Pupil Premium

Moorside High School Pupil Premium Grant Expenditure

This report will provide details on 2017/18 Spending of Pupil Premium funding with Impact and Future Spending Strategy for 2018/19
Link Governor- Mrs Jane Marfleet :  jmarfleet@moorside.staffs.sck.uk

Catch up Premium Report 2015-16 and Plan for 2016-17

Year 7 Literacy and Numeracy Catch – Up Premium

Academic Year 2015/16 - £15,000

Spending, Interventions and Impact 2015-16

Spending-

  • Intervention Form groups daily for Maths and English
  • Small class sizes in both English and Maths
  • Maths and English support every lunchtime
  • Specialist TA support in lessons time
  • Reading ages monitored and assessed twice a year
  • Student Welfare Support Worker to support attendance and curriculum access
  • Data monitoring every 6 weeks with all teachers aware of KS2 data to track progress and intervene when 4 levels progress not achieved through Assertive Mentoring Progress meetings
  • Head Of Key Stage progress support plan
  • Additional staff to ensure that there is time for additional support and smaller class sizes.
  • One to one tutoring as required
  • SEN interventions as required additional to SEND funding.
  • Reading Club and peer mentors
  • Dyslexia support strategies, Talking Partners, 1:1 Speech and Language support

Impact-

Year 7 Catch up Premium Impact 2015-16

  • English – Making expected progress 85% (17/20)
  • Maths – Making expected progress 59% (10/17)

Of those students still not meeting expectations the majority have SEND needs and have made progress over the year, but still require support and in some cases specialist support for their needs.

TA in most lessons and all lessons for SEND pupils. Educational Psychologist and SENSS involved with certain pupils. Attendance support worker and LST teams are supporting families.

Year 8 UL4 on entry in Year 7

  • English – Making expected progress 69% (11/16)
  • Maths – making Expected Progress 55% (11/20)

Additional maths lessons and Extra English support. TA in all lessons for SEND pupils. Specialist support for most pupils still not achieving expected progress. Intervention form group for Maths and English.

Year 9 UL4 on entry in year 7

  • English – making expected progress 58% (15/26)
  • Maths – making Expected progress 38% (9/24)

Additional maths lesson and English lessons. TA in most lessons. Large proportion of SEND pupils, providing SEND interventions for Dyslexia, reading, Comprehension, and Talking Partners. Seeking advice from EP, SENSS and Young Minds.

Year 10 UL4 on entry in year 7

  • English- making expected progress 94% (15/16)
  • Maths – making expected progress 82% (14/17)

TA in certain lessons, Intervention form groups and Specialist support for SEND pupils, one to one support.

GCSE Y11 UL4 on entry in year 7- Results 2016:

  • English – 67% making expected progress (16/24)
  • Maths – 60% making expected progress (18/30)

Intervention form groups, SEND support, Access arrangements for exams, one to one support.

2016-17 estimated funding  

New Interventions for 2016-17

  • Assess all pupils to identify learning difficulties at the start of the year. Whole of year 7 and all SEND pupils in years 8 to 11.
  • Provide suitable intervention to meet needs. For example reading, comprehension, speed of writing, processing, working memory and dyslexia screening.
  • Buy new intervention packages to support working memory.
  • Curriculum plan to ensure pathway for L3 and below students is appropriate and to include an extra lesson in English and Maths each week.
  • Springboard Programme established in Maths and Units of Sound to support very low achieving pupils in English.
  • TA available at Registration to support Maths
  • Homework club after school
  • Homework support group at registration
  • Introduce a new Reading Club with mentors from the 6th form

Current pupils below Level 4 equal 25 (This has been calculated against the new system)

This group have started intervention to support them and this is monitored every 10 weeks.

This report will be updated with their progress and more detail of their specific needs to be addressed.

