PUPIL PREMIUM STRATEGY 2019-2020 - St Martin-in-the-Field ...
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ST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
PUPIL PREMIUM
STRATEGY 2019-2020
“If we can respond to the massive challenge to use the Pupil Premium funding to close the gap, we will have gone a
long way to fulfil the purpose of education for the young people who need it most. We will have accepted the notion
that no young person, by virtue of their birth, should necessarily achieve less than others”
(Sir John Dunford National Pupil Premium Champion,
September 2013 to August 2015)
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
1. Summary information
School St Martin-in-the-Fields High School for Girls
Academic Year 2019/20 Total PP budget £207, 570.93 Date of most recent PP Review Sep 2019
Total number of
480 Number of students eligible for PP 198 Date for next internal review of this strategy Sep 2020
students
2. Current attainment
Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving grade 4+ in English and Maths 20% 72%
% achieving grade 5+ in English and Maths 7% 50%
Progress 8 -0.2 0.13
Attainment 8 38.5 50.1
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
3. Barriers to future attainment (for students eligible for PP including)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
A. 2018 Ofsted report identified variability in the day to day teaching of disadvantaged students as a barrier of not meeting the needs of the student
B. High attaining PP students are making less progress than other high attaining student
Disadvantaged students, as well as other students in school, have a low level of reading on entry and do not often undertake wider reading, which slows
C.
progress
The numeracy and literacy skills in a significant number of PP students has led to below national average progress in maths and English by the need of Key
D.
Stage 4
External barriers (issues which also require action outside school, such as low attendance rates)
E. Lack of support with learning at home and lack of engagement of parents for students who are most vulnerable to underachieve
F. There is an increase in the number of social care involvement with a minority of families
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
4. Outcomes
Desired outcomes and how they will be measured Success criteria
Lesson delivery are of high quality
PP students make better progress by receiving quality first teaching and Best practice is identified and shared through various avenues
A
learning Professional Learning Community to support collaborative work amongst teams
CPD to support the delivery of lessons
Improve Attainment 8 and Progress 8 score when compared to 2019
Disadvantaged students achieve the Ebacc with EM at grade 5+
Diminish the difference in the progress of PP students and their NPP peers and against
To diminish the difference in Attainment 8 and Progress 8 outcomes for
B national
disadvantaged students and their non-disadvantaged peers
Termly progress report shows disadvantaged students in all years working towards
making progress as their peers
HoD termly analysis shows the difference in their subject areas
Minimum progress 8 score of 0 in both English & Maths
C Increase the % of 4+ in Maths & English for disadvantaged students 50% pupils achieve a grade 4+ in English
50% pupils achieve a grade 4+ in Maths
HAP disadvantaged students to have a positive Progress 8 scores
HAP disadvantaged students make good or better progress by the end of Key
D HAP disadvantaged students to achieve high end grades when compared to their peers
Stage 4
Progress for disadvantaged students is made in line with peers nationally
5. Planned expenditure
Academic year 2019/20
The three headings below enable schools to demonstrate how they are using the Pupil Premium funding to improve classroom pedagogy, provide targeted support
to support whole school strategies.
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
i. Quality of teaching for all
Desired outcome Chosen action/ approach What is the evidence and rationale How will you ensure it is Staff lead When will you review
for this choice? implemented well? implementation?
A. PP students make better Professional Learning Community We want to offer high quality teaching Lesson observation and SWI Termly
progress by receiving quality established to support first quality to all pupils to improve student’s learning walk DDU
first teaching and learning. teaching progress and improve school overall CMC
B. To diminish the difference results. Regular work scrutiny carried KWI
in Attainment 8 and Progress Focus Friday to share best practice out both within the learning
8 outcomes for Teacher leadership training and communities and whole
disadvantaged students and Implementation of Leadership CPD sessions help with the school
their non-disadvantaged training to develop all teachers how improvement in teacher’s best practice.
peers to effectively track and implement An improvement in teacher’s best Progress data collection and
C. Increase the % of 4+ in effective strategies to address under- practice will contribute to the thorough and detailed
Maths & English for performance and further develop continuous improvement in student’s analysis of data
disadvantaged students student’s performance progress
D. HAP disadvantaged HoDs to review homework
students make good or better High quality training and CPD for all High quality feedback is a way to policy, the quality and
progress by the end of Key staff to develop effective pedagogy, improve attainment and this an quantity of homework given.
