NORHAM HIGH SCHOOL - Pupil premium plans for 2017/2018

Summary information


Norham High School

Academic Year


Total PP budget


Date of most recent PP Review


Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

Sep 18


Analysis of achievement in 2017

In terms of attendance the data says the most significant area of concern are year 9 (year 10 in 2017/18) girls, low ability and year 10 (year 11 in 2017/18) boys, high ability.

In terms of English the data says the most significant area of concern are boys high and middle ability

In terms of maths the data says the most significant area of concern are boys high and middle ability


Barriers to learning 2017/18

Pupil voice is carried out sensitively with disadvantaged pupils in order to understand the current and emerging barriers to learning. This is also monitored half-termly with an analysis of progress and attitude to learning / attendance data in order to help identify pupils that are a cause for concern and any possible barriers to learning that might exist for this pupil. Consequently, appropriate intervention is put into place. Barriers to learning identified for some of our disadvantaged pupils include, but are not limited to:

  • Attendance and punctuality
  • Personal / family issues
  • Lack of nutrition / health awareness
  • Poverty / lack of uniform
  • Lack of family engagement with learning
  • Low aspiration and lack of self esteem
  • Lack of urgency about improvement in exam performance KS4
  • Lack of study space at home and / or lack of organisational skills in KS3 when managing homework and deadlines
  • Lack of organisation and ‘exam-resilience’ for majority of disadvantaged pupils in Year 11
  • Low-literacy levels amongst some of our disadvantaged pupils


How do we intend to allocate our pupil premium spending 2017/18?

Strategy / intervention / Rationale

Projected cost

Intended Impact

Actually Impact

Education Welfare Officer

Absence rates for all pupils need to improve but further across all disadvantaged pupils. PA rates for disadvantage are high. To develop a culture of high attendance amongst pupils that may have personal, social and academic barriers to learning.

This will focus in particular on year 10 girls low ability and year 11 boys high ability.


Reduce absent rates of PP pupils at both overall absence and Persistent Absence.

To bring both of the above in line with national averages.


























There has been success with this as the absence of PP has decreased during the year as seen above. PP attendance is broadly in line with National Average and Persistent absence with PP pupils is better than the national average.

Both male and female attendance and PA has improved.

Family support worker

Strong pastoral care systems and bespoke support around disadvantaged pupils will remove barriers that exist to learning.


Improve attitude to learning in the classroom

Greater involvement in the wider aspects of the school

Increase attainment and progress

PP average 2016/17  = 2.57

PP Average 2017/18 = 2.48.

Showing an increase in attainment.


PP pupils attitude to learning has improved slightly over time but there needs to be further improvement in 2018/19


Creation of NSE

Reduce exclusion and support behaviour of pupils at risk of exclusion


Reduce fixed exclusions to home

Improve attitude to learning of those at risk of exclusion

The number of disadvantaged pupils getting FTE has reduced over the year as seen in these figures:

2016/17 - 8.5%

2017/18 - 6.2%.


English, Maths and Science additional staffing and intervention

Our School priority is to secure progress at National Averages for all subjects, and to secure attainment in English, maths and science in line with national averages; it is also to eradicate the achievement gap for all disadvantaged pupils.

Additional English (consultant / teacher) 2 days to support Year 11 and Year 10 GCSE with a focus on high and middle ability boys.

Science additional member of staff for 2 terms to support with Year 11 and Year 10 intervention. To reduce class sizes in lower school to increase skills acquisition to support GCSE.

Maths additional funding to support smaller class sizes in Year 10 (70% PP), to reduce class size in Year 11, to enable high ability boys to have more focused support



Improve attainment and progress of PP pupils in English Year 10 and 11 initially



Improve attainment and progress in maths of PP pupils in Year 11

Improve progress and attainment in science of PP in all year groups: Year 11 and 10 with small intervention groups. In 7, 8 and 9 reducing class sizes with additional staffing.


