February 2019

PUPIL PREMIUM STRATEGY STATEMENT – 2018/19

February 2019

What is the pupil premium?

Pupil premium: the facts

Introduced in April 2011, the pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently service in the armed forces. Attainment gaps nationally between pupils from deprived backgrounds and their more affluent peers persist through all stages of education, including entry into higher education. The

highest early achievers from deprived backgrounds are overtaken by lower achieving children from advantaged backgrounds by age seven. The gap widens further during secondary education and persists into higher education. The likelihood of a pupil eligible for FSM achieving five or more GCSEs at A*-C including English and mathematics is less than one third of a non-FSM pupil. A pupil from a non-deprived background is more than twice as likely to go on to study at university as their deprived peer. Accountability

It is for schools to decide how the pupil premium allocated to their school is spent. Schools will be held accountable for their use of the additional funding to support pupils from low-income families and the impact that this has on educational attainment. School performance tables now include a ‘Narrowing the Gap’ measure showing how disadvantaged children perform in each school. Ofsted and Pupil Premium

Ofsted include a particular focus on the performance and progress of pupil premium pupils in their inspections. The performance of disadvantaged students in a school is particularly

compared closely to the performance of non-disadvantaged students nationally.

Thamesmead School and the Pupil Premium

In 2015/16 the school was given a Pupil Premium Award because of the outstanding progress of its disadvantaged students. We remain fully committed to reducing, and even removing, any gaps between the achievement of disadvantaged and non-disadvantaged students. Our pupil premium plan gives details of how we are attempting to achieve this.

February 2019

1. Summary information

School Thamesmead School

Academic Year 2018/19 Total PP budget £108,000 Date of most recent PP Review n/a

Total number of pupils 1035 Number of pupils eligible for PP 123 Date for next internal review of this strategy October 2019

2. Current attainment

Pupils eligible for PP (your school) Pupils eligible for PP (your school) with outliers removed

Pupils not eligible for PP (national average)

% of PP pupils achieving 9-4 in English & Maths 52% 59% not yet available

% of PP pupils achieving 9-5 in English & Maths 39% 41% 50%

Progress 8 score average -0.49 +0.08 +1.3

Attainment 8 score average 41.98 48.91 49.96

3. Barriers to future attainment (for pupils eligible for PP including high ability)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. PP students enter the school on average 3 points lower on their KS2 average in comparison to all other pupils joining the school.

B. PP students joining the school have weak numeracy and literacy skills in comparison to all other pupils joining the school.

C. Due to a lack of success at Primary school, PP students display a higher incidence of lower confidence and self-esteem with regard to their school work in comparison to all other pupils.

External barriers (issues which also require action outside school, such as low attendance rates)

D. Attendance rates for pupils eligible for PP were 91.1% (2017/18) (National attendance level for pupils not eligible for PP in 2016/17 was 95.6%). This reduces their school hours and causes them to fall behind on average.

E. Family backgrounds – PP students in the school do not receive the same level of support outside school (lack of routine, lack of assistance with homework, lack of academic encouragement) when compared to other students in the school.

4. Outcomes

February 2019

Desired outcomes and how they will be measured Success criteria

A. Improve the progress of students (low, middle and high ability) eligible for PP

All students eligible for PP to make good progress and meet or exceed their expected targets. Positive P8 score for year 11 cohort.

B. Improve the progress in maths for students eligible for PP All students eligible for PP to make good progress in maths and meet the expected targets. Particular focus on middle and high ability to push students to achieve grade 5 and above. Positive P8 score for year 11 students in maths.

C. Improve the progress in English for students eligible for PP All students eligible for PP to make good progress in maths and meet the expected targets. Positive P8 score for year 11 cohort in English.

D. High levels of progress in literacy Year 7 pupils eligible for PP

Low ability pupils eligible for PP in Year 7 make good progress by the end of the year to meet or exceed expected targets. This will be evidenced using accelerated reader assessments and English written assessments in October, March and June.

E. Increased attendance rates for pupils eligible for PP Overall attendance among pupils eligible for PP improves from so that it is in line with the national attendance levels.

5. Planned expenditure

Academic year 2018/19

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Desired outcome Chosen action/approach What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

February 2019

A Improve the progress of students (low, middle and high ability) eligible for PP

Additional staffing in English and Maths and whole school coordination for PP. Priority for drop ins and observations. GCSE option choices reduced from 4 to 3.