Stage 4 effective AFL strategies, useful and effective approach that needs to be
challenging, marking and feedback embedded across the school.
Google classroom to support Evaluating the effectiveness of
students in taking responsibility for homework to ensure it helps pupils to
their learning inside and outside of make good or better progress
the classroom
PIXL £5000
CPD & other training £15000
Kerboodle & Hegarty maths £3000
Total budgeted cost £23,000
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
ii. Targeted support
Desired outcome Chosen action/ approach What is the evidence and rationale How will you ensure it is Staff When will you review
for this choice? implemented well? lead implementation?
A. PP students make better First story creative writing club to KS4 initiative to build confidence in creative Evaluation of the sessions RKO September 2020
progress by receiving quality first support 20 HAP students in English writing through poetry and Oracy amongst Monitoring and tracking of SAS
teaching and learning. specifically PP students to create growth in student’s progress IBA
Literacy - 1-1 (toe by toe) and small their self-esteem, confidence and LSI
B. To diminish the difference in
group work for students with difficulties communication skills 1-1 student interviews AHU
Attainment 8 and Progress 8
in reading for understanding, delivered CMC
outcomes for disadvantaged by LSA and SEND support Extended reading has been proven on Termly progress data collection SPO
students and their non- numerous occasions that it makes a and analysis DBA
disadvantaged peers Targeted Year 11 period 7 for all subjects substantial impact and pupil’s reading and PL
C. Increase the % of 4+ in Maths attitude EMO
& English for disadvantaged Secure the improvement in the learning Hegarty maths training and
students of maths to ensure students make Some pupils need targeted literacy support dissemination to staff
D. HAP disadvantaged students progress using Hegarty maths as a to catch up.
resource for intervention and homework. Improve the quality of numeracy
make good or better progress by
Targeted interventions, ensuring the right across the school
the end of Key Stage 4
Targeted Year 11 intervention group students are going to the right sessions,
taught by an additional maths teacher targeting specific needs Tracking and analysing of
Improvement in maths performance in student’s progress
Kerboodle used to support the teaching relationship to other subjects across the
of science Science and MFL school Sharing best practice
Tracking and analysing of
Collaborative work between HAP and PP High quality resources helps to develop student’s progress
lead to secure improvement in progress effective strategies and useful interventions
by all pupils to address underperformance as well as to PiXL training for More Able
challenges learners Coordinator
Students to have targeted support from Disadvantaged and more able students Improve the quality of teaching
external agencies, providing intervention needs to be challenged more (OFSTED, 2018) CPD training to support lesson
to ensure progress Data indicates that that HAP PP students are delivery
performing at the same level from the same
Chaplaincy starting point as the non HAP PP peers. HAP students continue to be
clearly identified and tracked in
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
Poor attendance and behaviour of students lessons
and the lack of parental engagement in some
cases leads to slow and poor progress in Regular monitoring and tracking
school of student’s progress
Support students in overcoming barriers and RAP meetings with KPI leads and
to help breakdown the social, emotional and HODs
behavioural barriers to learning that they are
experiencing Records kept of meetings and
attendance tracking support and
A safe space with experienced support to intervention
support vulnerable students going through
difficult circumstances. Parents attendance to meetings
including Progress meetings
Case studies of student support
Additional staffing for Maths and booster sessions £30,000
Literacy programme & SEN support) £25,000
External agencies £25,000
More able support £10,000
First Story £5000
Other Intervention and support £10,000
Total budgeted cost £105,500
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
iii. Other approaches
Desired outcome Chosen action / approach What is the evidence and rationale How will you ensure it is Staff When will you review
for this choice? implemented well? lead implementation?
