Pupil Premium

The Impact of Pupil Premium Grant

The Pupil Premium is allocated to schools for disadvantaged children who are known to be eligible for Free School Meals (FSM) at any time during the previous six years and to children who have been looked after continuously for more than six months. There is also separate Pupil Premium support for children whose parents are currently serving in the armed forces and a Catch-Up Premium for those Year 7 pupils who were below level 4 in their Key Stage 2 English or Maths SATs.

Schools are free to spend the Pupil Premium as they see fit, but are held accountable for how they have used the additional funding to support eligible pupils. Schools are required to publish this information online to ensure that parents and carers are made fully aware of the attainment of pupils covered by the Premium and the extra support that they receive.

Review

For 2016-17, we have introduced a more frequent and robust review of the spending of Pupil Premium funding and its impact. This will be reviewed each term by the Governing Body at the Pupil Intervention Committee Meetings. In 2016-17, these meetings will be held 11/10/16, 24/01/17 and 25/04/17. Regular updates are also presented within other calendared meetings as appropriate throughout the year.

The meeting on 11/10/16 will include a comprehensive review of the impact of Pupil Premium spending in 2015-16, the effectiveness of strategies employed to close the gap and approval of the strategic plan for 2016-17. For 2016-17 a review of the impact of Pupil Premium spending will be carried out on 28/09/17 with the governing board.

Barriers to education for disadvantaged pupils at Mortimer Community College

Average English and Maths KS2 Level Per Pupil
Disadvantaged PupilsOther PupilsGap on entry
2014 Leavers4.484.840.36
2015 Leavers4.364.680.32
2016 Leavers4.334.560.23

According to the National Transition Matrices, nationally 49% of all pupils who achieved Key Stage 2 English and Maths levels of 4b went on to achieve 5 or more A* – C grades including English and Maths in 2015.  The corresponding figure for pupils who achieved Key Stage 2 English and Maths levels of 4a was 73%  going on to achieve 5 or more A* – C grades including English and Maths in 2015.  This demonstrates that pupils who begin secondary school behind their peers at Key Stage 2 face a very significant barrier to achieving success at GCSE. This attainment gap is magnified for disadvantaged pupils, as nationally they perform significantly less well than their non-disadvantaged peers, with 39% gaining the ‘basics’ at C or above in both English and Maths as opposed to 65% for non-disadvantaged pupils in GCSE 2015 according to DfE statistics. Therefore our prime aim for our disadvantaged pupils is working to accelerate their progress and eliminate this gap during secondary school, particularly in English and Maths.

The second key barrier for many of our disadvantaged pupils is ensuring that there are no financial or social barriers to their full participation in school life. Therefore our second main aim in the use of Pupil Premium funding is to eliminate such barriers.

Use of Pupil Premium 2015-2016

During the academic year 2015-16 we used the £399,343 funding received to continue funding strategies from previous years which demonstrated positive impacts on pupil outcomes by overcoming attainment gaps on entry.

The majority of the funding was used to help continue more favourable teacher to pupil ratios in English, Maths and Science.

The school has regard to the strategies in the Sutton Trust-EEF Teaching and Learning Toolkit. Therefore we devoted a portion of the Pupil Premium funding to deliver additional staff professional development training on improving the effectiveness of teacher feedback to pupils. This was a key priority in the School Development Plan, and is also the strategy determined by the research evidence in the Teacher Toolkit, as having the greatest impact on pupil progress.

We also funded individual pupils in a number of ways including support with uniform purchase, lesson specific materials, revision materials, ICT devices and music provision. We also carried out a transition project with four of our feeder primary schools in partnership with Sunderland Foundation to support vulnerable pupils with transition to secondary school. We have also continued to fund accelerated reading and mathematics programmes.

The fund was also used to support attendance and punctuality initiatives which resulted in an improvement in overall school attendance which saw Mortimer end the academic year with the best attendance in the borough.

We also used the funding to enable disadvantaged pupils to take part in school trips including a residential outdoor education trip to Kielder, Lightater Valley rewards trips, attendance on a Medical Conference for year 11 students, Kayaking sessions with South Tyneside Outdoor Education.

In school we used some of the fund to support lunchtime and after school provision for disadvantaged students an example of which was lunchtime football sessions ran by Sunderland Foundation. Pupil Premium was also used to fund workshops ran by Humanutopia to help raise disadvantaged students aspirations, hope, confidence and happiness. These workshops have had a positive effect on both students and staff involved.

Year 7 Literacy and Numeracy Catch-Up Premium for those pupils arriving at school at below level 4 in Maths and or English has been used to partly fund the recruitment of a specialist primary teacher to work with students who enter below a level 4 in Maths or English.

Impact

The attainment and progress of disadvantaged pupils at Mortimer Community College across all the measures shown shows an increase each year.

The basic measures of 2 and 5 A*-C is in line with the national gap. The attainment of disadvantaged students in English has shown a significant improvement and is above that of the national figures for disadvantaged pupils. In maths the attainment of disadvantaged pupils has shown a year on improvement and students are performing close to the national figure for disadvantaged students.

Nevertheless, gaps continue to exist in performance between our disadvantaged pupils and our other pupils with the latter improving at a greater rate. We will continue to work to get the best from all our pupils until the gaps are closed.

However, we are able to demonstrate a positive impact on Value Added for disadvantaged pupils from our 2015 to 2016 leavers. It demonstrates that we have had a positive impact on our students who left in 2016, especially in light of their low starting point.

Basics: % A*-C both English and Maths (national figures in brackets)
Disadvantaged PupilsOther PupilsSchool GapNational Gap
201439 (39)68 (64)-29-25
201538 (39)64 (65)-26-26
20164477-33
2017
%5+ A*-C GCSEs including English and Maths (national figures in brackets)
Disadvantaged PupilsOther PupilsSchool GapNational Gap
201429 (36)65 (64)-36-28
201523 (37)53 (65)-30-28
20163071-41
% 3+ Levels of progress in English (National figures in brackets)
Disadvantaged PupilsOther PupilsSchool GapNational Gap
201466 (56)68 (74)-2-17
201558 (57)71 (74)-13-17
20167090-20
% 3+ Levels of progress in Maths (national figures in brackets)
Disadvantaged PupilsOther PupilsSchool GapNational Gap
201434 (54)63 (71)-29-17
201547 (49)73 (72)-26-23
20164967-18

Value Added Measure

Capped8 +EM VA Score
2013/20142014/20152015/2016
All Mortimer Pupils990.2978.8993.6
Other Mortimer Pupils1000.4991.91002.6
Disadvantaged Mortimer Pupils980.0965.7979.0

Pupil Premium Strategy 2016-2017

Members of the Senior Leadership Team are currently overseeing the area of ‘closing the gaps’. We realise the need for a dedicated team to look at improving the closing of gaps for disadvantaged pupils, recognising that despite improvements in recent years there is still much work to do until the gaps are fully closed.

The aforementioned staff  have responsibility for reviewing data, evaluating the impact of strategies and further developing our strategic planning  to ensure that disadvantaged pupils have their curriculum needs met and are therefore enabled to make rapid and sustained progress.  We have become very effective in improving outcomes for disadvantaged pupils during their GCSE courses but we need to invest more in ensuring that gaps are closed more rapidly during Key Stage 3.

During 2016-17 we will continue to fund the strategies identified as being successful in previous years, which have demonstrated a positive impact on pupil outcomes in overcoming the attainment gaps on entry. We expect to receive £373,338 of Pupil Premium funding, the majority of which will be invested in teaching staff and learning support in English, Maths and Science and to allow smaller group and individual tuition sessions, dependent upon need.

In year 11 Maths ‘focus groups’ will continue to be in place from September with targeted intervention for pupils who were deemed as in danger of not attaining their target grade. In year 7 and 8 Maths and English ‘focus groups’ will continue to be in place from September with targeted intervention for pupils who were deemed as ‘below secondary ready’ or whose progress and attainment warrant additional support.In addition there will be an even more stringent tracking and monitoring of Pupil Premium groups by the restructured Senior Leadership Team and Heads of Department with each Deputy Head of Department being a designated pupil premium champion.

Leadership meetings are held once every half term with a Closing the Gaps agenda where strategic planning for the term is undertaken. This is then followed up in regular SLT link meetings with each department. Once a term a review of each department is carried out by SLT and progress of disadvantaged students discussed. This will ensure even more effectively that Pupil Premium intervention is planned for and bespoke to the needs of the pupils concerned, that aspirations are high and progress is regularly reviewed, with appropriate action put into place where required. Furthermore the Leadership meetings will be used to discuss and share areas of good practice and successes regarding intervention strategies used.  We will also continue to fund bespoke requests for individual pupils to meet their curriculum needs, such as subject specific materials and also help to widen their opportunities to participate in an extensive range of extra-curricular activities.