The outcomes in English, maths and match of the two (basics) for PP pupils were variable: At grade 5 there was a decline from 21% to 18% in English, maths from 29% to 13% and the basics 16% to 5%. At grade 4 English improved from 34% to 42%, maths declined from 47% to 42% and the basics stayed at the same rate of 37%

In Science PP pupils out performed Non PP at 55:  32% PP in comparison with 17% NPP and at 44 : 56% PP in comparison with 38% NPP

Additional sets has enabled us to reduce legacy in other year groups where better outcomes are being predicted in all three subjects

Literacy intervention and support

Reading Room reorganisation

Development and implementation of Oracy programme to improve speaking skills and therefore writing skills. To increase greater involvement of pupils in questioning and stretching responses

Book Swap to increase awareness of reading among PP pupils


Improvement in extended writing across all subjects to impact on reformed GCSES

To increase participation in questioning and extending verbal answers. Move away from “passivity” in the classroom.

For PP pupils to read a wide range of texts.

Reading room has been redeveloped and relocated. The uptake at this has not been as strong as it was hoped at this stage following a change in literacy coordinator.

Homework support and homework club

To give support for homework as rigour and demands increase

To give access to study area


Some of our disadvantaged pupils need access to study areas and support with homework. As the rigour around our setting of homework increases; this support will be needed for key individuals

As part of lunchtimes a lunchtime duty was set up in for KS3. Uptake at this has been good with on average 20 pupils attending this provision with a focus on homework or developing skills such as Timetable Rockstars.

Peripatetic music

To allow PP pupils access to a provision that they might not otherwise have


To improve the skills, attainment and enjoyment of PP pupils who have a musical talent.

52 pupils have taken part in this during the year. Of which 60% of pupils were PP. Developed their skills at various instruments. Uptake for Music from Year 8 being nearly 25% of the cohort

Transition from Year 11 into education, employment or further training

To ensure that NEET figures of PP pupils continue to be low

To ensure that pupils have access to all aspects of careers and opportunities available at post 16

To ensure that PP pupils can visit providers throughout their schooling


NEET figures of PP pupils to be 0

Increase in the number of PP pupils taking level 3 courses.

Currently all pupil premium have placements post 16

Mentoring and personalised tuition for identified PP pupils (KS4)

One- to-One intervention facilitated by specialist teachers to support disadvantaged pupils in order to improve attainment and achievement in Maths and English; and other subjects where needed.

Support intervention in English at securing Grade 4 and 5 (group of 10).

Support intervention in maths at securing grade 4 (group of 10), securing grade 5 (group of 8)and securing grade 8 and above (group of 2)



Improved attainment of Year 11 in English and maths at standard pass (4+), strong pass (5+) and higher pass (8+)


The impact of the 7-9 tutoring saw 50% of the pupils achieving a 7 in maths.

Of the 8 pupils targeted at Grade 5 in maths on a 2:1 basis, all achieved a grade 4 but no 5’s.

The work with action tutoring around grade 4 was less successful with 1 pupil achieving a 4 and another a 5  in English and 1 achieving a 4 in maths

Additional programme for Y11 PP pupils during school holidays in English, maths and Science

Our School priority is to secure progress at National Averages for all subjects, it is also to eradicate the achievement gap for all disadvantaged pupils.


Our School priority is to secure progress at National Averages for all subjects, it is also to eradicate the achievement gap for all disadvantaged pupils.

Attendance at Science sessions was 20 pupils each day.

English and Maths attendance was 15 pupils each day.

Impact on results in English and maths was poor as seen above, outcomes from science were better. (see above)

Attendance rewards


To enable disadvantaged pupils have access to essential school equipment and / or events that would otherwise prevent their attendance to school and/or access to the curriculum / experiences of their peers

When comparing 2016/17 and 2017/18 we see an increase in pupils achieving 1005 by each half term. With the greatest rises being seen in Ht4, 5 and 6. Although pleasing this still needs to improve

Uniform and hardship fund allocation


Individual disadvantaged pupils that may require additional support with uniform and / or learning resources will be assessed throughout the academic year; where necessary, pupils will be supported if this is not possible through parents / carers.

