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Pupil Catch-up and Pupil Premium Strategy

Pupil Premium Funding 

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

Senior member of staff responsible for the Pupil Premium – Paul Martin (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 pupils identified as ‘disadvantaged’ and ensure that gaps in their achievement are narrowing, compared to ‘other’ pupils 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’ pupils fall at least in line with ‘other’ similar ability pupils nationally  

·  Attainment, progress and outcomes of ‘disadvantaged’ pupils fall at least in line with ‘other’ similar ability pupils within the school

We prioritise this way so as not to limit the achievement potential of any pupil within the school; it is our belief that all pupils 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 2018, secondary schools were allocated Pupil Premium grants per pupil based upon the following criteria:

· £935 per pupil for each Ever 6 FSM FTE in year groups 7 to 11, except where the pupil is allocated the LAC or post-LAC Premium

· £2,300 per pupil for each post-LAC in year groups reception to year 11

· £300 for each pupil aged 4 and over in year groups reception to year 11 who is either Ever 6 service child FTE or in receipt of pensions under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS)

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 pupils 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 pupils 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 PP pupils 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 PP pupils find it difficult to form and maintain relationships; deeper analysis identified that these pupils 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 pupils 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.

Contextual Summery

 

All

Year  7

Year  8

Year  9

Year 10

Year 11

 

On roll

1040

256

261

198

183

142

 

Male

521

133

133

110

84

61

 

Female

519

123

128

88

99

81

 

Pupil Premium

46.7% (486)

28.1% (72)*

52.9% (138)

52% (103)

55.2% (101)

50.7% (72)

 

FSM

30.7% (319)

28.1% (72)

29.5% (77)

35.4% (70)

31.7% (58)

29.6% (42)

 

LAC

1.3% (14)

2.3% (6)

0.4% (1)

2% (4)

1.6% (3)

0% (0)

 

Post-LAC

0.6% (6)

0% (0)*

0.8% (2)

0.5% (1)

1.1% (2)

0.7% (1)

 

Service Child Premium

0.4% (4)

0% (0)*

0.4% (1)

1% (2)

0% (0)

0.7% (1)

 

SEN K

18.4% (191)

17.2% (44)

17.2% (45)

22.2% (44)

16.4% (30)

19.7% (28)

 

SEN E

1.4% (15)

1.6% (4)

1.5% (4)

0.5% (1)

2.2% (4)

1.4% (2)

 

 Our current** context is outlined below:

*Year 7 Pupil Premium figures do not include ever6, Post-Lac or SCP; this will be updated when available     **Updated:19/09/2018                

Year 7 Literacy and Numeracy Catch-Up Premium  

Senior member of staff with responsibility: Paul Martin (Assistant Headteacher)  

This additional grant gives public funded schools in England an additional premium (per pupil) to support pupils who did not achieve the expected standard in reading or maths at the end of year 6.  

Pupils are identified during the initial transition process and their needs are assessed using the ‘Question Level Analysis’ function of the ‘Analyse School Performance’ service. To ensure that we have a greater understanding of our pupils’ needs we not only complete QLA for all pupils but also for sub groups (such as PP and catch-up pupils). This informs our chosen strategies/approaches for each child.  

Chosen approaches are influenced by national research and reflect strategies identified in the DfE document “Literacy and numeracy catch-up strategies, November 2017”.  

We are required to publish details of how we spend our grant and the impact of our chosen approaches. Details can be found below. 

Outlook