Allows for setting and smaller class sizes. Increased leadership capacity to allow for monitoring and tracking of the PP cohorts to diminish the Gap. Ensures that students eligible for PP are kept as a priority for class teachers. Their books should be made a priority to mark/give feedback to promote good progress and prioritise closing the gap. The new 9-1 measure challenging, with increased content, which is tested almost exclusively by end-of-course examinations and measured by grades that run from 9 to 1 (rather than the previous A* to G). Students are experiencing increased stress and anxiety as a result of the new GCSE. Because assessment is now virtually all exam-based, students may be sitting up to 28 exams in the space of two or three weeks. The NSPCC reported this week that the number of referrals by schools in England seeking mental health treatment for pupils has risen by more than a third in the past three years. The new courses have amplified the pressure. The choice to reduce to reduce option subjects from 4 to 3 is an effort move from quantity of quality teaching and help to alleviate the pressure experienced by students.

Strongest teachers to support weakest students in sets. Via drop ins and observations alongside data from end of unit assessments. Through working with the Deputy Head and Head of Year to ensure that students eligible for PP are choosing GCSE subjects that they will enjoy and excel in.

Curriculum leaders for Maths and English Curriculum leaders in all subjects. AHT i/c Inclusion and HOY

Termly Easter

February 2019

B High levels of progress in maths for students eligible for PP

Year 7 students achieving below 99 in KS2 sats monitored & interventions given in Maths lessons Skills checks at the start of every lesson. Focus on times tables in every lesson. Interventions afterschool at homework club Hegarty maths online platform

Year 7s below 100 on

SATs are going to receive 6 week intervention during school to close gaps in maths skills

Monitoring and improving key skills early helps to lessen the gap – research from Education Endowment Foundation shows this works Regular support afterschool at homework club from Maths teachers to further support students who have little or no support at home. Skills checks and timetables practice to repeat and consolidate key skills that are critical for numeracy development Hegarty maths sets targeted work quickly using student data. Allows teachers to set personalised, comprehensive and scaffolded work quickly. Encourages students to be accountable for their effort. Flags up mistakes and misconceptions and allows teachers to give detailed feedback to improve.

Via drop ins and observations alongside data from end of unit assessments. Maths teachers supporting in homework club to feedback back to class teachers for specific areas worked on/needed to improve further. KS3 and KS4 maths coordinator to review Hegarty maths reports weekly.

KS3 and KS4 coordinators for maths

Termly

C High levels of progress in English for students eligible for PP

Specific literacy targets shared on Sims for all staff to access and scaffolds in lessons Parental workshops The English department to make all staff and parents explicitly aware of reading ages and how to help students improve reading skills. Reading programme for years 7 and 8. Accelerated reader and LEXIA online literacy programmes.

Empowering staff across the school to support literacy of these children so they have consistency Can be monitored and interventions put in place - accurate reading ages given – these are shared with staff via sims Parental workshop to encourage parents to effectively support students with home learning, revision and additional aspects of the curriculum. There is evidence from the Harvard Family Research Project to suggest that changing parents’ aspirations for their children will raise their children’s aspirations and achievement over the longer term. To raise literacy levels, improve reading skills, widen vocabulary – to improve understanding and inference of worded questions in exams and assessments. Subject vocabulary to be taught explicitly and implicitly.

Curriculum leaders checking targets are being used as a strategy to support PP students. By making it compulsory during fortnightly library lessons with teachers/ Learning Centre manager monitoring Follow up with parents to gauge feedback on the workshops. Monitoring and tracking of PP cohorts through line management meetings. Interventions recorded and shared on sims. Reading programme lead and monitored by Learning Centre manager. Regular scrutiny

Lead practionner – whole school literacy, language and communication and Curriculum leader for English

Ternly

February 2019

Focused year 10 Literacy group and Vocational qualification offered in year 10 (Business and Enterprise) to broaden choices for post-16 pathways and reduce commands and demands of GCSE option subjects.

of quality of feedback and moderation of assessment and exams. Regular scrutiny of topics covered in literacy group.

February 2019

D. High levels of progress in literacy for Year 7 pupils eligible for PP.

Year 7 students achieving below 99 in KS2 sats monitored & interventions given in English lessons Specific literacy targets shared on Sims for all staff to access and scaffolds in lessons Parental workshops The English department to make all staff and parents explicitly aware of reading ages and how to help students improve reading skills.