Moorside High School Pupil Premium Grant Expenditure 2015/16

Report: 2014-15

Future Spending Report 2015-16

Overview of the school 2014-15  

Total number of pupils on roll

770

Total number of Free School Meals (FSM) pupils and Ever6, SGO, Adopted

138 (FSM)

23 (Ever6)

4 (SGO)

Amount of funding received for FSM and Ever6

£900 per pupil (£935 April 2015)

Total number of Looked After Children (LAC)

4

Amount of funding received for LAC pupils (Virtual Schools Approve funding termly)

£1900 per pupil

Total Number of Service Family pupils

3

Amount of funding received per service family pupil

£300 per family

Total estimated amount of funding to be received in April 2015 

162,775

Objectives of Pupil Premium Spending  

When deciding how to spend the Pupil Premium Grant (PPG) it is important to consider the context of the school and the challenges faced by parents and pupils. Common barriers for children in receipt of this funding can include; less support from home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”. 

Our key objective in using the PPG is to close the gap between pupil groups. As a school we have an excellent track record of ensuring that pupils make good progress, but historically levels of attainment and progress have been lower for FSM (Those pupils eligible for Free School meals/Disadvantaged)- this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress. For those children who entered high school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach or exceed their peers.

We analyse our data regularly and thoroughly and have made use of a range of research to inform our spending. This includes; parental engagement research, good practice in using pupil premium funding via the Sutton Trust (EEF) research - within school variance and the Sutton Trust toolkit, spoken to pupils and parents and attended Pupil Premium Conferences to inform our decision making.

In addition to this we have identified some key principals (outlined below) which we believe will maximise the impact of our Pupil Premium spending.

Building Belief 

We provide a culture where:

.       Staff believe in all students and help to develop high aspirations

·       There are no excuses for underperformance

·       Staff adopt a solution focussed approach to overcoming barriers

·       Staff support pupils learning, through high quality teaching and pastoral care. 

Analysing Data

We ensure that:

 ·       Pupils’ data is analysed regularly to inform the best support required. For 2015/16 this will be every 6 weeks

·       All staff are involved in the analysis of data and are accountable for the progress of the child in their class.

Identification of pupils 

We ensure that: 

·       All teaching staff and support staff are involved in the analysis of data and the identification of pupils is updated regularly

·       All staff are aware of who the Pupil Premium and vulnerable pupils are

·       All Pupil Premium pupils benefit from funding, not just those who are underperforming

·       Underachievement at all levels is targeted

·       Childrens individual needs are considered 

Improving Day to Day teaching 

We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved via: 

·       Setting high expectations for progress and behaviour

·       Address any in school variance

·       Consistent marking, feedback and pupil response to marking

·       Provide high quality Career/Professional Development

·       Sharing good practice within school and external expertise. 

Increasing Learning time 

We will maximise the time children have to catch up through: 

·       Improving attendance and punctuality

·       Providing early intervention in year 7, 8 and 9

·       Extending learning out of school hours: Breakfast club, summer school, holiday catch up or revision, homework club and 1 to 1 support.

How PPG money has been spent 2014-15 

Careers Advisor

A trained careers advisor to provide independent advice and guidance to all year groups. Target vulnerable students at risk of becoming NEET (Not in education, training or employment) 

Peripatetic music Lessons

An amount has been allocated to ensure that all students, regardless of background, have opportunity to learn a musical instrument.

Uniform

Provide suitable uniform and equipment to include all pupils

Transport

Provide support with transport costs where necessary to promote punctuality and good attendance.

Additional staffing,  smaller teaching sets, support small groups for interventions and ensuring Quality First Teaching.

Group sizes are reduced in some subjects/form groups and staff available for extra 1 to 1 or group support for English and Maths.

Lunchtime support (For vulnerable students managed by Teaching assistants)

Students are supported by Teaching Assistants with their homework at lunchtimes.

Homework Club

To provide support after school for pupils with homework. Providing a safe and warm place to study with ICT available and support from Teachers and teaching Assistants.

Literacy and Numeracy tuition- managed by SENCO and Pupil Premium 1:1 support team

Pupils are targeted for 1:1 support or group support weekly to support Maths and English.

After school support

At Moorside High School the dedicated teaching team on occasion will provide in addition to revision clubs, intensive additional support in the form of tuition after school to help our most vulnerable students make further progress.

