupils rather than sticking with one or two.  As a school we have acted upon his findings and based our policy around the following points that the most successful schools:

  • Collected and analysed data on groups and individual pupils, and monitored this over time
  • Focused on teaching quality
  • Identified the main barriers to learning for disadvantaged children
  • Put interventions in place when progress has slowed
  • Engaged with parents and carers in the education of their child
  • Referred to existing evidence about the effectiveness of different strategies
  • Trained all classroom staff in the strategies being used in school
  • Secured staff commitment to the importance of the pupil premium agenda




















Pupil Premium Strategy Statement:


  1. Summary information


Norham High School

Academic Year


Total PP budget


Date of most recent PP review

Jun 2015

Total number of pupils


Number of pupils eligible for PP


Date of next external PP review

Autumn 2018


  1. Current attainment


Pupils eligible for PP (our school)

Pupils not eligible for PP (national average 2017)

Progress 8 score average (2017/18)



Attainment 8 score average (2017/18)




  1. Barriers to future attainment (for pupils eligible for PP  including high ability)

In-school barriers


Disadvantaged pupils often underperform throughout both key stages


Social, mental and emotional difficulties that impact on the behaviour of some disadvantaged pupils


Low aspirations, poor resilience and narrow horizons of disadvantaged pupils

External barriers


Attendance rates for disadvantaged pupils are, on average, lower than for non-disadvantaged.


Lack of positive engagement from parents / carers of some disadvantaged pupils




  1. Outcomes


Desired outcomes

Success criteria


To improve achievement outcomes for disadvantaged pupils

Achieve an average overall residual of zero


To increase levels of engagement amongst disadvantaged pupils

Attitude to Learning Scores / IEU referrals / Exclusions FTE


To raise aspirations of disadvantaged pupils

Ensure NEET pupils are zero


To increase attendance rates of disadvantaged pupils

Reduction in the number of disadvantaged pupils falling below 95%.

Overall Absence and Persistent Absence are better than National Averages


To foster positive relationships with parents / carers of disadvantaged pupils

Increased numbers of parents /c arers attending all arranged meetings


  1. Planned expenditure

Academic year


The three headings below enable us to demonstrate how we are spending the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Desired outcome

What is the evidence and rationale for this choice?

Chosen action/approach

How will you ensure it is implemented well?

Staff Lead

Intended Impact

A. To improve attainment levels

Sir John Dunford, the former National Pupil Premium Champion identified that one of the most important factors in schools being successful in closing the gap ‘focused on teaching quality’.

Progress meetings looking specifically at underachieving pupils across all abilities in each cohort (each HT)





Progress meetings looking specifically at underachieving pupils across all abilities in Year 11 (2 to 3 weekly)



Meaningful feedback to pupils






Allocate an SLT mentor to every Year 11 pupil to track academic progress and to provide support and advice in lead up to GCSEs


Creation of Progress Tutor (PT) in Year 11 to work in classroom, small group support, liaise with parents for targeted pupils who are under achieving




Revision sessions for GCSE subjects – mixture of open and targeted invites






Exam results day for all year groups following internal end of year exams/trial exams



Reduced class sizes in English & maths



Form time literacy for Years 7 – 10




Literacy and numeracy intervention

Calendared meetings. 

Minutes from meetings and follow up actions





Timetabled slots for CL and AHT. Follow up from points identified points and actions and evaluate



Book scrutiny






Initial minutes to be taken and followed up at least once per month with the pupils. Agenda item on SLT meeting



Fortnightly targets and evaluation between AHT and PT






Pupils will need to produce revision materials and these are shared with staff / progress tutors





Academic data base





Appointment of AGI, KHE, ESL



Learning walks, QA cycle




Testing and observation of HLTA delivery























DLA / CL/ Progress Tutor





















To ensure that PP and NPP are achieving in line with each other.

Close gaps in variation between subjects.



All PP pupils are meeting target grades (+P8)



Pupils to start to model exemplar responses and close knowledge and skills gaps


Greater attendance of parents at academic events (70% target)



All PP pupils are meeting target grades (+P8)





PP pupils and parents have knowledge of how to create materials and that revision is taking place



Increased pride in achievement and resilience to improve



30% match at 5+EM, 50% match at 4+EM


Increased use key vocabulary, extended writing


All PP pupils are “secondary” ready by end of Year 7

ii. Targeted support

Desired outcome

What is the evidence and rationale for this choice?

Chosen action/approach

How will you ensure it is implemented well?

Staff Lead

Intended Impact

B. To increase levels of engagement amongst disadvantaged pupils

The EEF Toolkit suggests that targeted interventions matched to specific pupils with particular needs or behavioural issues can be effective, especially for older pupils.

Identify through Progress Tutor the pupils who require additional intervention to allow focus on revision and progress in lessons



Additional 1:1 tutoring in English and maths to secure highest grades and reach target





Identified group of 30 lower ability KS3 PP pupils to take part in competitive  action group to improve ATL and progress



A programme of group work aimed at the most vulnerable pupils with pressure and anxiety around exam stress


Summer school to support most vulnerable Year 6 pupils.



GCSE Fayre to engage parents and pupils.



Minutes with Progress Tutor, ATL data, Pupil voice.





Monitor weekly attendance at sessions, feedback from tutors triangulated with feedback from subject staff





Feedback from scorecards, improved ATL





Counselling service referrals





Attendance registers.




