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The Norwood School

Pupil Premium and 'Catch up' Funding

What is Pupil Premium funding and why do schools get it?

Please see attachements below for pupil premium/Yr 7 Catch up funding.

The Pupil Premium is a sum of additional funding, given to all schools for each student who is (or has been in recent years) in receipt of free school meals. Increased additional funding is also given to students who are looked after in care, due to their disadvantaged circumstances. The reasons that schools are given this additional funding are very clear. Whilst many students who receive free school meals do well, national statistics show that there is an achievement gap across the country when those from disadvantaged backgrounds are compared with their peers. 

How many students does the school receive Pupil Premium funding for and how much funding does this generate?

In the academic year 2016-17 the school received additional Pupil Premium funding to the sum of £394,379.

The figure for 2017-18 is £335,296. Below is a summary of the number and percentages of Pupil Premium students in each year group currently at The Norwood School (academic year 2017-18)

Year Group

Total No. of students receiving Pupil Premium funding

Percentage of whole year group

Year 7

24/180

13%

Year 8

59/168

35%

Year 9

51/156

33%

Year 10

51/140

36%

Year 11

51/136

37%

Below shows the key strategies that our Pupil Premium funding was spent on in 2016-17 and the impact.

Staffing 

 

Action

Cost (£)

Objective

Impact

Evaluation

Enhanced Maths and English staffing to increase flexibility of deployment of staff to enable targeted interventions, small groups and personalised provision

81,800

Flexible strategy to ensure students who are at risk of falling behind and not making expected 3-4 levels of progress are provided with catch up, targeted teaching and tutorials

Groups were flexible and interchangeable depending on need. Progress was checked weekly and some changes made to teaching strategies and make up of groups

Provisional figures shown in table attached.

Teacher and student voice identified as a sound intervention. Extra learning time seen as beneficial.

HA students in Maths an area for continuous focus.

Increased mentoring through Greenhouse Basketball Programme

24,500

Provide targeted support for students who have external barriers to learning

High attendance at pre and after school clubs. One coach made deputy head of year. Opportunities taken for cross provision work with other support networks. Yr 12 and 13 Basketball Academy introduced. 62% of participants are PP students.

Participation continues to increase. Now an established part of the school with committed and well regarded staff.

Provision will continue

Increased staffing in Learning Resource Centre

25,530

Foster independent learning amongst students in all year groups and to develop a thirst for reading and improved literacy skills.

Provide opportunities for students to complete homework, undertake additional study and revise in a quiet and supervised environment

High numbers of students attend before school and at social times. Many students use after school LRC facility for homework completion.

Very popular and well attended lower down the school.

Year 10 have least involvement. Area for continuous focus

Deployment of deputy pastoral leaders to focus on attendance and punctuality

16,800

Ensure there is a deeper focus on students who are regularly late or absent

Centralised detentions have reduced in school lateness dramatically. There has been a decrease of 40% in lateness to lessons and 23% in lateness to lessons compared with 2015/2016.

A success in terms of reduction of numbers. Some students continual offenders.

Need to find resolution to ensuring good attendance at detentions and provide further support for repeat offenders.

Deployed member of SLT to oversee PP strategy

9,790

Develop whole school strategy and have oversight of progress and achievement of PP students

Middle leaders more aware of PP strategy and the impact it has across the school. Key stage co-ordinators expected to monitor progress and attainment of PP students at each data drop. Higher levels of accountability in place.

Focus increased on DS students progress and attainment. Increased accountability for middle leaders and teaching staff with increased exposure of PP students.

Continue to increase focus and to ensure quality analysis of progress at all levels

Increased number of staff in Safeguarding team

1,100 for training

Ensure that there is adequate support for students who require intervention

Vulnerable students able to be supported quicker with a growth of expertise within the area.

Recent parental surveys and figures from the REACH project show figures of over 95% for students being happy, safe and looked after at school and that 83% of students in KS3 feel they have an adult they can confide in (not just in school).

Recent studies suggest students are becoming increasingly in need of extra support.

Local Authority consider us strong on Safeguarding issues.

