Parents
Pupil Premium Strategy Statement
Norham High School
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Norham High School’s Pupil Premium Profile [2016/17] |
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Total number of pupils in the school |
319 |
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Number of PP-eligible pupils: |
211 |
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Amount per pupil: |
£935 for PP Year 7-11, £1900 LAC
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Total pupil premium budget: |
£ 200,085 |
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Evidence of school performance |
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Key statements from Ofsted report May 2016 relating to the performance of disadvantaged pupils: |
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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
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Year group |
Number in year group |
Number of PP |
PP as a percentage of year group |
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7 |
64 |
51 |
80% |
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8 |
75 |
56 |
75% |
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9 |
58 |
37 |
64% |
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10 |
64 |
39 |
61% |
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11 |
63 |
42 |
67% |
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Total |
324 |
225 |
69% |
Attainment and progress data for Year 11 in 2018
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Measure |
PP |
Non PP |
National Average for PP |
National Average for Non PP |
National Average overall |
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Number of Pupils |
38 |
30 |
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Percentage of Cohort |
56% |
44% |
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English & maths at 4 |
37% |
37% |
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English & maths at 5 |
5% |
13% |
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Progress 8 |
-1.37 |
-1.09 |
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Attainment 8 |
30.68 |
30.79 |
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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:
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School |
Norham High School |
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Academic Year |
2018/19 |
Total PP budget |
£190,500 |
Date of most recent PP review |
Jun 2015 |
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Total number of pupils |
324 |
Number of pupils eligible for PP |
225 |
Date of next external PP review |
Autumn 2018 |
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Pupils eligible for PP (our school) |
Pupils not eligible for PP (national average 2017) |
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Progress 8 score average (2017/18) |
-1.42 |
0.11 |
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Attainment 8 score average (2017/18) |
30.63 |
49.76 |
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In-school barriers |
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A. |
Disadvantaged pupils often underperform throughout both key stages |
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B. |
Social, mental and emotional difficulties that impact on the behaviour of some disadvantaged pupils |
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C. |
Low aspirations, poor resilience and narrow horizons of disadvantaged pupils |
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External barriers |
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D |
Attendance rates for disadvantaged pupils are, on average, lower than for non-disadvantaged. |
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E. |
Lack of positive engagement from parents / carers of some disadvantaged pupils |
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Desired outcomes |
Success criteria |
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A. |
To improve achievement outcomes for disadvantaged pupils |
Achieve an average overall residual of zero |
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B. |
To increase levels of engagement amongst disadvantaged pupils |
Attitude to Learning Scores / IEU referrals / Exclusions FTE |
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C. |
To raise aspirations of disadvantaged pupils |
Ensure NEET pupils are zero |
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D |
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 |
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E. |
To foster positive relationships with parents / carers of disadvantaged pupils |
Increased numbers of parents /c arers attending all arranged meetings |
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Academic year |
2018/19 |
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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. |
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i. Quality of teaching for all |
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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 |
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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
DLA
CLs
MRA / DLA
DLA / CL/ Progress Tutor
DLA / CLs
DLA / CLs
LRO
JJO / ESL
JJO / KCA |
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 |
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ii. Targeted support |
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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 |
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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.
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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
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DSI
DLA
KS3 tutors
DLA
HoYs
DLA
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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%
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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
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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
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JPE
JPE
JPE, LJO
JPE, LJO
DLA, JPE |
All pupils have at least three meaningful experiences of contact with employers
0% NEET
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
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iii. Other approaches |
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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 |
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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)
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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
Keyfund
Whole school queue jumpers
Family Support Worker in place to target harder to reach parents whose children have poor attendance.
Tutor Group Information
Mentoring
Interventions
Attendance Blitz
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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
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CHE/RPA
RPA
CHE/SFO
CHE/SFO
CHE/RPA
CHE/RPA
RPA
CHE/RPA
DFO
Form Tutors
CHE/RPA
CHE/RPA /DFO
CHE/RPA |
Absence to be at NA
PA to be at NA |
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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
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DLA
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At least 60% attendance at all events |
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Financial Statement
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Resource |
Cost |
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PP Coordinator |
7,000 |
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Additional staffing In English to lower class sizes x 2 |
60,000 |
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Year 7 & 8 Literacy & Numeracy Intervention |
3,000 |
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Additional staffing in maths |
24,000 |
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Additional staffing in Science |
30,000 |
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Year 11 revision timetable, support& resources |
10,000 |
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Attendance tracking (70% of salary) |
15,500 |
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Progress Tutor x 2 |
42,000 |
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