IPad and Computer programmes

To provide programmes to support learning at home and access to Ipads for use in school for interventions

Accelerated Reading Programme

To support KS3 with Reading and comprehension

Subject Specific resources

To provide revision guides, equipment etc. to support learning in the classroom and at home. 

Break down of Funding Spend 2014-15 and Impact 

Use of Funding

Y7

Y8

Y9

 

Y10

Y11

Total Spend

Impact/Aim

Bus Pass

633.20

1581

1510.40

 

417

2041

6182.60

Improved attendance increased progress

Music Fees

207

600

300

 

150

0

1257

Participation in extra -curricular

Muddy Choir Trip

0

48

0

 

0

0

48

Participation and experience of activities

PE Coursework trip

0

0

0

 

0

300

300

Enabled pupils to access higher grades

Revision Guides

0

0

0

 

0

110.50

110.50

Support revision at home

Additional 1:1 support maths

 

 

 

 

 

 

3000

Additional support for year 11 pupils

Weston Coyney Bus

 

 

 

 

 

 

300 per week (Initial trial 10 weeks)

3000

To support pupils that live in Weston Coyney to stay behind for support as they have transport home

EWO

 

 

 

 

 

 

900

Support attendance concerns

Dyslexia Diagnosis

 

 

 

 

 

 

365

Support pupil to obtain correct support

Science Trip

 

70

 

 

 

 

70

Provide opportunities to experience activities outside of school

Staffing

 

 

 

 

 

90,932

B Taylor

J Jones

L Gordon

C Pranauskas

J Foster

·       The staffing enables teachers to provide QFT to smaller class sizes,

·       To enable staff to provide 1:1 support

·       To provide Form time interventions for year 11 and UL4 and PP pupils

·       Provide support for SEN needs and behaviour support 

 

Total PPG

128,360

 

 

 

 

 

 

Total spend  February 2015

105,355.10

 

 

 

 

 

 

Available to April

23,004.90

 

 

 

 

 

 

April to Summer

Additional 1:1

Continue with Bus            

Revision materials

Introduce Mind Set programme

Consider lap tops

 

3000

6000

1000

1000

 

10-12000

 

 

 

 

                   

Measuring the Impact of PPG funding 2014-15 

The schools evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, and so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement.

·       A wide range of data is used, this includes; achievement and progress data, pupils work, observations, learning walks, case studies, and staff, parent and pupil views.

·       Assessment data is collected so that the impact of interventions can be monitored closely. Using baseline and end tests along with attitudinal information.

·       Teaching staff and support staff attend and contribute to pupil progress meetings (assertive mentoring) and pupils needs identified.

·       Regular feedback is given to pupils and parents

·       Interventions are adapted or changed if they are not working

·       Case studies are used to evaluate the impact of pastoral support such as attendance and behaviour as well as the progress made during interventions.

·       A designated member of the SLT maintains an overview of Pupil Premium spending and impact

·       A governor is responsible for Pupil Premium- Mrs Marfleet.

We will use Raise online, Local Education Authority data as well as whole school data to evaluate impact in terms of attainment and progress.

Data at the end of July for English and Maths indicates:

Current data July 2015 

·     Year 11 Results 2015

5A*-C including maths and English shows an increase in trend from 2013 33% achieving 5A*-C Including Maths and English and 2015 results show that 43% of pupils achieved 5A*-C including maths and English.

English results show improvements over 3 years for  C+, 3 levels of progress and 4 levels of progress.

Maths results indicate that this is an area that will be a priority as the results are not improving fast enough.