Monitoring and improving key skills early helps to lessen the gap – research from Education Endowment Foundation shows this works Empowering staff across the school to support literacy of these children so they have consistency Can be monitored and interventions put in place - accurate reading ages given – these are shared with staff via sims Parental workshop to encourage parents to effectively support students with home learning, revision and additional aspects of the curriculum. There is evidence from the Harvard Family Research Project to suggest that changing parents’ aspirations for their children will raise their children’s aspirations and achievement over the longer term. To raise literacy levels, improve reading skills, widen vocabulary – to improve understanding and inference of worded questions in exams and assessments. Subject vocabulary to be taught explicitly and implicitly.

Via drop ins and observations alongside data from end of unit assessments Curriculum leaders checking targets are being used as a strategy to support PP students. By making it compulsory during fortnightly library lessons with teachers/ Learning Centre manager monitoring Follow up with parents to gauge feedback on the workshops. Monitoring and tracking of PP cohorts through line management meetings. Interventions recorded and shared on sims. Reading programme lead and monitored by Learning Centre manager. Regular scrutiny of quality of feedback and moderation of assessment and exams. Regular scrutiny of topics covered in literacy group.

Lead practionner – whole school literacy, language and communication

Termly

February 2019

Total budgeted cost £42077

(Inclusive of funding for additional English and Maths teachers, funding contribution towards Literacy support team, Hegarty Maths, Accelerated Reader and Lexia online programmes.)

ii. Targeted support

Desired outcome Chosen action/approach What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

A. Improve the progress of students (low, middle and high ability) eligible for PP

Allocated funding for heads of year to purchase equipment, revision guides, uniform, student well-being, enrichment activities and trips, printing charges. 1:1 tutoring for key students eligible for pupil premium in Maths and English in years 10 and 11

To remove barriers to being part of the school community that students eligible may struggle with. Highly vulnerable PP students identified and 1:1 tutoring in maths arranged. Evidence from the Sutton Trust indicated that 1:1 Tutoring can enable learners to catch up with their peers. Meta analyses suggests that pupils might improve by 5 months during the intensive programme.

Requests for funding to be checked by finance and AHT i/c inclusion to ensure funding is being used for correct purposes. Maths and English teachers to monitor the effect of the tutoring and feedback back to AHT i/c inclusion

AHT i/c Inclusion Curriculum leader for Maths

Termly Half Termly

E. Increased attendance rates for pupils eligible for PP

Young Carers events

Young carers are at a disadvantage with lack of support at home and additional responsibilities at home. Home life is often made a priority over school which has an

Parents will be identified through transition meetings with primary schools. Primary teachers and inclusion team will work together to ensure attendance

Inclusion team

Termly

February 2019

Breakfast club run by HSLW and East to West mentor. Bridge Builders mentoring scheme for 4 year 8 students from disadvantaged backgrounds. Cisco mentoring scheme for years 10. . Work experience days for year 9 students who are eligible for pupil premium

impact on punctuality, attendance and academic progress Give PP students an opportunity to build friendships, spend time with a trusted adult before school and educate them about healthy eating. Coffee mornings run by HSLW to target parents of PP students around the transition into secondary school. Findings as part of the recent Social Mobility Barometer, which surveyed 4723 UK adults found over half of 18-24 year-olds said they thought that where people ended up was determined by their background and who their parents were. Four-fifths of survey respondents said there was a large gap between the social classes today. The attitudes about financial position and job security were telling: Only 24% of 25 to 49-year-olds said they were better off than their parents. Just a fifth of 18 to 24-year-olds believed they had better job security. Only 30% of 18 to 24-year-olds believe it is becoming easier to move up in British society. The Bridge Builders Mentoring Scheme provides young people the opportunity to gain additional support and guidance from adult mentors experienced in life and work. Together, they can define, explore and overcome the problems that are so often associated with a low economic background. In line with the Gatsby benchmarks good career guidance is critical if young people are to raise their aspirations and capitalise on the opportunities available to them. Disadvantaged students in year 9 who are eligible for pupil premium will experience 2 work experience days to engage them and raise aspirations in preparation for KS4 and college applications.

East to West Mentor and HSLW to run and evaluate weekly. Will contact parents of PP students who haven’t attended and encourage to participate to increase engagement with school. HSLW will collect highly vulnerable students to ensure they attend. School coordinators will be liaison between Bridge Builders / Cisco and mentees. Will coordinate communication between mentees, heads of year and parents. Organised in conjunction with Bridge Builders and careers team at Thamesmead.

