Pupil Premium


Please see the bottom of the page for downloadable documents with details of Pupil Premium at Moorbridge.

Pupil Premium is described as - Secondary FSM, ‘Ever 6’ (any pupil who has been eligible for free school meals at any point in the last 6 years) and LAC attracted a premium of £935 per pupil in 2015 – 2016,Service Children = £300; LAC/Adopted From Care=£1900.   

Data including Pupil Premium Funding for Pupil Referral Units is often a year out of date.  At this stage the data for 2015-2016 PP information for Pupil Referral Units has not been produced and therefore we are comparing to a year previous 2013- 2014.  As soon as this data is available this information will be updated – although year on year there is often very little difference.

Pupil Premium; Moorbridge compared to Pupil Referral Units Nationally

Moorbridge

Nationally

Number of pupils on roll

98

11,440

% eligible for pp

41%

70.3%

Pupil premium allocation

£36,000

£7,244,000

Source: www.gov.uk/pupil-premium2013to14finalallocationtables

 

Pupil Premium; Moorbridge compared to North Tyneside (all secondary schools)

Moorbridge

North Tyneside

Number of pupils on roll

98

28410

% eligible for pp

41%

27%

Pupil premium allocation

£36,000

£9,186,980

 

Source: www.gov.uk/pupil-premium2013to14finalallocationtables

Pupil Premium Strategy Statement 2016 – 2017
 
 

  1. Summary information

School

Moorbridge PRU

Academic Year

2016-17

Total PP budget

£32100

Date of most recent PP Review

3/9/16

Total number of pupils

128

Number of pupils eligible for PP

68

Date for next internal review of this strategy

7/17

  1. Current attainment

Pupils eligible for PP (your school)

Pupils not eligible for PP

% achieving 5A* - C incl. EM (2015/16 only)

17%

17%

% achieving expected progress in English / Maths

E 52% M 56% Compared to KS2 Results

E 52% M 56% Compared to KS2 Results

% progress specific to school setting

E 96% M 100%

Compared to Moorbridge Baseline

E 52% M 56% Compared to KS2 Results

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

In-school barriers

 

.

             A

 

              B

Due to significant levels of vulnerability, Mental Health Issues, anxiety some students find it very difficult to access the school environment.

 

History of poor engagement in learning at KS3 and KS4

C.

Many pupils come from homes that are unable to support a positive learning and reading culture and do not have access to quality books and reading opportunities, this alongside SEND leads to lower spelling abilities.

D

Many pupils do not have access to additional opportunities that are needed to provide an enriched education and basic life skill experiences leading to successful employment

and the ability to cope independently within society in the future.

E

Baseline levels for many areas of development, particularly the prime areas, are below age-related expectations with, Spelling ages Communication, Language Understanding and Speech being significantly below – baselines on entry currently 97% below expectations for similar pupils.

F

Below expected levels of attainment across core subjects and with predicted GCSE attainment from KS2 Results

External barriers

G

Pupil attendance, although improving, is a weakness and is below the national average at 84.47% - Attendance rates for pupils eligible for PP are % (below the target for all children of 95%). This reduces their school hours and causes them to fall behind on average

H

Students attend the site from a wide area.

I

Interaction with parents is a long process of relationship and trust building in order to help them support the learning of their children

J

High levels of deprivation

High levels of social services input

High levels of youth offending

High levels of LAC

  1. Outcomes

Desired outcomes and how they will be measured

Success criteria

1-1 intervention sessions provided to target literacy and numeracy gaps at KS3 and KS4 as well as targeted interventions around SEMH

Improved spelling ages over the intervention programme 1-1 sessions monitored, improved data scores in ½ termly data capture

Extend opportunities for students to visit the wider community linked to curriculum eg theatre, museum

and visits to local shops using public transport and allow students have an enriched curriculum experience and develop life skills.

Students have an enriched curriculum experience and develop life skills.

Increase in pupil progress and attainment over a term. Monitored over a ½ termly basis

Individual education and behaviour plans to re-engage students in school using key teachers, 1-1 support, daily rewards and incentivised plans to maintain positive attitudes and behaviour.

Improved points total, less intervention sessions and decrease in 1-1 curricular intervention.

Attendance to be monitored by EWO with targeted plans for re-integration for identified pupils. Pupils collected from home where appropriate

Increase the % of families engaging with the school and student progress. - Attendance monitoring over time.

Reduce the % of Persistently Absent pupils who are eligible for the grant

so that it matches other groups.

Increase the % of families engaging with the school and student

progress.

Increase opportunities for all students with reading and access to a wide range of reading materials. Reading ages improve and student knowledge.

Reading ages improve and student knowledge. Improved spelling ages over the intervention programme.

 

  1. Planned expenditure

Academic year

2016-17

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

  1. Quality of teaching for all

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

[1] Individual students

engage in targeted

mentoring and

improve engagement

in learning

Provide individual students with

mentoring and targeted

interventions.

Targeted intervention strategies for hard to

reach students not engaging with

learning.

Additional 1-2-1 support to

support students and help

them with engagement and

provide them with mentoring

to meet their SEMH needs

Focused interventions that are planned, monitored and

reviewed on a regular basis via a pastoral programme.

in learning

SENCO JK/KC

Every half Term

£5,000 (Yearly)

[2] Consistent high quality

support for literacy and numeracy

Targeted literacy and numeracy programs to support core skills – My Maths, Success in Arithmetic, Success Maker English

Improved basic skills will allow pupils to access a wider curriculum in the future.

This will help to close gap between mainstream counterparts and the gap that has developed due to SEMH and other issues.

Data monitoring of target groups

JK/SEND Team/AS/SW

Termly

£1200 (Yearly)

[3] Ensure smooth transition of eligible students back into mainstream education or onto further education.

And Increased

engagement in

learning and improved

reintegration

opportunities to

mainstream

Employment of a support member of staff to assist with the progressive transition of PP in particular pupils back into mainstream.

Previous unsupported PP pupils have not always succeeded in transition back into mainstream schools.

Mainstream Schools have requested support.

Pupils have expressed their desire to have support whilst returning to mainstream school to make them feel safe and secure.

Termly review of students returning to school successfully. Cooperation with mainstream schools to evaluate process.

Design of a system suitable for purpose.

KC/Transition LM/Pastoral Team /Key Stage Coordinators/Mainstream Schools

Termly

£10,000 (Yearly)

[4] Increase opportunities for pupils to engage in the extended curriculum to help develop wider skills

Provision of a number of opportunities for learning outside of the classroom.

E g Shakespeare in Schools

Pupils engage well with a variety of different teaching techniques and learning environments.

Pupils have wider opportunities in their mainstream schools and they therefore need equality with their counterparts.

Review of academic progress made by students.

Core subject attainment.

Recorded improvement in behaviour.

Increased engagement.

Feedback from external providers

Key Stage Coordinators to monitor external visitors to the school.

Monitoring of the budget to ensure that the money is well spent.

Key Stage Coordinators – AS &SW and PP Coordinator AS

£500

[5] Ensure all PP students are well prepared and supported for their GCSE/Equivalent Examinations or alternatives to ensure their personal learning needs are met.

Provision of after school targeted support and revision guides which pupils can take home at no cost to help them achieve higher grades and make up for lost time.

All KS4 students have MH issues and are involved with CAHMS.

Many of the students have not been to school for long periods of time prior to attending Moorbridge.

Pupils arrive at Moorbridge with below expected attainment in basic skills.

Some pupils are not able to achieve GCSE level at this age due to the gaps in their education thus pupils must be brought up to an appropriate level to help them move on to their post 16 provision.

SLT to monitor exam results and work with KS4 Coordinator to look at raising attainment in KS4 where pupils are able.

KC/JK/SW

£500

Total budgeted cost

£17000

  • Targeted support
  • Desired outcome

    Chosen action/approach

    What is the evidence & rationale for this choice?

    How will you ensure it is implemented well?

    Staff lead

    When will you review implementation?