·       Year 10

All in school gaps are closing

·       Year 9

Maths- A-G start of the year 100% end of year 100%

A-C 54% to 66%

A*-A 15 to 18%

English- Level 4 100% to 100%

Level 5 97% to 100%

Level 6 42% to 37%

Gap between Pupil Premium and Non Pupil Premium based upon APS score. NO gap in English, DT, IT, Maths, French, PE, Art, German, RE, Citizenship and History

·       Year 8

Maths

Level 4-96%-100%

Level 5 83 to 83%

Level 6 33% to 40%

English

Level 4 100% to 87%

Level 5 60 to 87%

Level 6 23% to 23%

No gap in German, Maths, Science, IT, PE, RE

·    Year 7

English

Level 4- 80 % to 86%

Level 5 39 to 55%

Level 6 0 to 8.3

           Maths  

           Level 4 75 to 80%

           Level 5 47 to 55%

           Level 6 2.8 to 14%

No gap Maths, German, Science, History, Art, Dt and PE

Impact Measures:

·    100% of the pupils attending summer school enjoyed the experience and attendance has increased over 3 years from 14 to 32 

·    1:1 support for Maths and English has shown good improvements with 100% of pupils making progress and positive pupil views from pupils on the support provided.

·     Maths catch up interventions in year 7 indicate that 61% remain below target, but 100% have made progress from starting point, 23% are now on target and 15% are above target that were not previously. 6 pupils are not at level 4 (All have SEN)

·     English Catch up intervention in year 7 indicates that 10% remain below target however made improvements, 60% on target and 20% above target after support.(10 pupils not at level 4, most have SEN)

·     Form support for Maths helped 72% of the pupils make progress.

·     Form support for English helped 82% of the pupils to make progress. 

Overview of the school 2015-16 Cohorts (Estimations for year 7 and year 12)

 

Total number of pupils on roll

 

799 (Est)

Total number of Free School Meals (FSM) pupils and Ever6, SGO, Adopted

 

177 Pupil Premium

(63 are FSM, 6 SGO, 4 adopted) 

 

Amount of funding received for FSM and Ever6

 

£935 per pupil

Total £165,495

Total number of Looked After Children (LAC)

 

5 (Non identified in year 7 to date)

Amount of funding received for LAC pupils (Virtual Schools Approve funding termly)

 

£1900 per pupil

£9,500

Total Number of Service Family pupils

 

3

Amount of funding received per service family pupil

 

£300 per family

£900

Total estimated amount of funding to be received in April 2016

 

£175,895

Planned use of Funding 2015/16

 

In addition to the listed interventions above, this academic year we will also : 

·       Continue to use Pupil Premium Champions, members from each department will be the voice of Pupil Premium students for a subject and monitor progress and attainment, consider interventions and in class support and report to the SLT coordinator

·       Use Head of Key Stage Managers to be responsible for tracking progress of disadvantaged groups and organise interventions

·       Peer mentoring pilot in Mathematics to support underachievers.

·       Heads of Key stage to report on the impact of interventions to improve attendance or behaviour.

·       Continue to employ Leslie Hogg to support Pupil Premium pupils’ attendance and monitor attendance every 6 weeks.

·       Employ an attendance/family support worker to work with families and prevent poor attendance.

·       To continue to promote excellent teaching of the most vulnerable pupils within the classroom. Rigorous monitoring of teachers support for pupils.

·       Employ a 1:1 tutor to support Maths.

·       Use of English staff to provide one to one

·       CPD for Teaching Assistants

·       All targets increased for pupils to achieve 5 A*-C including Maths and English. Raised targets to  4 levels of progress where appropriate

·       Have targets set as part of the performance management for each teacher.

·       Provide more opportunities for parental involvement via parent forums, coffee mornings and parents evenings.

·       Focus on KS3 and those who enter under level 4.

·       Use money to increase staffing to enable teachers to provide the 1:1 support rather than external tutors. This will start in English and eventually in Maths.

·       Take part in RADY Pilot (Raising the attainment of the disadvantaged Youngsters) 

Costing Breakdown 2015-16

·       As 2014-15 £15,000 estimated for one to one, bus passes, revision guides etc.