AHT i/c Inclusion AHT i/c Inclusion AHT i/c inclusion after the work ex days have been completed

Termly Termly After the work ex days

February 2019

Total budgeted cost Total: £18,035

(Inclusive of part funding of support staff/staff in school wide roles – EWO, HSLW, AHT, Inclusion Support Manager)

iii. Other approaches

Desired outcome Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

E. Increased attendance rates for pupils eligible for PP

Attendance officer to track data for the PPG cohort. Inform inclusion team to all for first day responses. First day responses to pupil premium absences – coordinated by Inclusion Support Manager and HSLW. Coffee morning meetings with parents of students who fall into the persistent absence bracket to identify barriers that parents/guardians are experiencing /have experienced withm regards to school and may now be projecting on to their children.

NfER briefing for school leaders identifies addressing attendance as a key step. First day response provision by Inclusion team will allowed for early intervention to external agencies where outside barriers have been identified. This will support overall with the welfare and wellbeing of PP students in and out of school and which directly links to progress of students. More funding will be spent on attendance as with the increase of early intervention and liaison with external agencies it is anticipated that. 30% of the inclusion team’s time will be spent on attendance for PP students.

Attendance report generated each day from attendance officer. Same day calls about progress to target students and reduced timetable integration where necessary to ensure students attend on a regular basis, building up to a full timetable. Personalised support assigned to each PA pupil eligible for PP. Attendance discussed fortnightly with attendance lead and first day response team. Where parents won’t attend school for School Attendance Meetings (SAMs), SAMs will take place over the phone and written confirmation of agreed outcomes sent to parents/guardians. HSLW and Inclusion manager to organise and facilitate coffee mornings with parents/guardians. HSLW to visit all PA at home to discuss attendance with parents/guardians and explore barriers.

AHT i/c inclusion

Termly

February 2019

Exam anxiety group programme with East to West mentor.

The NSPCC reported in May 2018 that the number of referrals by schools in England seeking mental health treatment for pupils has risen by more than a third in the past three years. Nationwide the number of students with mental health issues resulting from exam anxiety is on the increase there are a significant proportion of students who cannot take exams in the exam hall but require smaller rooms and rest breaks to stay calm. Attendance is increasingly affected with students off with anxiety. Students eligible for pupil premium will have less support at home to help them with exam expectations and the anxiety that is associated with preparing and taking exams.

Run by East to West mentor and monitored by Inclusion Support Manager. Students will complete self-evaluation before during and after participating in the programme.

Inclusion support manager.

Half termly.

A. Improve the progress of students (low, middle and high ability) eligible for PP

Growth mind-set and resilience workshops in year 9 Growth mind-set programme followed in years 7 and 8

Intrinsic motivation is critical, as it drives the direction of an individual’s behaviour and self-determination. Self-determination is important in the development of beings to become more effective and refined in their reflection of ongoing experiences. When students experience the inherent satisfaction of the activity itself, they will show intrinsically motivated behaviour. If students are doing the activity in order to attain some reward, such as grades or social recognition, they are extrinsically motivated. Students’ motivated behaviours pertaining to choice, effort and persistence in academic tasks correspond directly with their level of intrinsic motivation.

Growth mind-set and resilience workshops organised in conjunction with Bridge Builders. Growth mind-set programmes delivered through Smart Moves. Both programmes (for year 7, 8 and 9) focus on developing the intrinsic motivation through explaining and promoting strategies for developing growth mind set and resilience.

HOYs Reviewed when the workshops and programmes are continued.

Total budgeted cost £ 47,888 (Inclusive of

resilience programmes, part funding of East to West Mentor, support staff/staff in school wide roles –, HSLW, AHT, Inclusion Support Manager)

February 2019

6. Review of expenditure

Previous Academic Year 2016/17

i. Quality of teaching for all

Desired outcome Chosen action/approach

Estimated impact: Did you meet the success

criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

A. High levels of progress in literacy for Year 7 pupils eligible for PP.

B. B High levels of

progress in numeracy for Year 7 eligible for PP

Year 7 PP students achieving below 99 in KS2 sats monitored & interventions given in English lessons Specific literacy targets shared on Sims for all staff to access Accelerated reader Scaffolds in lessons Parental workshops Year 7 PP students achieving below 99 in KS2 sats monitored & interventions given in Maths lessons

31 disadvantaged students 14 achieved above target (45%) 28 achieved on or above (93%)

3 achieved -1 below target (7%) Impact has been met – 20% higher than expected with students achieving above target. Year 7 Maths progress 2018/19: % positive gap 93% of students eligible for PP on or above target