Work with all CLs , Connexions and outside providers
















KS3 tutors





















All pupils work are involved in group work will increase their projected  P8 score



All pupils to achieve a grade7 or above in English and maths, dependent on subject they are involved in



Reduction in O3s, increased ATL for the 30 pupils




Attendance of the pupils identified. Improved outcomes



Smooth transition into secondary with full attendance


Attendance at the event is greater than 60%





C. To raise aspirations of disadvantaged pupils

The relationship between aspirations and attainment is not straightforward. In general, approaches to raising aspirations have not translated into increased learning.  A key reason for this may be that most young people have high aspirations for themselves. As a result, it is more important to keep these on track by ensuring that pupils have the knowledge and skills to progress towards them.  The attitudes, beliefs and behaviours that surround aspirations in disadvantaged communities are diverse so generalisations should be avoided.  Effective approaches almost always have a significant academic component, suggesting that raising aspirations in isolation will not be effective.  (EEF Toolkit)

CEIAG strong element in Respect Days for all year groups









Each Year 11 pupil to have at least one Connexions meeting and meeting with Tyne Met . 




Guest speakers invited in to school, particularly post 16 providers.




Whole  year group events Mock interview days in Year 9 and 10


Careers information regularly shared with pupils and parents/carers.



Creation of a “Careers” lesson in Year 7


Planning of respect days, Resources and feedback from pupils and staff









Timetable and sharing of google documents outlining discussion areas and projected post 16 choices




Timetables of events, observation of events




Calendared event and sharing of outline of the day and provider feedback





Timetable, routine observations































All pupils have at least three meaningful experiences of contact with employers







Pupils have greater understanding and knowledge of post 16 and requirements



Increased confidence in pupils




ATL of all pupils is above 2.






Pupils are clearer about option choices to support their pathways


iii. Other approaches

Desired outcome

What is the evidence and rationale for this choice?

Chosen action/approach

How will you ensure it is implemented well/evidenced?

Staff Lead

Intended Impact

D. Increased attendance rates for  pupils eligible for PP.

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.


There is a clear link between poor attendance at school and lower academic achievement. Of pupils who miss more than 50 per cent of school only three per cent manage to achieve five or more GCSEs at grades A* to C including maths and English.  73 per cent of pupils who have over 95 per cent attendance achieve five or more GCSEs at grades A* to C. (DfE)


Pupils with no absence are 2.2 times more likely to achieve 5+ GCSEs A*-C or equivalent and 2.8 times more likely to achieve 5+ GCSEs A*-C or equivalent including English and mathematics than pupils missing 15-20% of KS4 lessons. (DfE)


Eliminate N Marks to ensure accurate registers and reduce the % of unauthorised absence




Parent’s evenings. Presence at PE by attendance tea. Targeted students asked to speak to attendance.



Unauthorised holiday legislation: new legislation available from LA on 25.9.18 in relation to the fining process.




Marketing – GDPR







Whole school assemblies





100% attendance












Whole school queue jumpers






Family Support Worker in place to target harder to reach parents whose children have poor attendance.





Tutor Group Information














Attendance Blitz


Weekly attempts to resolve all 'N' marks will continue throughout the year. Parental follow up via attendance mobile appears to have the best outcome for unexplained absences


Discussions with RPA will occur over the course of this week to agree and set a plan for up and coming parental evenings.


LOA forms, website and other related methods of communicating with our parents will be updated upon receiving full information for the LA on meeting date stipulated


All attendance information to include posters, websites, Facebook, PowerPoint for main reception to be updated within the next week. Continued updates to be updated on a HT basis.


Assemblies across all year groups during HT1. Focus on PA, the importance of good attendance and the expectations we have for all pupils


100% rewards systems - HT1-6 parent/pupil award to continue. This HT we have £25.00 voucher to offer to parent/child


RPA focus on PA pupils: Group 1: PA PP , Group 2: Near PA/PP.  Group 3: outstanding attenders. Working over HT1-6 to complete their 4 levels. Stage 1: £250.00 Stage 2: £500 Stage 3: £1000 Stage 4: 2000


Relaunch of queue jumpers starting with year 7. All pupils who achieve 100% attendance within their chosen week will be allowed to leave 5 minutes early the following Tuesday


Focus of work is to build and maintain good relationships with parents of those who have poor attendance issues. This work will also include TAF meetings, EHA processes and home visits


Continued attendance updates sent out to form tutors weekly from CHE. Tutors expected to challenge/support pupils within their form groups on attendance


1:1 mentoring to commence in HT2. Focus will remain around Near PA/PA pupils


TAF meetings - DFO EHA - CHE/RPA/DFO Parental attendance meetings - CHE/RPA/DFO 1:1 mentoring – RPA


All pupils who had historical attendance/PA concerns last academic year have been included in HT1 attendance blitz (occurred 12.9.18) Blitz to cover current academic year concerns will occur over the next two days
























































Form Tutors













Absence to be at NA















































PA to be at NA

E. To foster positive relationships with parents/carers of disadvantaged pupils.

Parents and carers who take on a supportive role in their child’s learning make a difference in improving achievement and behaviour.’

(Guidance on the Scottish Schools (Parental Involvement) Act 2006)


A strong home-school partnership is critical to narrowing the attainment gap for looked after children, and this partnership must often include the state as the parent (Wigley 2011; Fernandez 2008).

To make arrangements around meetings in school as flexible as possible.


Regular performance data shared with parents with an opportunity for drop in sessions outside of normal parents evenings


Encourage positive telephone calls home to parents particularly around disaffected young people.


Awards Evenings for both key stages


Show My Homework parental log ins


Regular information to parents/carers


Primary transition work


Transition evening for Year 6

Offer all parents a time slot if they do not attend parent evenings or GCSE fayres







At least 60% attendance at all events


Financial Statement




PP Coordinator


Additional staffing In English to lower class sizes x 2


Year 7 & 8 Literacy & Numeracy Intervention


Additional staffing in maths


Additional staffing in Science


Year 11 revision timetable,  support& resources


Attendance tracking (70% of salary)


Progress Tutor x 2