Pupils supported through uniform and revision guides where necessary.

Summer term - transition


This enables our younger disadvantaged pupils to access a wealth of activities that prepare them both socially and academically for a successful start to KS3

Feedback from pupils was extremely positive in terms of the social transition and this is a strength of the school.

This enabled us to be clear with the pupils who were not school ready to begin a year 7 catch up programme in September.

PP tracking and leadership to engage targeted groups of pupils in KS4 that are struggling with low motivation and / or lack of positive attitude to learning in lessons


Organising of and resourcing of:

Period 7

Holiday sessions


The outcomes across subjects were variable therefore it must be evaluated as not successful and we need to look again at why this is the case.

Revision mornings and evenings for KS4 cohort to help parents


To counteract lack of organisation and knowledge about ways of studying. Support parents Study skills with students and parents


Year 9: 26 attended the morning session of which 50% were PP.

Year 11: 24 attended the two sessions. 40% of parents were pupil premium parents




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



























School profile - 2018 / 19


2017-18 Leavers

2018 - 19 Cohort























Late Admission - after normal Y7 entry e.g. MM, Fair Access, IYA








Attainment and progress data for Year 11 in 2018




Non PP

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 are pupil premium
  • All tracking data includes review of the impact on PP– academic, attendance, SEN, FTE


We monitor how we are spending the allocated funds to ensure they are having an impact.  Pupil Premium Impact will be measured through:

  • Pupil progress data e.g. half termly data collection, teacher tracking, reading ages, impact of intervention strategies,
  • Pupils, staff and parent voice


Pupil Premium Strategy Statement:


Summary information


Norham High School

Academic Year


Total PP budget


Date of most recent external 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 (from 2017/18)




Barriers to progress for disadvantaged pupils


Social, mental and emotional difficulties resulting in poor behaviour for learning in classrooms. Pupils lack resilience


Low aspirations and poor ‘cultural capital’


Poor attendance


Poor literacy












  1. Outcomes


Desired outcomes / success criteria

Success criteria


To improve progress of disadvantaged pupils

Progress 8 of -0.5 in Summer 2019


To increase levels of engagement amongst disadvantaged pupils

% FTE to be below school % of PP, reducing over time and PP pupils not re-offending due to interventions implemented


To raise aspirations of disadvantaged pupils

NEET is 0


To improve attendance and reduce PA for disadvantaged pupils

Overall Absence and Persistent Absence are better than National Averages and better than the same time in 2017 – 18.




  1. Planned expenditure

Academic year



1. HIGH QUALITY TEACHING ( impact on all PP pupils)

Desired outcome

What is the evidence and rationale for this choice?

Key actions

Intended impact 

Staff Lead

Evidence of progress

To improve the quality of teaching in order to improve academic progress for all pupils and to raise aspirations

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’.


Norham has a high percentage so high quality first teaching will have the most significant impact on many pupils


Additional staffing in English, Maths and Science. Regular progress meetings to track impact.












To improve pupils literacy via weekly  ‘class readers’ programme in tutor time. Books to be read out loud by tutor to allow discussion of subject material, key words etc.




Weekly whole school CPD programme e.g. AEN training, behaviour for learning training. Support for individual staff as needs identified by T and L consultant. Department PCPD programme and whole school working parties.





Development of pupils’ cultural capital through involvement in a wide range of enrichment activities that link to the curriculum e.g. WW1 project, bikeability Team Talent 2.0 with, Year 6 transition meetings





  • CEIAG programme within PSHE respect days e.g. Mock interview days in Year 9 and 10
  • Each Year 11 pupil to have at least one Connexions meeting and meeting with Tyne Met . 
  • Assembly programme e.g. Post 16 providers to speak to year 11, RAF with yr 7 and 8
  • Careers lesson in Year 7





Pupils provided with homework folder and planner to support them with being well organised and taking pride in their work


To support pupils to make more rapid progress from their starting points as pupils are in smaller classes and teaching can be planned to support their needs more effectively











Development of pupils’ vocabulary, engagement with reading and knowledge of broader issues to support PSHE





To improve quality of teaching in order to support the progress of PP pupils


To improve quality of teaching in subject departments order to support the progress of PP pupils





To give pupils a broad education that supports their learning in the classrooms, a sense of belonging to the school and a sense of pride and achievement. This will also support improvements in attendance and behaviour.