·       Staffing increased £118,925

·       £2000 Heads of House post to raise competition

·       Attendance support worker £18,000

Predicted spend – 153,865

For further information/enquiries please contact the following: 

 

Mrs L Burke Assistant Head Teacher 01782 551200

Email: lburke@moorside.staffs.sch.uk

 

2014-15 PUPIL PREMIUM REPORT 

Moorside High School Pupil Premium Grant Expenditure Report: 2013-14 and Future Spending Report 2014-15

Overview of the School 2013-14

Total number of pupils on roll (including Moorlands Sixth form)

747

Total number of Free School Meals (FSM) pupils and Ever6

149

Amount of funding received for FSM and Ever6

£900 per pupil

Total number of Looked After Children (LAC)

6

Amount of funding received for LAC pupils

£1900 per pupil

Total Number of Service Family pupils

5

Amount of funding received per service family pupil

£300 per family

Total amount of funding received

147,000

Objectives of Pupil Premium Spending

When deciding how to spend the Pupil Premium Grant (PPG) it is important to consider the context of the school and the challenges faced by parents and pupils. Common barriers for children in receipt of this funding can include; less support from home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.

Our key objective in using the PPG is to narrow the gap between pupil groups. As a school we have an excellent track record of ensuring that pupils make good progress, but historically levels of attainment and progress have been lower for FSM (Those pupils eligible for Free School meals)- this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress. For those children who entered high school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach or exceed their peers.

We analyse our data regularly and thoroughly and have made use of a range of research to inform our spending. This includes; parental engagement research, good practice in using pupil premium funding via the Sutton Trust (EEF) research - within school variance and the Sutton Trust toolkit, to inform our decision making.

In addition to this we have identified some key principals (outlined below) which we believe will maximise the impact of our Pupil Premium spending.

Building Belief

We will provide a culture where:

  • Staff believe in all students to help develop high aspirations
  • There are no excuses for underperformance
  • Staff adopt a solution focussed approach to overcoming barriers
  • Staff support pupils learning, through high quality teaching and pastoral care

Analysing Data

We will ensure that:

  •  Pupils’ data is analysed regularly to inform the best support required
  • All staff are involved in the analysis of data and are accountable

Identification of pupils

We will ensure that:

  • All teaching staff and support staff are involved in the analysis of data and the identification of pupils
  • All staff are aware of who the Pupil Premium and vulnerable pupils are
  • All Pupil premium pupils benefit from funding, not just those who are underperforming
  • Underachievement at all levels is targeted
  • Childrens individual needs are considered

Improving Day to Day Teaching

We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved via:

  • Having high expectations
  • Address any in school variance
  • Consistent marking and feedback
  • Provide high quality Career Professional Development
  • Sharing good practice within school and external expertise

Increasing Learning Time

We will maximise the time children have to catch up through:

  • Improving attendance and punctuality
  • Providing early intervention in year 7
  • Extending learning out of school hours: Breakfast club, summer school, holiday catch up or revision, homework club and 1 to 1 support

How PPG money has been spent 2013-14

Careers Advisor

A trained careers advisor to provide independent advice and guidance to all year groups. Target vulnerable students at risk of becoming NEET (Not in education, training or employment)

Peripatetic music Lessons

An amount has been allocated to ensure that all students, regardless of background, have opportunity to learn a musical instrument.

Uniform

Provide suitable uniform and equipment to include all pupils

Transport

Provide support with transport costs where necessary to promote punctuality and good attendance.

Additional staffing,smaller teaching sets, support small groups for interventions and ensuring Quality First Teaching.

Group sizes are reduced in some subjects/form groups and staff available for extra 1 to 1 or group support for English and Maths.

Lunchtime support (For vulnerable students managed by Teaching assistants)

Students are supported by Teaching Assistants with their homework at lunchtimes.

Homework Club

To provide support after school for pupils with homework. Providing a safe and warm place to study with ICT available and support from Teachers and teaching Assistants.

Literacy and Numeracy tuition- managed by SENCO and Pupil Premium 1:1 support team

Pupils are targeted for 1:1 support or group support weekly to support Maths and English.

After school support

At Moorside High School the dedicated teaching team on occasion will provide in addition to revision clubs, intensive additional support in the form of tuition after school to help our most vulnerable students make further progress.

IPad and Computer programmes

To provide programmes to support learning at home and access to Ipads for use in school for interventions

Accelerated Reading Programme

To support KS3 with Reading and comprehension

Subject Specific resources

To provide revision guides, equipment etc. to support learning in the classroom and at home.

