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Middlewich High School

Achievement for all

Pupil Premium

Middlewich High School

Pupil Premium Plan 2018/19 & Impact Statement 2017/18

The Pupil Premium is additional funding allocated to schools on top of the main funding that they receive. This funding is targeted at students from disadvantaged backgrounds (eligible for Free School Meals or In Care) to ensure that they are able to benefit from the same opportunities as students from less deprived families. The Pupil Premium exists because data suggests that students who have been eligible for Free School Meals at any point in their school career have consistently lower attainment than those who have never been eligible.

Middlewich High School is free to spend the pupil premium funding to support students from low income families to raise attainment, close the attainment gap and raise aspirations to continue their education and/or training and employment. For the academic year 2018/19, the school is due to receive pupil premium funding of £144,890.

At Middlewich High school, our Pupil Premium strategy is founded in the belief that:

•All children can achieve even in the most complex circumstances

•Adults (teachers and other school staff, parents and carers) are responsible for ensuring all children reach their potential

•Providing a high quality education is vital for a fair society that allows every child the full range of opportunities in life

Impact Statement 2017/18

The impact of our pupil premium strategy can be seen in the 2018 GCSE disadvantaged results (UPDATED):

Total in year (17/18)

Disadvantaged number

Disadvantaged %

124

27

22%

 

Measure

2018 Results

2017 data

National non-disadvantaged 2018

English & Maths grade 4+

41%

35%

71.5%

English & Maths grade 5+

11%

15%

50.1%

Progress 8

-0.35

-0.74

0.13

Attainment 8

35.2

33.2

50.1

Average EBacc APS score

2.86

n/a

4.39

Entering EBacc

11%

4%

42.8%

Achieving EBacc 5+

0%

3.85%

20.2%

Achieving EBacc 4+

4%

4%

28.5%

Staying in education/employment

95%

96%

96%

Attendance

89%

90.76%

96% national benchmark

 

The impact of pupil premium on the educational attainment of pupils is assessed through rigorous analysis of data linked to assessment, attainment, achievement and attendance.

 

The school’s next review of our Pupil Premium strategy is scheduled for February each year on release of the ASP DfE school performance summary.

 

Pupil Premium Spend 2018/2019

Barriers to Educational Achievement

  • Low levels of literacy & numeracy which impacts on all subject areas
  • Below average ability: current Y11 PP students have lower KS2 APS than non-PP students. Whole year group average KS2 APS is lower than NA
  • Low attainment in English & Maths GCSE outcomes which impacts on basics measure & P8/A8 measures
  • Pathway qualifications need to meet the needs of the students
  • Attendance rates for disadvantaged students need to be high. Low attendance reduces school hours affecting knowledge and understanding. Also reduces time available for intervention
  • Aspiration & motivation: Disadvantaged students require clear guidance for post-16 route and vision for their economic wellbeing
  • Students do not always have study/revision guides, lack of suitable environment at home to complete homework/revise (no desk/table/resources) and limited support with planning and completing exam preparation
  • Emotional health and wellbeing is an important factor for success and development of resilience.

 

The strategies are focused on raising the progress and attainment for disadvantaged students in particular targeting:

  • Attendance
  • Numeracy and Literacy
  • Aspiration and motivation

 

Intervention

Costings £

Details

Staffing costs

£ 139,094.4

  • Additional teachers of Maths & English to support smaller classes
  • Attendance officer (to track PP attendance)
  • Curriculum Support Manager (to track PP progress)
  • Additional staff to support non-academic intervention e.g. Inclusion Team, careers advisor and off-site education provision (% of time supporting PP students)
  • Learning Coach for PP with attendance focus
  • Raising Standards Lead (to lead & support PP progress)
  • Teaching assistants (literacy & numeracy support, in-class subject support)

Staff CPD

£ 2173.35

  • Step-up to English training (to support literacy)
  • PiXL strategies for improving progress (membership of PiXL, attendance at PiXL events)
  • PP strategies for improving progress (Chimney House Alliance, Raising Standards Network Cheshire East)