To support pupils with their understanding of the range of careers available to them and Post 16 options ( academic and vocational) in order to raise their aspirations, engagement in lessons and support academic progress










Improve quality and completion rate of homework




Cluster lead / AH  PP













Literacy Lead / AH PP






AH T and L  AH PP








AH pastoral / Head of PE

























Progress data from half termly data collection and assessments showing improvements over time towards target grades


Improvement in assessment grades e.g. yr 11 PPE marks improving over time




Pupil voice

Staff voice







Progress data

Quality assurance data ( lesson obs, book scrutiny, pupil voice)

T and L consultant  - evidence of actions and impact



Evidence of % PP pupils involved in activities

Pupil voice








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


NEET figures reducing over time  - aim of 0%


Pupil voice







Homework O3 to reduce over time

Pupil voice



Desired outcome

What is the evidence and rationale for this choice?

Key actions

Intended impact 

Staff Lead

Evidence of progress

B. To increase levels of engagement and aspiration 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.


GCSE data from 2018 shows that pupils at Norham do less well than other schools nationally.


a)Progress tutor to work in yr 11 lessons every period to ensure that behaviour for learning improves and to support improved progress. Half termly progress data to inform the tutor of the key pupils / classes to work with


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


c)GCSE revision event for parents and pupils to give support with revision strategies and provide materials. Period 7 intervention / homework club from January 2019 to support pupils


d) Social time strategy – common room for yr 11


e) 1 day counselling targeted at yr 11( funding re Someone Cares / Vera Baird police)





Catch up support

Oracy project ( year 7) and P4C lessons




  • Improvements in academic progress
  • Improvements in behaviour Iessons
  • Improvements in behaviour at lunchtime to lead to better BfL in P5 lessons
  • Reduction in anxiety that could lead to mental health issues and impact on pupils progress over time and in examinations
  • Early support with revision to encourage pupils to be organised with their time and well prepared for final exams














Pupils are ‘secondary ready. Where intervention not effective, additional support put in place e.g. dyslexia intervention, L and C referral etc.
































Oracy lead - SVI









Data showing improvements

-predicted grades

 -current grades

- assessments 

 - mock exam results

 - behaviour data (O3, IEU, FTE)


Staff and pupil voice


















Data to evidence pupil progress


Oracy project



Desired outcome

What is the evidence and rationale for this choice?

Key actions

Intended impact 

Staff Lead

Evidence of progress

D. Increased attendance and reduced PA rates for  pupils eligible for PP.

We can’t improve attainment for children if they aren’t actually attending school.


There is a clear link between poor attendance at school and lower academic achievement.




Learning Mentor with focus on attendance to be in post for the full academic year, to work alongside the school’s EWO. ( in 2017  -18 in post for 2 terms and positive impact noted)



Identification of pupils in July 2018 attendance issues (via communication with primary school for yr 7 pupil) and target group of PP pupils at risk of PA. The issue with the pupil / family will determine the strategy implemented from :

  • Rewards for 100% attendance – high profile via assemblies and tutor time
  • Attendance blitz target group
  • 1:1 mentoring
  • Road to success cycling  programme – KS4
  • Intervention with LM attendance or family support worker
  • Parental meetings
  • Additional support from external agencies e.g. Education Welfare, Social services, EHA, TAF meetings
  • Fines / court proceedings
  • Key fund group




Each half term the attendance and PA figure to be better than 2017 – 18 and below the NA






CHE/RPA/ Head of School



















Attendance and PA data each half term


Minutes from joint attendance












































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 Tutors


Attendance resources