Measuring the Impact of PPG funding 2013-14

The schools evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, and so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement.

  • A wide range of data is used, this includes; achievement and progress data, pupils work, observations, learning walks, case studies, and staff, parent and pupil views
  • Assessment data is collected so that the impact of interventions can be monitored closely. Using baseline and end tests along with attitudinal information.
  • Teaching staff and support staff attend and contribute to pupil progress meetings (assertive mentoring) and pupils needs identified.
  • Regular feedback is given to pupils and parents
  • Interventions are adapted or changed if they are not working
  • Case studies are used to evaluate the impact of pastoral support such as attendance and behaviour as well as the progress made during interventions.
  • A designated member of the SLT maintains an overview of Pupil Premium spending and impact
  • A governor is responsible for Pupil Premium- Mrs Marfleet.

We will use Raise online, Local Education Authority data as well as whole school data to evaluate impact in terms of attainment and progress.

Data at the end of July for English and Maths indicates:

Year 7 (34 pupils)

- Pupils in receipt of Pupil Premium funding (PP) are performing better than Non Pupil Premium pupils (NPP) in English at level 4. At Level 5 there is a small gap and at Level 6 the gap is closing. In Maths PP pupils are performing better than NPP, Level 5 there is a gap and at Level 6 the gap is narrowing. The APS gap is closing.

Year 8 (37 Pupils)

- At level 5 and Level 6 the gap between PP and NPP is narrowing, but there is a slight gap for level 4 for English. In Maths the Level 4 and 5 gap is widening slightly but the level 6 gap is narrowing.

Year 9 (37 Pupils)

- There is no gap at Level 4 and Level 5. At level 6 the gap is closing for APS (Average point score) for English. In Maths A*-G there is no gap between PP and NPP. A*-C there is a slight gap, but PP pupils are performing better over time, A*-A PP are performing better over time but not in line with NPP.

Year 10 (31pupils)

- English and Maths have a slight widening of the gap between PP and NPP for C+. 3LP gap widens for English but not for Maths.

Year 11 (21 Pupils) Results 2014:

5A*-C Including Maths and English shows a trend of the gap between Pupil Premium Pupils and Non Pupil Premium Pupils widening over three years (-7 to -18 from 2012-2014) However the gap is closing on the last year from -36 to -18 (2013 -2014). The gap to target is closing from -12 to -0.4. Pupil Premium Pupils achieved 48% whereas the Local Authority average was 35% and the National was 37%. Moorside High Pupils achieved above the Local and National Pupil Premium Pupils.

Areas to continually improve are A-C and 3LP in both English and Maths. However the gap to target is closing in Maths.

More than expected progress in Maths and English indicates that Moorside High School Pupil Premium Pupils are performing better than the Local Authority and National results.

Impact Measures:

  • 1:1 support for Maths and English has shown good improvements with 100% of pupils making progress and positive pupil views from pupils on the support provided.
  • Maths catch up interventions in year 7 indicate that 13% remain below target, but made small progress steps, 18% are now on target and 69% are above target that were not previously.
  • English Catch up intervention in year 7 indicates that 33% remain below target however made improvements, 27% on target and 40% above target after support.
  • Form support for Maths helped 59% of the pupils make progress.
  • Form support for English helped 64% of the pupils to make progress.

Overview of the school 2014-15 (Not updated amounts until April 2015)

Total number of pupils on roll

770

Total number of Free School Meals (FSM) pupils and Ever6, SGO, Adopted

138 (FSM)

23 (Ever6)

4 (SGO)

Amount of funding received for FSM and Ever6

£900 per pupil

(£935 April 2015)

Total number of Looked After Children (LAC)

4

Amount of funding received for LAC pupils (Virtual Schools Approve funding termly)

£1900 per pupil

Total Number of Service Family pupils

3

Amount of funding received per service family pupil

£300 per family

Total estimated amount of funding to be received in April 2015

162,775

Planned use of Funding 2014-15

In addition to the listed interventions above, this academic year we will also introduce:

  • Pupil Premium Champions, members from each department will be the voice of Pupil Premium students for a subject and monitor progress and attainment, consider interventions and in class support and report to the SLT coordinator
  • Peer mentoring pilot in Mathematics to support underachievers.
  • Heads of Year to report on the impact of interventions to improve attendance or behaviour.
  • Employ Leslie Hogg to support Pupil Premium pupils’ attendance.
  • To continue to promote excellent teaching of the most vulnerable pupils within the classroom. Rigorous monitoring of teachers support for pupils.
  • Employed a 1:1 tutor to support English.
  • CPD for Teaching Assistants
  • All targets raised for pupils to achieve 5 A*-C including Maths and English
  • Part of the performance targets set for each teacher.
  • Provide more opportunities for parental involvement via parent forums, coffee mornings and parents evenings.

For further information/enquiries please contact the following:

Mrs L Burke Assistant Head Teacher 01782 551200

Email: lburke@moorside.staffs.sch.uk

 Pupil Premium Report 2013-14

Reporting to Parents

This academic year there are 158 pupils who are eligible for Pupil Premium Funding. These pupils comprise of children who are currently claiming Free School Meals (FSM), ‘EVER6’ pupils (Pupils who have claimed FSM in the last 6 years), children who have parents in the Armed Services and those children who are ‘Looked After’ (LAC). In December 2013 a new group was included in the ‘EVER6’ to include children who were adopted in the last 6 years or under a ‘Special Guardianship’. 

Our objective for this year:

  • Moorside High School will ensure that the new additional pupil premium funding reaches the groups of pupils for whom it was intended and that it makes a significant impact on their education and lives.
  • The Pupil Premium will provide additional educational support to improve the progress and to raise standards of achievement and attainment for these pupils.
  • The Pupil Premium funding will be used to narrow the difference between the achievement of these pupils and the rest of their class.
  • As far as is possible, the school will use the additional pupil premium funding to address any underlying inequalities between children eligible for Pupil Premium and others.

For further details please refer to our Pupil Premium Policy on the website.

How are we spending the Pupil Premium Funding? 

In 2012-2013 the funding was used as follows:

  • Employed a one to one tutor to support pupils in Mathematics and English.
  • Support for pupils to work with a specialist teacher at registration for Mathematics and/or English.
  • Extra support after school for Mathematics and English as groups or 1:1.
  • To establish a breakfast club.
  • To establish a homework club, after school with a Teaching Assistant to support.
  • Subject specific interventions e.g. buying equipment, revision guides, food ingredients, music lessons, uniform or helping to pay for trips.
  • Supporting revision sessions by buying refreshments for pupils.
  • More general use of funds include; paying for impartial careers support, KUDOS, pupil premium courses and a parental survey. These have helped to inform the school on best practice and identify support for pupils.
  • Supported transport to and from school.
  • Helped to provide uniforms for individuals.

From September 2013 we will continue with the current interventions listed above and include :

  • Funding of a workshop to support pupils who are eligible for the Pupil Premium grant and are having problems with social interactions or need support to manage their own behaviour.
  • To buy Ipads to support literacy and numeracy across the curriculum.
  • To purchase an Accelerated Reading Programme to use whole school and for 1:1 intervention to support pupils reading and comprehension.
  • To employ an extra Teaching Assistant and Behaviour Support Assistant to work closely with pupils, supporting their behaviour and learning.
  • Continue to review each pupil as an individual and support as best possible.
  • To employ an English teacher to provide 1 to 1 support for pupils underachieving. 

Impact of the Intervention for Pupils :

  • Those pupils who have received 1to1 intervention for Mathematics and/or English all made progress.
  • 100% of those pupils who had support via afterschool sessions, registration classes or afterschool support made progress.
  •  Data analysis for each year group indicates that progress is being made in narrowing the gap between Pupil Premium Pupils and their peers.
  • Pupil views indicate that they feel supported and that the support provided is useful.

Our aim is to continually evaluate the support provided and ensure best practice for all our pupils.