    [1] Improve monitoring of CP, SEN data

    CPOMS

    Integrated CP, SEN service to ensure the best capturing of data and therefore getting the right interventions for pupils

    Monitoring by SLT

    SENCO/DLCP – JK

    ½ Termly

    £700 (Annual)

    [2] Students access professionals

    in-house and from the

    multi-disciplinary team.

    Addressing and overcoming barriers to engagement in learning.

    TAHMS to be accessed through SEND team.

    Drawing and Writing Therapy programme established by SEND Team

    Classrooms to be established as Nurture based rooms.

    SEND team to assess

    individual student SEN. Students to work individually with L&C therapist,

    educational psychologist or CAHMS psychologist.

    Previous case studies and discussions.

    Evidence of previous

    success with selected programmes.

    MDT team to be coordinated

    by the SENCo

    Regular briefings and panel

    meetings to discuss caseload.

    Termly review of progress of

    chosen programmes and key

    staff selected

    Support of SLT

    Review of

    programmes as and

    when they reach

    conclusion, by key

    workers.

    Findings presented to

    SLT.

    (£5000- Annual TAHMS, £4000 D&W)

    [3]Improve a sense of belonging to ensure the school uniform code is followed.

    Provide school jumpers for those pupils in need of financial support in order to buy into the ethos and strategic direction of the school

    Increased self-confidence and self-esteem in the pupils most in need.

    Reduced bullying.

    Setting of standards to help the pupils re-integrate into mainstream school (all schools in NT have a uniform policy)

    KS Coordinator and Pastoral team records.

    Teaching and support staff views.

    Parent/carer Views.

    Pupil views prior to returning to school.

    KS Coordinators TS and SW/JW/All Staff

    Annually £500

    Total budgeted cost

    £10200

  • Other approaches (including links to personal, social and emotional wellbeing)
  • Desired outcome

    Chosen action/approach

    What is the evidence & rationale for this choice?

    How will you ensure it is implemented well?

    Staff lead

    When will you review implementation?

    [1] Pupils motiovated to improve their behaviour and be responsible for improving their behaviour.

    KS3/KS4 robust reward system

    Research show that especially for BESD students a target driven, reward based system can be extremely motivating for 95% of the students.

    Termly review of number of students accessing rewards

    AS/SW

    Annually

    £500

    [2] Improve attitude towards school through the use of sport to encourage engagement in lessons

    Moorbridge Sports Academy

    SEMH students at Moorbridge respond especially well to sport and this can be used as a driver to improve attendance and attainment.

    Review improvements in statistical data for those who have attended regularly.

    AS

    Termly

    £500

    [3] Improved attendance

    and punctuality at

    school.

    Improved behaviour

    for learning.

    Provision of Breakfast

    Club and break time

    healthy snacks,

    breakfast.

    Student participation, Nurture Based Classrooms

    Direct correlation in 15-16 in analysis

    of breakfast provision impacting

    directly on attendance and

    punctuality and engagement .

    Further analysis of behaviour

    showing benefits of feeding the

    students helps with engagement in

    the classroom.

    Key staff designated to take

    responsibility for the provision.

    Student voice: school council

    involvement in the provision.

    Hygiene qualifications for

    students and staff where applicable.

    Pastoral Team JW/Key Teaching Staff

    Termly

    £3000

    [4] Increased parental

    engagement to

    support student

    attendance, learning

    and behaviour

    Development of Parent

    Engagement through high quality Link Workers and Key Teacher staff

    Wide based evidence on the impact

    of improved parental engagement in

    learning having a direct impact on

    attendance, engagement in learning

    and outcomes for students.

    Working with Multi Agency Team to deliver the Parent Programme.

    Identify key staff with direct

    responsibility for development of

    this programme with Multi Agency Team

    Support from SLT

    SLT

    Implementation

    reviewed termly.

    £500

    [5] Increased wider knowledge for living in 21st Century through SMSC, BV and other strategies to develop students views and knowledge.

    SMSC Days

    Pupils often have very limited views upon arrival at Moorbridge and have not previously been involved in debates, personal opinions or development and exploration of their thoughts

    Development of SMSC days every ½ tem to widen views.

    KS coordinator works with key teacher staff to develop such days. Cross Curricular.

