Phone: 020 8692 2920

info@mordenmount.greenwich.sch.uk

Morden Mount Pupil Premium Strategy 2016-17

 

Pupil Premium Strategic Vision

Pupil Premium allocation for 2017 - 2018: £229,985.

At Morden Mount our strategic vision for Pupil Premium children is to ensure outstanding provision at two levels, the whole school level and the bespoke, specific interventions for each pupil. Our key ethos is deep rooted in academic research and years of piloting new ideas with our most vulnerable being our benchmark.  We spend our Pupil Premium grant on making positive difference to our disadvantaged children, helping to combat their many barriers to learning and close any gaps in achievement so they do just as well as the other children. 

 

Parental engagement is key to providing a positive and nurturing environment in which our Pupil Premium children can achieve their potential while early intervention and targeted learning support are central to our strategy. Our Pupil Premium strategy supports our PP pupils across the spectrum of needs: from buying extra hours for speech and language therapy and educational psychologist time, to employing a children and family practitioners, and trained children’s wellbeing practitioner. As a result, we have immediate response time to any concerns.  The provision encompasses direct approaches to ‘narrowing the gap’ and other more creative interventions, which subsequently influence academic achievement and very importantly enhance their social and emotional wellbeing.

 

We regularly measure the impact of our Pupil Premium strategies and initiatives using:

  •  Analysis of achievement data (pupil progress and the standards they attain) to see if we are successfully closing the gap.
  • Rigorous tracking of the progress of our disadvantaged pupils in various intervention programmes and leading on to timely reviews.  Narrowing the gap/progress meetings
  •  Regular observation of in-class support to maximise effectiveness and impact.
  •  Book scrutiny to examine quality of work and comparative analysis with non-Pupil Premium pupils.
  •  Feedback and input from supporting agencies, such as parenting and counselling services.
  •  Information drawn from relevant key indicators such as attendance, behaviour, progress and punctuality.

Morden Mount School Context 2016- 2017

Morden Mount has 403 pupils on roll and 183 (45%) of them are eligible for the Pupil Premium funding.   The number of pupils entitled to Free School Meals (FSM) is higher than the national average. The number of SEN pupils is significantly above national average. The vast majority of our pupils, 70.3%, have English as an additional language.

 

Data drawn from relevant key indicators has shown that attainment on point of entry is substantially below developmental milestones for the majority of our pupils.  This often translates into social communication difficulties and issues with reading and writing.  Early on in life, a good percentage of our Pupil Premium eligible children are faced with a range of challenging circumstances which could inhibit their learning and development, however our early intervention and targeted learning support, with focus on the early phase of learning- Foundation stage-are very robust and effective. Closing attainment gaps very early on allows us freedoms to layer children with the huge number of inspirational experiences as they continue their journey through the school.  

·         Monitoring and analysis of correlation between our disadvantaged pupils, safeguarding and child protection data

 

We also use information gathered from various spheres identified above to inform and identify effective strategies, in relation to cost and impact on our Pupil Premium Children.  We continually strive to ensure our support strategies are “value for money”, reviewing and updating provisions in response to the needs of our pupils.

 

Pupil Premium Strategy – Morden Mount Primary School 2016 - 2017

Total Number of Pupils (Oct 2016)

Number of Pupils Eligible for PP

Date of Next Internal Review of this strategy

403

367 (exc. Nursery)

183

June 2017

Our pupil premium grant allocation for 2016 – 2017:  £225,920.00

We identify and address barriers to learning faced by individual pupils through:

  • everyday teaching practice; trawling records;
  • discussions with pupils;
  • parents and agencies involved;
  • rigorous regular tracking of pupil attainment and progress, especially in our dedicated, solution-focused “narrowing the gap” progress meetings in which all disadvantaged children (including higher ability PP children) are discussed in detail with senior leaders, including our Inclusion Manager, the effectiveness of strategies to overcome their barriers to learning evaluated, and a new tailored programme put in place.