A. PP students make better Free breakfast club sessions Students who are in school early are less Registers taken and tracked CMC Sep 20
progress by receiving quality first likely to be late, more prepared for their day Evaluation of sessions SWI
teaching and learning. Resource room and have a greater amount of time with Tracking of student’s progress SPO
positive role models. All requests approved and DPI
B. To diminish the difference in
ICT equipment monitored to ensure value for IBA
Attainment 8 and Progress 8
Having a nutritious breakfast maintains money. PL
outcomes for disadvantaged Revision aids focus, concentration and substantially Participation in D&T food lessons DWA
students and their non- improves behaviour. JCA
disadvantaged peers Teaching material for D&T Food Records of interviews are kept DPI
C. Increase the % of 4+ in Maths PP students will have monitored access to Participation in work experience AHU
& English for disadvantaged Careers interviews, career meeting, necessary supplies, workbooks and Workshops documents and
students workshops and work experience resources in year 10 and year 11 session evaluation forms reflects
D. HAP disadvantaged students impact
Targeted intervention for identified Revision guides and appropriate texts are Use behaviour data to ensure
make good or better progress by
students, including 1:1 support from provided free of charge to student premium appropriate pupils are identified
the end of Key Stage 4 students.
behaviour manager to receive intervention
Trips, enrichment and other PP students often times attend lessons PL to engage parents before,
opportunities to enhance learning without ingredients for cooking class which during and after intervention
outside of the classroom impacts on their learning
Monitor behaviour improvements
Lambeth Black Caribbean Aim High All students receive careers guidance in behaviour against students
Project through wellbeing lessons in all year and an attainment/progress
interview with a Career Advisor.
Uniform allowance to support those in Termly behaviour analysis.
need KS3 PP students will also receive career Trip and activities are organised
guidance through 1 to 1 sessions and by various trip organisers to
More able projects and trips to raise workshops support the learning for e.g.
aspirations for academic success ● Lion heart challenge
Year 10 students experience 1 week of work programme
Motivational seminars and experience ● Brecon and Beacons
acknowledging and celebrating and trip
rewarding students success when targets EEF Toolkit suggests that targeted ● Lille trip
are met interventions matched to specific students ● Paris trip
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
with particular needs or behavioural issues
Academic and Peer mentoring can be effective. . Student survey
Educational visits helps to engage students Attendance register
in their learning to positively impact on their behaviour/attainment logs to
progress and build on their cultural capital. show student progress
Educational visits helps to engage students Records are kept of interventions
in their learning to positively impact on their
progress and build on their cultural capital Tracking of student’s progress
and raise aspirations
Student identified and support
Essential support is important for families to and guidance provided through 1-
access subsided uniformed when required 1 meetings
due to challenging circumstances
HAP PP students needs to make more Records are kept
progress in line with students nationally. Tracking of student’s progress
Opportunities to raise aspirations such as
visits to universities in particular Russell Not academic rewards and this is
Group ones such as Cambridge, Imperial shared in Prize giving and Year
London. assemblies
Being involved in special projects with Tracking of student’s progress
external bodies needs to be created to
promote academic excellence in the school. Records are kept
Students responds well to external Reward assemblies
motivational speakers and specific praise
Monitoring and tracking of
Combatting the barrier to learning that PP student’s progress
students face of lacking academic
organisations
Guidance for students to prepare for lessons
WITH LOVE AND LEARNINGST MARTIN-IN-THE-FIELDS HIGH SCHOOL FOR GIRLS
Service Compassion Justice Perseverance
Careers & advice £5,000
Rewards £12,000
Trips & Enrichment £15,000
Breakfast Club £10,000
Lion Heart Challenge £4000
Additional resource £10,000`
Workshops & seminars £5000
Behaviour manager appointment £5000
Uniform £3000
Total budgeted cost £69, 000
Areas of Development Planned expenditure
Quality of teaching for all £23,000
Targeted support £105,000
Other approaches £69,000
Reserve Funding £10, 570.93
Total PP budget 2018/19 £207, 570.93
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