Pupil Premium

PUPIL PREMUIUM STRATEGY

Governor responsible for the Pupil Premium – Claire Mudd (NLE)

Senior member of staff responsible for the Pupil Premium – Lewis Mitchell (Associate Assistant Headteacher)

The Department for Education (DfE) allocates publicly funded schools in England an additional grant known as the Pupil Premium. The purpose of the funding is for schools to provide additional support for students identified as ‘disadvantaged’ and ensure that gaps in their achievement are narrowing, compared to ‘other’ students of similar ability.

At The Marvell College we are committed to ensuring that the following gaps narrow in order of priority:

• Attainment, progress and outcomes of ‘disadvantaged’ students fall at least in line with ‘other’ similar ability students nationally.
• Attainment, progress and outcomes of ‘disadvantaged’ students fall at least in line with ‘other’ similar ability students within the school.

We prioritise this way so as not to limit the achievement potential of any student within the school, it is our belief that all students should be given the very best chance of achieving their potential in order to take a full and active part in our communities, now and in the future.

Schools are free to decide how they use the money but must publish this on their website and account for it annually. Please refer to the Pupil Premium Statement for details of identified barriers, desired outcomes, chosen approaches and a review of the impact of spending from the previous academic year.

As of September 2023, secondary schools were allocated Pupil Premium grants per pupil based upon the following criteria:

• £1,035 per student for Students in Years 7 to 11 recorded as Ever 6 FSM as well as eligible NRPF students in these year groups
• £2,530 per student for Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English Local Authority
• £2,530 per student for Children who have ceased to be looked after by a Local Authority in England and Wales because of adoption, a special guardianship order, or child arrangements order (previously known as a residence order)
• £335 for each student in Year Groups Reception to Year 11 recorded as Ever 6 service child or in receipt of a child pension from the Ministry of Defence

Governors are required to scrutinise the use of the Pupil Premium and hold school leaders to account for the impact of our actions on the achievement of those in receipt of the grant. This is reflected in the minutes of the Local Governing Body meetings (available upon request).

COMMITMENT TO CONTINUED NEEDS ANALYSIS

At The Marvell College we seek to develop an analytical understanding of the needs of students and respond in a carefully planned and systematic approach through quality first teaching, high quality pastoral support and a range of specific interventions.

To ensure that we have this analytical understanding we regularly conduct needs analysis of the students in our care. This analysis is then tested and reviewed to ensure that knowledge is up to date. The analysis of our current cohort has identified three key areas which we are passionate in addressing through our Pupil Premium Statement. These areas are; language and communication, personal social development, and enrichment and achievement gaps. A brief outline of these is below:

• Language and communication: Many of our Pupil Premium students have been identified as having a limited vocabulary; this impacts on academic, social and emotional development. This combined with reading ages below the national average acts as a barrier towards learning that we are keen to address.
• Personal social development: We have identified that some of our Pupil Premium students find it difficult to form and maintain relationships; deeper analysis identified that these students often find it difficult to take personal responsibility in a range of situations and have a lack of self-worth. These issues also result in students having low levels of resilience and often being reluctant to grapple with challenging concepts or be resourceful in the face of difficulties.
• Enrichment and achievement gaps: Limited exposure to a range of important childhood experiences within communities, families, sport, and the arts inhibits the development of character, leads to a lack of ‘cultural capital’, confidence and ability to act upon an interest in unfamiliar opportunities and instead seek familiarity, safety and stability.

In addressing these and other issues we rely on some evidence-based approaches informed by the published research of the Education Endowment Foundation (please see Pupil Premium Statement for details) along with other strategies that seek to provide pupils with a broad and rich experience of culture, the arts and sporting opportunities.

Our current (as of 06.11.2023) context is outlined below: