Corbridge Middle School: Pupil Premium Strategy and Impact Statement  2018-2021

School overview

Metric

Data

Pupils in school

364

Proportion of disadvantaged pupils

12.7% (46)  0 more pending.   FSM & Ever 6 = 37     Pupil premium plus=  9  Service children=0

Year 5 = 8         Year 6 = 9          Year 7 = 11       Year 8 = 18

Pupil premium allocation this academic year

£59,435

Academic year or years covered by statement

2018-21

Publish date

October 2019

Review date

September 2020

Statement authorised by

J. Kennedy (Head Teacher)

Pupil premium lead

D. Ricketts

Governor lead

Chris Bruce

End of Key Stage 2 (Year 6) disadvantaged pupil progress scores for last academic year

Measure

Score

Reading

-0.4

Writing

-1.2

Maths

+0.7


Disadvantaged pupil performance overview for last academic year (2018/19) compared to pupils not eligible for pupil premium funding.

PP = Pupils eligible for pupil premium funding     NAO=National average for pupils not eligible for PP funding

Measure

PP

Not PP

 In school gap

 

 NAO

Attainment gap when compared to NAO

End of Key Stage 2 (Year 6) attainment - unvalidated

Meeting expected standard in reading

Achieving high standard in reading

83

33

86

50

-3

-17

 78%  

 31%

+5

+2

Meeting expected standard in writing

Achieving high standard in writing

100

8

96

35

+4

-27

 83%

 24%

+17

-16

Meeting expected standard in mathematics

Achieving high standard in mathematics

92

58

93

38

-1

+20

 84%

 31%

+8

+27

Meeting expected standard in grammar punctuation & spelling

Achieving high standard in grammar punctuation & spelling

100

33

95

50

+5

-17

 83%

 41%

+17

-8

Meeting expected standard in reading, writing & maths

Achieving high standard in reading, writing and maths

83

17

85

16

-2

+1

 71%  

 13%

+12

+4

Absence % Years 5 to 8

(The NAO is for non-FSM in 2018)

5.33

3.83

-1.5

 4.8%

-0.53

Persistently absent % Years 5 to 8 -- pupils with an attendance rate of 90% or below.

(The NAO is for non-FSM in 2018)

17.5

5.8

-11.7

 11.1%

-6.4


Strategy aims for disadvantaged pupils

Aim

Target

Meeting expected standard at KS2 Reading

78% (7 out of 9)  

Note:

The two pupils not going to reach age expectations are on SEN support plans

Achieving high standard at KS2 Reading

11%

Meeting expected standard at KS2 Writing

78% (7 out of 9)

Achieving high standard at KS2 Writing

11%

Meeting expected standard at KS2 GPS

78% (7 out of 9)

Achieving high standard at KS2 GPS

11%

Meeting expected standard at KS2 Maths

78% (7 out of 9)

Achieving high standard at KS2 Maths

11%

Meeting expected standard at KS2 RWM

78% (5 out of 9)

Achieving high standard at KS2 RWM

11%

Absence % Years 5 to 8

NOA

Teaching priorities for current academic year

Measure

Activity

Priority 1

Develop a whole school reading strategy to promote the love of reading and to ensure fluency of reading.

Priority 2

Embed new policy for marking and feedback

Priority 3

To include an appraisal target for all staff where effective planning and/or assessment ensures that pupils know more, remember more and can do more.

Barriers to learning these priorities address

  • Ability to access the full curriculum.
  • pupils understanding on how to improve and move their learning forward
  • lack of subject specific vocabulary to support reading and writing

Projected spending

£ 16,000

Targeted academic support for current academic year

Measure

Activity

Priority 1- reading

Expand what we offer for targeted academic support by recruiting additional experienced support assistants to provide high quality structured interventions to improve pupil’s literacy.

Priority 2 - writing

Establish a small group writing intervention for disadvantaged pupils to help them to aspire reach to greater depth by exposing them to higher level language and vocabulary.

Barriers to learning these priorities address

  • Poor phonics knowledge and lack of fluency in reading
  • Lack of extended writing ability

Projected spending

£ 34,000

Wider strategies for current academic year

Measure

Activity

Priority 1

Working with our SLA specialist teachers (S&L, ASD, behaviour support, educational psychologist) we aim to upskill staff and improve self-esteem, confidence and wellbeing of disadvantaged learners

Priority 2

Develop the role of the home school link

Barriers to learning these priorities address

  • Low self-esteem, low aspirations and poor language and communication skills of some of our disadvantaged learners.
  • attendance and readiness to learn

Projected spending

£ 9,435


Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Ensuring enough time is given to staff professional development

Use of INSET days, staff meetings and twilights with any additional cover being provided by HLTA’s.  Working party created.

Targeted support

Recruitment of appropriately qualified staff.  Ensuring time for English leader and SENCO to support staff.

English leader and SENCO to support staff by disseminating best practice.

Timetabling for 2 English teachers and literacy support assistants to work with disadvantaged learners.

Support staff continue to receive training from the SLA and external providers

Wider strategies

Engaging the harder to reach families.  Having appropriate space to work in as rooming availability is tight.

Purchase days of the local authority specialist services.

Staff to work with SLA specialist teachers

The home school link to work closely with parents to improve their child’s punctuality and attendance.


  1. Review: last year’s aims and outcomes

Aim

Outcome

Strengthen the quality of teaching and learning

The quality of Teaching and Learning is judged as outstanding by our SIP and our recent Ofsted Inspection confirmed that our Teaching and Learning is at least good and as a ‘good and improving school’ we will have a section 5 inspection in the next 18 months to determine whether we are outstanding. 

Targeted Support for disadvantaged pupils

Our SATs results showed the attainment of disadvantaged learners was higher than all children nationally.  Reading scaled score 105.9 (national 104), maths 107.4 (national 105) and writing 100% at age expectations (national 78%).  A focus remains on disadvantaged students at higher attaining in reading and writing.

Improve the attendance of disadvantaged pupils

Our attendance gap compared to NOA is -0.53 so this remains a focus.  We are still getting too many families taking term time holidays.

Other

We have used the THRIVE approach for identified pupils (LAC and PLAC) and this has worked well but we need to ensure the time for this is ‘secured’ in the timetable.   Breakfast club to continues to ensure children are not hungry and improve readiness to learn.  Lunchtime homework club to aid homework completion and raise attainment (twice a week) has proved to be very popular.  We created a supervised area (The Zone) for pupils to go at lunchtime.