 

Employment of careers officer to work with Key Stage 3 students

8,570

Meet with each student in year 9 to discuss future aims and ambitions and to provide for options choices

All year 9 students met by Careers Advisor. Students more aware of opportunities post 16/18. Has informed pathways choices at end of KS3

Successful in ensuring students understand opportunities available to them.

Appointed staff on TLR 3s to work on specific areas within the school

4,500

 

 

 

Appointment of member of staff with responsibility for higher attainers

2,640

Develop approach for PP higher attainers to ensure high attainment and progress levels

Line managed by member of SLT with responsibility for PP strategy so a heavier focus on PP students who are more able

Provided more opportunities for students to experience outside the classroom experiences.

Successful in ks4 – focus now on ks3 and provision for most able students. Increased liaison with individual faculties

Lead member of staff responsible for developing oracy skills across Key Stage 3

1,750

Create confident orators throughout Key Stage 3

Staff voice has highlighted improved oracy amongst yr 7 and 8 students. Created opportunities within lessons and in public to demonstrate oracy skills. Lesson observations and learning walks suggest higher levels of speaking and listening skills in year 7.

Younger students recognise value of the oracy project. Greater number of staff now involved inteahing oracy

Increased role for Behaviour mentors and Pastoral Lead

67,000

 

 

 

Provision

 

Continue to provide students with Breakfast Club

14,915

Ensure students are prepared for the school day and are made aware of the importance of breakfast. Increased opportunities for social interaction.

Attendance is very high and allows for students to eat in a formal yet relaxed environment. Students more aware of healthy eating and importance of balanced diet. Some students who were persistently late now arrive early for breakfast club. Over 500 breakfasts served each week.

Students overwhelmingly positive about the impact of breakfast club.

Enjoy opportunities to meet friends and speak with staff.

Deeper analysis of use by cohort needed.

Provide vocational provision for small number of students in year 11

25,000

Targeted students (fewer than 5) will benefit from provision at a partner college in order to ensure successful pathways to 6th form provision.

Students selected all achieved well in end of year exams and all given pathways at 16 for further study. All students selected were PP students and all now attend 6th form college.

Student voice unequivocally positive.

Creative Media and Diploma day, Arts intervention projects and extra curricular workshops

40,900

Offers all students the opportunity to engage in arts based subjects in order to make informed choices at the end of key stage 3.

Increased interest in the arts subjects at end of KS3 pathways. Over 95% of students choose at least one practical subject at GCSE. High levels of progress across year group in practical subjects. Ensure breadth of curriculum for all students.

Continues to be a strength of the school’s curriculum and provision.

Further discussion on how best to analyse progress and attainment is ongoing

Develop programme of visits to HE institutions

2,500

Provide students with the experience of university taster days and to motivate students to aspire to higher education in the future

High attaining students across the key stages visited Russell Group universities.

All Higher attaining KS4 PP students attended at least one university visit.

Students regard visits as important and valuable.

 

Debate Mate membership continues

1,025

Provide a number of students with the opportunity to develop oracy and public speaking skills in a competitive environment

A number of students represented the school in Debate Mate and other similar events. Winner of the Jack Petchey Speak Out competition in year 10.

Has decreased in numbers over the year. Consider whether still an important provision and how to increase numbers particularly in light of oracy project.

Provide Saturday and Holiday Revision programmes

8,730

Ensure students have further opportunity to develop knowledge and understanding in all subjects

High attendance at enrichment classes supported students in increasing confidence ahead of GCSE exams. Analysis of attendance shows over 60% of PP students attended at least 50% of the revision sessions.

Students attend regularly and staff willing to work to support students.

Further analyse the impact and attendance. Establish link between commitment to learning in lessons and attendance at extra classes.

Develop the PSHCE provision

7,500

Create a timely and bespoke programme that focuses on the relevant issues facing students in each year group

Targeted provision for each year group dependent on need and patterns of concern. EG Safe Internet use in yr 7. Campaign against Gangs and Violence in yr 8.

Effective but not regular enough.

Increase student involvement in deciding on topics/themes.

Additional Resources

 

Purchased laptops and external tutoring for LAC students

3,530

Ensure all students are well equipped and have opportunity to access internet based revision programmes

Able to ensure students had access to online revision and homework programmes, meaning all students in the year were able to work online at home or in school. All LAC students provided with laptop and printer for home use.