    AS&SW and Key staff

    £400

    Total budgeted cost

    £4900

    1. Review of expenditure

    Previous Academic Year

    2015-2016

    Desired outcome

    Chosen action/approach

    Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

    Approach decided on due to the impact in Sutton Trust

    Lessons learned

    (and whether you will continue with this approach)

    Cost

    Improve Literacy skills

    Literacy 1:1 intervention

    One-to-one tuition

    Increased Progress and attainment

    +5 Months

    To be continued and one of the most important aspects of work at Moorbridge. This must be extended to Numeracy in the following year.

    £11637

    Improve Reading ability and levels

    TA support: reading/Programmes

    Phonics/121 Tuition

    +4 Months Average

    Many pupils made more than the average 4 Months progress, this needed to happen everyday and should be widened to all pupils. Daily reading sessions introduced.

    £7200

    Improve self esteem, confidence and well being

    Residential trip

    Meta-cognition/self-regulation

    +8 Months

    Trips to be organised as and when necessary and the emotional health of pupils allow.

    £200

    Improvement to social and emotional well being.

    Breakfast club

    Extended School time to ensure pupils basic needs are met

    Importance of Breakfast Club to maintained as the students perform better, concentrate more and this is the basis of the nurturing environment that is part of the ethos of Moorbridge.

    £700

    Improve Literacy skills

    Purchase of Software/ICloud Learning

    One-to-one tuition at a personalised level to meet individual needs.

    Increased Progress and attainment.

    Pupils engage in this method of learning through the computer.

    Continue so that all pupils can have individual learning programs to enhance their learning.

    £1000

    Improve pupil numbers returning to school.

    SEN Support

    To develop the pupils individual skills and ensure that they are school ready.

    Continue into following year with additional support for pupils transitioning into school.

    £9263

    Improve self management skills

    Rewards

    To develop the pupils self regulation and behaviour management skills.

    Develop a wider range of rewards to meet the needs of all pupils. Develop individual rewards system where necessary.

    £2,000

    Improve health and well being.

    CAHMS/TAHMS

    To ensure the well being and social development of all pupils

    To continue TAHMS to ensure all pupils well being is given high priority.

    £4,000

    TOTAL SPENDING

    £36,000

     

     

    Moorbridge Pupil Premium Spending 2015 - 2016

    Moorbridge had  41% pupils eligible (January 2016 Census) for pupil premium (excluding LAC pupils). Total pupil premium allocation for 2015-2016 is estimated to be £36,000

     

    Interventions and Costings 2015 - 2016

    Intervention

    Costing

    Literacy 1:1 intervention

    £11637

    TA support: reading/Programmes

    £7200

    Residential trip

    £200

    Breakfast club

    £700

    Purchase of Software/ICloud Learning

    £1000

    SEN Support

    £9263

    Rewards

    £2,000

    CAHMS/TAHMS

    £4,000

     

     

    TOTAL SPENDING

    £36,000

     

    Pupil Premium Toolkit form The Sutton Trust

    Source: http://educationendowmentfoundation.org.uk/toolkit/

    The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational research which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils.

    The Toolkit currently covers 34 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost. The Toolkit is a live resource which is updated on a regular basis as findings from EEF-funded projects and other high-quality research become available.

    Intervention

    Cost

    Evidence

    Average impact (months)

    Feedback

    ££

    ***

    +8

    Meta-cognition and self-regulation

    ££

    ****

    +8

    Peer mentoring

    ££

    ****

    +6

    Early years intervention

    £££££

    ****

    +6

    One to one tuition

    ££££

    ****

    +5

    Homework (secondary)

    £

    ***

    +5

    Collaborative learning

    £

    ****

    +5

    Oral language interventions

    ££

    ****

    +5

    Mastery learning

    ££

    ***

    +5

    Phonics

    £

    ****

    +4

    Small group tuition

    £££

    **

    +4

    Behaviour interventions

    £££

    ****

    +4

    Digital technology

    ££££

    ****

    +4

    Social and emotional learning

    £

    ****

    +4

    Parental involvement

    £££

    ***

    +3

    Reducing class size

    £££££

    ***

    +3

    Outdoor adventure learning

    £££

    **

    +3

    Summer school

    £££

    **

    +3

    Sports participation

    £££

    **

    +2

    Arts participation

    ££

    ***

    +2

    Individualised instruction

    £

    ***

    +2

    Extended school time

    £££

    **

    +2

    After schools programmes

    ££££

    **

    +2

    Learning styles

    £

    ***

    +2

    Mentoring

    £££

    ***

    +1

    Teaching assistants

    ££££

    **

    +1

    Homework (primary)

    £

    ***

    +1

    Performance pay

    ££

    *

    0

    Aspirations intervention

    £££

    *

    0

    Block scheduling

    £

    **

    0

    School uniform

    £

    *

    0

    Physical environment

    ££

    *

    0

    Streaming or setting

    £

    ***

    -1

    Repeating a year

    £££££

    ****

    -4

    Average impact (months) is estimated in terms of additional months progress you might expect pupils to make as a result of an approach being used in school, taking average pupil progress over a year is as a benchmark.

    Cost estimations (££) are based on the approximate cost of implementing an approach in a class of twenty five pupils. Where the approach does not require an additional resource, estimates are based on the cost of training or professional development which may be required.

    Evidence estimates (**) are based on: the availability of evidence; the methodological quality of the primary evidence; the magnitude of the impact (in terms of effect size); and the reliability or consistency of this impact across the studies reviewed.

    Link to pupil premium from the Sutton Trust toolkit:

    Intervention at Moorbridge

    Toolkit intervention

    Expected impact (months)

    Cost

    Maths and literacy 1:1 intervention

    One-to-one tuition

    +5

    £11637

    TA support: reading

    Phonics/ One-to-one tuition

    +4

    £7200

    Residential trip for KS3 (Dallagilo)

    Meta-cognition/self-regulation

    +8

    £200

    Purchase of Software/ICloud Learning

    Phonics

    +4

    £1000

    Breakfast club

    Extended school time

    +2

    £700

    Purchase of Software/ICloud

    Social and emotional learning

    +4

    £1000

    SEN Support

    One-to-one tuition

    +5

    £9263

    Rewards

    Meta-cognition/self-regulation

    +8

    £2,000

    CAHMS/TAHMS

    Social and emotional learning

    +4

    £4,000

     

    Case Studies: Closing the gaps with 1:1 literacy intervention

    All of the pupils below were eligible for FSM and had 1:1 intervention for literacy in addition to their timetabled lessons. (Expected Progress at Moorbridge is one sub level per term)

    Pupil

    Key Stage

    Literacy

    Baseline level/grade (Term 1)

    End of placement level/grade

    Progress in terms of sub-levels

    Progress exceeding expected sub-levels

    1

    3

    3a

    5c (2 Terms)

    4

    2

    2

    3

    1b

    2b (3 Terms)

    3

    =

    3

    3

    4c

    5c (2Terms)

    3

    1

    4

    4

    G-

    E (2 Terms)

    8

    6

    5

    4

    U

    G+ (1Terms)

    4

    3

    6

    4

    G

    E (3 Terms)

    6

    3

     

    Impact on Progress 2015 - 2016

    Pupils eligible for pupil premium

    Remainder of cohort

    Average baseline maths NC level (KS3)

    3a

    4c

    Average baseline English NC level (KS3)

    3b

    3a

    % of pupils making expected or better progress in English (KS3)

    95.2 %

    92.7%

    % of pupils making expected or better progress in English (KS4)

    100%

    93%

    Average improvement in reading age (based on the NFER test) in months beyond chronological time (below 9 ++)

    10.6

    10.2

    1 % A*-G passes 2015  GCSE and BTEC

    100

    100

    Attendance %

    87.4

    86.9



    ĉ
    Moorbridge PRU,
    Feb 27, 2017, 9:34 AM
    ĉ
    Moorbridge PRU,
    Dec 15, 2015, 3:54 AM
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    Moorbridge PRU,
    Dec 15, 2015, 3:54 AM
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    Moorbridge PRU,
    Apr 28, 2016, 1:36 AM
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