Key initiatives & other costs

£ 3622.25

  • 1:1 tuition and/or small groups in literacy and numeracy and other subjects as required
  • Daily after-school homework club in school library staffed by TAs – PP encouraged to attend
  • Annual Careers fair – all PP attend
  • Aspirational visits to further & higher education
  • Aspirational visits to local businesses & STEM ambassadors i.e. Barclays ICT girls allowed day
  • GCSE study packs using PiXL resources
  • SLT mentoring programme based on Horsforth Quadrant (PiXL)
  • Personalised curriculum & relevant qualifications
  • PP attendance incentive scheme with monitoring of attendance and use of individual attendance support plans
  • Primary Transition visits by Learning Coach to support KS2-3 transition and early identification of barriers to progress
  • Provision of breakfast club in school canteen – PP encouraged to attend
  • Provision of GCSE study guides Y9-11 & general study support packs i.e. scientific calculators
  • Provision of guided revision schedules for every subject to support exam preparation
  • Staffing and resources to provide quality enrichment e.g. gardening club
  • Lesson 6 targeting PP students for English & Maths and other subjects as available
  • Easter holiday revision classes targeting PP students
  • STARS programme for high ability PP to develop independent learning skills and raise confidence and aspiration
  • Student profiles produced for all PP students to share with staff barriers to learning & successful strategies
  • Subsidies to ensure all pupils have the opportunity to attend curriculum-based trips
  • Subsidised uniform costs
  • Subsidised GCSE music tuition provided for GCSE pupils
  • Year 7 one-to-one sessions with learning coach on arrival to identify barriers to progress
  • Subsidised Y7 Menai residential visit Nov 2018 to develop Emotional Health & Wellbeing
  • PP students targeted to attend progress evenings and other parent meetings/events – admin staff phone parents to book appointments directly

TOTAL

£ 144,890

 

 

 

 

Year 7 Literacy and Numeracy catch up premium

Rationale for spending

Our spending was decided based on the following:

  • Primary transition meetings and discussions with primary head teachers and staff to secure progress from Key Stage 2 & 3
  • Primary transition progress data and student profiles
  • ‘The Sutton Trust’ research evidence
  • PiXL research evidence
  • Best practice from partner high schools

Middlewich High School expect to receive £14,000 of this funding for 2018/19. (TBC)

Summary of intention for the spend of allocation:

  • Further staffing to support Year 7 Nuture group & Year 8 Nuture Group
  • Catch up Numeracy
  • Catch Up Literacy
  • Additional books and resources to support literacy and numeracy

Strategies:

  • Use new KS2 data to identify students below 100 for reading or maths.
  • Students below floor of 96 will be placed into appropriate bottom band sets. Exceptions to be made for students with high score in one area but low in another – here the students will be placed in a set according to their best score and the other subject will provide targeted intervention to bring the student ‘up-to-speed’. Reviewed Christmas 2018.
  • TAs working with literacy & numeracy will continue to complete termly impact reports which will be reviewed by our SENCO.
  • Class teachers will use PLCs to track progress and evaluate intervention.
  • Nuture group to continue in Y7 with targeted literacy & numeracy.
  • Year 8 students who have not made appropriate progress in Y7 will be identified and strategies put in place.
  • Targeted numeracy intervention to be reviewed by Head of Maths and appropriate actions taken.
  • Termly meetings to take place with AHT and literacy/numeracy teams to review progress.

 

Middlewich High School received £13,511 of this funding for 2017/2018. This was spent on:

  • Summer School
  • Further staffing to support Year 7 Nuture group
  • Catch up Numeracy
  • Catch Up Literacy
  • Additional books and resources to support literacy and numeracy

 

 

Maths catch up at Middlewich High School 2018 2019

Aims

The aims of Intervention at Key Stage 3 are:

•             To address gaps in KS2 knowledge and begin to use KS3 skills successfully.

•             To accelerate and maximise progress and minimise performance gaps for individuals.

•             Empower students with the numeracy skills and fluency required to fully access the      secondary curriculum.

•             Prevent any gaps students have in their basic numeracy strategies from becoming barriers to their learning.

 

What we do in maths

•             High quality, inclusive teaching, clearly targeted on all pupils’ needs and prior learning.

•             Appropriate Schemes of work and assessments that compliment learning at KS2 and provides a solid foundation for GCSE study

•             Specialist staff on all sets and smaller group sizes for students with a lower prior attainment.

•             Additional lesson for I and L groups at KS3 dedicated to ‘Catch up’

•             Additional maths lessons for nurture cohort

•             One to one personalised sessions 30 mins per week for the lowest prior attainers delivered by trained maths specialist catch up leads

Who do we target?

•             Students who did not meet expected standard at KS2 for maths (100 score)

•             Those who are at a significant risk of not meeting expectations of progress.

•             Students who have not sat KS2 assessments due to ability

How do we do it?

•             Students complete a baseline test on entry and areas that are not secure identified (gap analysis).

•             Analysis of KS2 ASP data (in October) to identify strands of numeracy that need addressing (proportionate to marks) and triangulate this against internal baseline data 

•             Basic numeracy screening assessment for lowest prior attainers and standardised maths age outcome and working memory assessment

•             Programme of study and PLC created for student’s ‘catch up lesson’ with a focus on numeracy strands requiring improvement

•             Additional hour dedicated to addressing essential KS2 skills with I and L cohort (using PIXl materials)

•             Students are re assessed using questions similar to the ones that they got incorrect on the KS2 assessment

Impact/Progress

•             Students will make gains in their mathematical (quantitative data to support)

•             Students will be more self-confident and motivated in class.

•             Students will feel more in control of their learning.

•             Students will feel successful and will be confident to work independently.

•             Students will have an improved attitude towards numeracy and maths.