Students able to revise and study in the evenings and at weekends.

Provide laptops for year 11 students

5,000

Ensure all students in year 11 have access to online support in the build up to GCSEs

Able to ensure students had access to online revision and homework programmes, meaning all students in the year were able to work online or in school. Twelve students in year 11 provided with laptops who otherwise would have had no access to revision and homework support.

Increased in revision and study skills for all students that created equity of opportunity for all.

Ensure contingency for uniform/oyster cards/refreshments/rewards etc

6,000

Provide funding for our most at need students so they can have the equipment and resources afforded to other students

Reduces absence, ensures students feel a ‘part of the school’. Ensures students are safe and looked after

Vulnerable student supported in ensuring safety, positive opportunities etc

Introduce Mint Class programme

3,000

Ensure teaching and support staff have first hand knowledge of PP students and have quicker access to grades, progress levels etc

School staff more aware of the identity of PP students and their current levels, targets and outcomes

Staff are more aware of PP students and have information on current and previous levels available in a more user friendly layout

Introduce SMH/GCSE pod packages

2,580

Streamline and ensure consistency and tracking of revision and homework packages

Online systems that support learning out of the classroom has helped students learn in all environments, including on their travels to and from school

Increased opportunities for students to take responsibility for own learning. GCSE Pod considered particularly successful and is now used lower down the school

Cultural Capital

 

Continue to host the Arts Week

6,010

Provide students with cultural opportunities that they would not usually experience and to garner an interest in SMSC based activities

Whole school joined in a week of activities focusing on ‘The Big Question’  and experienced activities and workshops that were new and exciting

Continues to be a highlight of the school calendar and provides all students with the opportunity to develop skills and interests in a range of activities

Provide opportunities for Cultural Visits – both home and abroad

7,500

Offer students the opportunity to develop their cultural experiences in a range of day and residential trips home and abroad

Affordable trips to Spain and France for all students using PP fund for reducing price

Lowering the cost for all students has ensured those who might not have been able to participate were given the opportunity

Offer extra curricular trips and visits that support learning

4,000

Encourage colleagues to use outside of the classroom learning to further their knowledge and understanding in different subjects

Trips and visits continue to be encouraged within all faculties to support learning and broaden cultural and educational experience of students

A range of trips and visits across all faculty areas helped embed knowledge and understanding in curriculum areas

 

 

Two Year Trend Analysis New Measures

2016/17 Headline Figures (Provisional)

School PP students

Lambeth PP students

Lambeth Other

Progress 8

0.02

-0.27

0.08

Attainment 8

44.2

39.9

48.9

English Bacc

22%

19%

33

4-9 Measure

55

54

66

5-9 Measure

27

33

47

2015/16 Headline Figures

School PP Students

National

 

Progress 8

0

0.1

 

Attainment 8

47.2

53.3

 

English Bacc

37%

29.7%

 

Exam entries per pupil

8.9

8.7

 

 

                                                                                                                                                      

The Norwood School Pupil Premium Strategy Statement and Impact Report

 

  1. Summary information

School

The Norwood School

Academic Year

2017/18

Total PP budget

£355296

Date of most recent PP Review

 

Total number of pupils

923

Number of pupils eligible for PP

340

Date for next internal review of this strategy

Sep 2018

 

  1. Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (benchmark)

Progress 8 score average (2016/17)

0.02

0.11

Attainment 8 score average (2016/17)

44.20

49.51

 

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

In-school barriers (issues to be addressed in school, such as poor literacy skills)

  1.  

Literacy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress.

  1.  

High attaining pupils who are eligible for PP are making less progress than other high attaining pupils nationally. This prevents sustained high achievement through KS4.

External barriers (issues which also require action outside school, such as low attendance rates)

C.

Parental/Carer support in terms of completing independent learning tasks and providing a suitable space and environment for revision

 

 

 

 

  1. Outcomes

 

Desired outcomes and how they will be measured

Success criteria

  1.  

Pupil Premium students to achieve in line with non PP students nationally

Year 11 outcomes, closely monitored results of two stage mocks in November and February

  1.  

Pupil Premium student attendance figures to be in line with national averages

Through deeper monitoring and evaluation, PP students attendance will be in line with no nPP students and other PP students across the country. Students who are PA will show an improvement on last year’s figures

  1.  