 

The main barriers to educational achievement faced by eligible pupils at the school:

  • Low language levels – 75% of our pupils have language delay or difficulties when they arrive in Foundation Stage as identified by a Speech and Language therapist. This leads to social communication difficulties, and issues with reading and writing
  • Broken family structures – family stress and low resilience
  • Low parental engagement/parenting skills
  • Safeguarding and welfare issues which may lead to Social Services involvement
  • Loss and bereavement
  • Trauma and other mental health issues in the family and/or child
  • Frequent moves of country and school – some have no recourse to public funds
  • Socio-economic disadvantage i.e. poverty
  • Housing issues i.e. massive overcrowding, temporary poor quality accommodation and friction with neighbours and other members of the community
  • Poor health and diet, high level of medical needs, and low attendance
  • Special educational needs and disabilities

 

Expenditure of Pupil Premium funding to overcome these barriers to learning:

All the interventions and support are chosen for their proven effectiveness (research or internal impact evaluation), with the intention of accelerating the progress of our disadvantaged children to raise their standards of attainment and narrow any gaps with their non-PP peers.

 

How Pupil Premium funding is spent

Reasons for approaches

Our teachers and teaching assistants deliver a wide range of impact-evaluated, highly effective targeted individual and group interventions, mainly in literacy and numeracy. (see list below)

To close the gaps.

DISS research showed TAs are effective when delivering tailored interventions skillfully.

Smaller groups of targeted learning more effective at accelerating pupils’ learning.

 

Teaching Assistants providing highly effective in-class support and guidance, especially on-going assessment, coaching for improvement, and emotional support to those with behavioural difficulties

Sutton Trust research found assessment for learning and effective feedback accelerated the progress of disadvantaged pupils.

DISS research showed TAs are effective in supporting behaviour in the classroom.

1:1 or very small group tuition

Additional 1:1 TA support for PP children with medical and behavioural needs

Sutton Trust and internal evaluations show this boosts learning

Essential to enable the children to attend school and access learning

Language screening and dedicated language and social communication groups, including Lego therapy, overseen by an outside agency e.g. SALT and ASD outreach (funded by the school)

Language development and building of confidence and self-esteem

Teacher led boosters

To maximise learning through providing additional outstanding teaching in core subjects and diminish disadvantage

Reading Recovery teacher. We have a highly trained reading recovery teacher who is very successful at delivering intensive 20 week programme of individual tuition for Year 1 children who have not yet grasped reading.

 

To develop early readers.  It is an effective reading support for PP children who are also EAL and at beginner language level in English.  Support also includes oversight of TA work in this area and have been found to be effective in enabling children to rapidly gain basic English language fluency and understanding of texts.

Parenting Practitioner (Genesis)

Parenting courses/groups/individual sessions especially for those who are “hard to engage”. Research shows that effective parental support for education is key.

Counselling (professional)

To support disadvantaged pupils and parents in dealing with mental health and emotional needs (emergency short term and long-term)

Attendance Officer focus

Increase attendance of identified pupils to enable greater access to learning

Additional outside agency support e.g. Educational Psychologist, SALT (see above), ASD outreach

To help identify and advise on suitable programmes and strategies to support children with extreme social, emotional and educational needs – we have a very high number of ASD/Disadvantaged children.

Wide range of extra-curricular clubs and activities e.g. Homework Club, Science club & Arts club

To enable adult support to be given to children with their homework.  Research suggests that where extra-curricular clubs are learning based they impact positively.  Similarly, sports, science and arts clubs also enable pupils to pursue interest which enriches their learning and social skills.

Pupil Premium 2015 – 2016

In the financial year April 2015 – 2016, Morden Mount School received £221.447.00 disadvantaged pupils Funding to help us boost the progress and to get better results for our children who are eligible for free school meals or ‘looked after’ by the Local Authority with the intention of closing any gaps in attainment for ‘disadvantaged’ children.

This is what we spent it on:

In the 2015/2016 academic year we spent approximately £314,779.00 on initiatives, activities and additional outside agencies which supported our pupils eligible for the Disadvantaged pupils Grant which is well above the money we were allocated by the government.

We spent £98,663.46 on teacher focus work, on in-class support provided by our excellent Teaching Assistants, and to pay teachers and TAs to run our many English and Maths intervention, catch-up and booster groups including:

  • Target work in the Early Years Foundation Stage
  • Designated Speech and Language specialist with a focus on year 1
  • Teaching assistants offering language groups and speech and language therapist set programmes
  • Pre-Teach & Post-Teach Maths sessions
  • Reading Recovery
  • Daily 1:1 reading and additional Group Guided Reading
  • Reading comprehension groups
  • Additional Spelling and grammar groups
  • Phonics booster sessions
  • Colourful semantics
  • Lexia (Support for dyslexic pupils)
  • Writing, creative writing and handwriting groups
  • Numicon group
  • Wave 3 Maths Groups
  • Passport Core skills group
  • Maths times-tables groups
  • Before and after school SATs boosters
  • Lego Therapy

We also spent:

  • £25,377.54 on 1:1 tuition to boost their progress and SATs results Key Stage 2
  • £56,148 on Reading Recovery – to promote early reading skills
  • £14,490 on high quality professional counselling
  • £4,500 on extra counselling services /Educational Psychologist
  • £7,360 on Music therapy
  • £9,440:00 on Speech & Language therapy
  • £17,251 on our successful Parent Partnership and support programme.
  • £2,451 on targeted work to improve these pupils’ attendance and punctuality – they need to come to school to do well in their learning
  • £8,096 on a breakfast club for these children to give them an excellent start to their learning day
  • £64,178.00 on full time1:1 support for disadvantaged pupils with significant special educational needs who either do not have funding or are awaiting or to supplement LA funding.
  • £1,920.00 Brilliant Club (Gifted and Talented) – raising aspirations to attend university
  • £13,000.00 on designated Speech and Language Teaching Assistant.
  • We evaluated each area of work to ensure it is effective in promoting the progress of these children so they reach their full potential. As a result of this highly effective targeted support and excellent teaching, Disadvantaged and 'looked after' children in Morden Mount School achieve better than those children do nationally.

 

Impact of Pupil Premium Funding 2015 – 2016

Outcomes for children:

As a result of our excellent support our ‘disadvantaged’ children do very well.  In 2015-2016 progress for our disadvantaged children was above national for all children in reading and above in writing and maths.  In fact, the progress made by our disadvantaged pupils was slightly better than all our pupils and our non-disadvantaged pupils in reading and writing, where all our children made exceptional progress.  Attainment for our disadvantaged pupils was also above national for all children in reading writing and maths.

Key Stage 1

Disadvantaged pupils outperformed non-disadvantaged pupils in reading and maths at expected and just below in writing, and significantly above non-disadvantaged at greater depth in all 3 areas.  (Shows that the initiatives and support put in place are making impact on our pupils including those with considerable abilities.  Our disadvantaged pupils were 5% and 14% above national non-disadvantaged at expected and greater depth respectively in reading.  In writing, the disadvantaged were also strong with 12% above non–disadvantaged at greater depth.  In maths, disadvantaged pupils were above non-disadvantaged by 6% at expected and 14% at greater depth

“Pupils generally made good progress from EYFS, particularly those with middle PA.  Attainment by the end of KS1 generally exceeded national at expected and greater depth.  This strong attainment also included the disadvantaged pupils who generally compared very favourably against national non-disadvantaged pupils”.                (Raiseonline analysis 2016)

Key Stage 2

Disadvantaged pupils with low prior attainment in KS1 all made better progress than non-disadvantaged pupils across the country in both reading and writing.  Attainment at expected for our disadvantaged pupils was above national for all pupils in maths and in-line in both reading and writing.  65% of the disadvantaged cohort achieved the expected standard and 15% the higher standard.  VA in maths was strong and significantly above national particularly for pupils with middle and high PA.  This includes good progress made by Disadvantaged again, predominantly by pupils with middle and high PA.  In writing Disadvantaged progress was also excellent and in the 2nd to top percentile.  12 of the 26 disadvantaged pupils achieved greater depth, 28% more than national others.

“Progress for the disadvantaged pupils was strong, particularly for those with low and middle PA”. (Raiseonline analysis 2016)

As a result of the progress our disadvantaged pupils are making we received the SSAT National Award Educational Outcomes award for closing the gap in 2015.

 

What is Educational Outcomes?

Educational Outcomes is a unique, powerful database for analytics and comparison at KS2, KS4 and KS5. It combines three official DfE and Ofsted sources into one to provide key 2015 contextual and performance data on every state-funded school in the country. Primary and secondary versions of the database are available exclusively to SSAT members.  It enables you to benchmark your school’s performance against all other schools using over 40 different metrics. And it supports networking and collaboration by letting you identify schools in similar circumstances to your own with whom you could share practice and ideas.