Information on mid phase entrants will provide relevant and measurable targets for analysis and progress checks

Induction process of mid phase entrants will be supportive and ensure that information that supports tracking, monitoring and intervention is available

  1.  

Reduced fixed and internal exclusions for pupils eligible for PP.

Reduction in the number of FTEs and Greenhouse referrals for PP students form previous year’s figures

  1.  

Increased completion of independent work, including use of web based revision and support packages

Monitoring of completion of independent tasks will show increase in setting and completion. Monitoring of web based homework programmes such as Educake will show records of high usage

       

 

 

  1. Planned expenditure

Academic year

  1.  

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 and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

All students are receiving a consistently high quality of education

Deep Dive approach will highlight areas of strength and development needed in all year groups and subject areas.

Scrutiny of planning, teaching, feedback and learning across year groups and faculties

 

 

 

 

 

 

 

 

Outcomes for students, external reviews and other evidence highlights areas where improvement is needed. There is in school variation at KS3,4 and 5.

This will be reduced as a result of deeper interrogation of all aspects of provision

Deep Dives cover a two week period. They involve all members of senior staff. Feedback will be concise and focus on trends that have emerged where ‘typicality’ is not as good as it should be. PP students will receive particular focus, with student voice, book looks and parental feedback included.

DW, NC, RC

Regularly, at least half termly

KS3 assessment system is robust with accurate levels decided by sound evidence base

KS3 review of all faculties and their planning, monitoring and assessment practice

There has been an inconsistency in application of the assessment policy at KS3. There is a need for a bespoke approach where faculties work on their own methods of formal assessment.  

An agreed system will be developed that is easy for all stakeholders to understand

KS3 leader to ensure clear and inclusive investigation into current practice to develop a system that plays to the expertise and experience of staff in each faculty. It will be developed over time with input from a number of stakeholders

RC

Continuous through half termly meetings and overall Sep 18

Homework is regarded as a vital tool of support for students and is easily accessible for all

 

Increased monitoring of and accountability for homework being set, marked and analysed

We have a system which is easy to manage and can provide detailed analysis. It is not yet being used in a productive enough way across the school. 

A consistent approach to homework will support students in increasing their independent learning skills and ensure full completion of curriculum

Show My Homework programme will allow for regular and deep analysis of faculty and student use. Usage will be analysed on a half termly basis with results provided for middle leaders to identify areas of strength and where improvement is required

JO’S

Half termly

Increased Faculty meeting time is managed and used productively

Faculties to use increased faculty meeting time to focus on sharing good practice, joint planning and quality moderation[RC1] .

At the request of HOFs this measure was introduced. Greater collaboration in a formal setting will offer the opportunity for continued staff development

Middle leaders meetings will focus on areas of the school development plan so heads of faculty can ensure their priorities are linked to whole school priorities.

SLT line managers

Termly

Embed MintClass as a tool for quality teaching so it is used consistently by all staff in all faculties

MIntClass is a programme that offers easy to access information on each student.

School SiMs system is not particularly useful in terms of providing reports on students. Teaching staff not trained in enough depth, nor have the time to use the school system. MIntClass offers information much more readily and has been used in schools local to us that reported positively on its impact

All staff have been trained on how best to use the system and heads of faculty will receive regular feedback of staff use. System is easily able to show how often each member of staff accessed the programme which allows for dialogue between staff

RC

Termly

Total budgeted cost

TBC

 
  1. Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

 

 

Staff lead

When will you review implementation?

Improved progress for high attaining pupils 

Enrichment classes run before school, during tutor time and after school with a key focus on Maths. 

A number of students who are high attainers need further support to ensure appropriate levels of progress, particularly in Maths.

Students are identified at the start of the year for further support, particularly high attaining students in Maths. They will receive intensive support in order to improve.

The after school provision will be more equitable, overseen by the head of year 11 and an AAHT

IO’C

SLT

Half termly

Restructure of after school enrichment activities and before school provision

Weekly after school provision which is equitable in terms of faculty time with students

There has not been an effective system for managing after school support. There has been inequity in the time certain subjects have with students

Regular monitoring of students on the more able list. Teacher with responsibility for oversight of the provision will ensure out of learning opportunities that motivate students are available

RC

Half termly

School to hit at least basics of 60% Grade 4 in E and M

Regular analysis of performance of key students

Some students do not capitalise on support offered in school or do not receive quality and consistent support out of school

Identification of students is made and shared with colleagues. Heads of Maths and English will meet regularly to closely monitor the Maths/English match. Students causing concern will be highlighted and support provided

IO’C

Half termly

Students not achieving at expected levels of progress to be identified earlier in ks3

Increased analysis of data and increased opportunities to discuss current practice with all facuties

Formative assessment has not always highlighted quickly enough which students are underachieving in ks3. Therefore, the work ethic etc is difficult to improve at ks4. Key stage 3 is not always providing a sound basis for progress at ks4.

Key stage co-ordinators and heads of depts./faculty will have more regular time at faculty meetings to discuss ks3. Analysis of all aspects of provision will be regular as will meeting with RC

RC

Half termly

Improved attendance for all groups of students

Half termly monitoring by staff at all levels will identify individuals and groups of students who need intervention

Some cohorts of students are regularly late to school. Some groups of students have poor attendance, especially further up the school.

Clear link between good attendance and punctuality to GCSE performance. Students with less than average attendance did not succeed as well as those with good levels of attendance

Heads of year and deputies will be asked to provide half termly feedback on the issues within their year group. Analysis will be broken down into cohorts.

Pastoral leader will liaise with heads of year to identify persistent concerns and use processes available to challenge and support parents/carers

RC

Termly

Provide alternative provision for students who struggle to access main curriculum and would benefit from alternative placement which provides pathway to 6th form

Students will attend partner colleges (Westminster Kingsway or Lambeth) undertaking vocational courses

Historically students have achieved well in alternative provision. Data and student voice will ensure appropriate students are selected.

 

There will be regular communication between school, home and college. Any concerns will be brought to our attention and pastoral lead will visit to ensure provision is continually supportive and appropriate

RC IO’C EI

Half termly

Total budgeted cost

TBC

  1. Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Increase upper school students using the LRC as a place for further study

Opening times to stay as current to encourage before and after school attendance. Increase the analysis of attendance. Target students who do not have opportunity to study at home

Deep Dive analysis has shown that some year groups use the LRC much more than others. The LRC has proved  very successful with our more vulnerable students who are able to work in a supportive and quiet environment

Staffing of the LRC will remain high in order to ensure longer opening times. Analysis of use will be systematic and regular

NC
JO’S

Termly

Continued improvement in behaviour across the school

Greater consistency over sanctions

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

Analysis will be deep and provide information on gender, ethnicity, SEN etc. Daily meetings between the pastoral team will take place to identify students causing concern and any action needing to be taken. Consistency will ensure transparent and fair sanctions. Staff use of BW will be regular to ensure parity and equity for students.

CH

Termly

Continue to provide Breakfast Club for all students

 

 

 

Breakfast is provided for all students. Healthy and hearty breakfasts offered

Students who have poor punctuality targeted to attend

Breakfast club remains a popular and well attended provision. Students enjoy the atmosphere and believe it helps them in their learning

Analysis of use and in ensuring all groups of students are partaking.

RC

Termly

Total budgeted cost

TBC

             

 

 

Year 7 Catch Up Funding

For 2017/18 The school has been provided with a sum of £12423

This money contributes to the staffing for a three tiered approach to accelerated reading:

  • All year 7 students take a reading test at the start of the year
  • Students who score the lowest and who have been identified through ks2 data receive further assessment
  • A decision is made on whether these students require precision teaching or group reading
  • Precision teaching is undertaken with Sara Heaton, employed by the school for two days a week
  • Group teaching is undertaken with Anna Gibson, HLTA
  • Buddy reading, which involves older students is overseen by one of the LRC staff, Tess Taylor

The planned outcomes are:

  • Student voice will show that the intervention has contributed to improved literacy evident in all lessons
  • Good levels of progress will be evident in end of cycle assessment
  • Students’ use of the LRC will remain consistent throughout the year and beyond

In terms of numeracy, one of the school’s LPs works with faculty heads in supporting them to include numeracy topics in their curriculum