All the chosen approaches have been impactful, adding to this, the use of LEXIA online literacy programme for a selection of lower ability PP students was useful. The English department will continue to follow the same strategies and add in making all staff and parents explicitly aware of reading ages and how to help students improve reading skills Year 7s below 100 on SATs are going to receive 6 week intervention during school to close gaps in maths skills

£47431

February 2019

ii. Targeted support

Desired outcome Chosen action/approach

Estimated impact: Did you meet the success

criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

B Improve the progress of our low ability students eligible for PP D. Increased resilience for pupils eligible for PP

Allocated funding for heads of year to purchase equipment, uniform, student well-being, enrichment activities and trips, printing charges Breakfast club run by HSLW and East to West mentor. Coffee mornings Bridge Builders mentoring scheme for 8 year 8 students from disadvantaged backgrounds. Cisco mentoring scheme for years 10 and 11. 1:1 tutoring for key students in Maths

English: Low ability has been judged at those with target of T or 1 in year 7 16 PPs students (% of the 16) 11 achieved above target (69%) 16 achieved on or above (100%) No low ability students achieving below target Maths: year 7 93% on or above (2% positive gap) year 8 77% on or above (14% gap) year 9 67% on or above (19% gap) year 10 74% on or above (5% positive gap) year 11 64% on or above The students receiving the 1:1 maths mentoring did not reach their target grades. This was because these students had disengaged due to issues outside school -

The Accelerated reader programme alongside the use of LEXIA for some students has had great impact. Class teachers closely monitoring the classwork and assessments of low ability PP students has also worked well as a strategy. These strategies will be employed again. 7 and 8 content needs to be more applied maths questions (to intro to GCSE). Learned how to use Hegarty so they can use it at home more effectively. 9 & 10 not acting on feedback and teachers not monitoring what they are doing with areas of weakness. Not all teachers understood that those eligible for pupil premium don't get the same support at home. Wrap around care was provided by the pastoral, inclusion, attendance and curriculum teams. These students did not achieve their targeted grades however they achieved a grade which, given specific circumstances, is a very positive outcome. Wrap around care for students we are concerned that may end up in a similar situation needs to continue.

£12005

iii. Other approaches

Desired outcome Chosen action/approach

Estimated impact: Did you meet the success

criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

February 2019

C. Increased attendance rates for PP

Attendance officer to track data for the PPG cohort. Inform inclusion team to all for first day responses. First day responses to pupil premium absences – coordinated by Inclusion Support Manager and HSLW.

Overall attendance among Thamesmead pupils eligible for PP in 2017/18 was 91.1 %. Overall attendance among pupils eligible for PP students in 2016/17 was 92.2%.

National attendance for pupils who are known to be eligible for and claiming free school meals in 2016/17 was 93% compared to 96% per cent

for non-FSM pupils.

We need to continue to unpick the barriers to attendance on a case by case basis. We need to take a multi team approach to ensure Inclusion, SEND, pastoral and curriculum are working together.

Total Cost: £55,319 (inclusive of part funding of support staff/staff in school wide roles – EWO, HSLW, Inclusion AHT, Inclusion Manager)

1. Additional detail

N/A

February 2019

Desired outcome Chosen action/approach Success criteria: Estimated impact: Did you meet

the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

High levels of progress in literacy for Year 7 pupils eligible for PP.

Year 7 PP students achieving below 99 in KS2 sats monitored & interventions given in English lessons Specific literacy targets shared on Sims for all staff to access Accelerated reader Scaffolds in lessons Parental workshops

Low ability pupils eligible for PP in Year 7 make good progress by the end of the year so that at least 25%exceed progress targets and 95% meet expected targets. This

will be evidenced using accelerated reader assessments and English written assessments in October, March and June. Year 7 pupils eligible for PP make good progress by the end of the year so that 15% exceed their progress target and 85% meet the expected targets

31 disadvantaged students 14 achieved above target (45%) 28 achieved on or above (93%)

3 achieved -1 below target (7%) Impact has been met – 20% higher than expected with students achieving above target.

All the chosen approaches have been impactful, adding to this, the use of LEXIA online literacy programme for a selection of lower ability PP students was useful. The English department will continue to follow the same strategies and add in making all staff and parents explicitly aware of reading ages and how to help students improve reading skills

Improve the progress of our low ability students eligible for PP

Reading programme for years 7 and 8.

All low ability PP students to have made expected levels of progress in English. P8 of +3 for PP students.

Low ability has been judged at those with target of T or 1 in year 7 16 PPs students (% of the 16) 11 achieved above target (69%) 16 achieved on or above (100%) No low ability students achieving below target

The Accelerated reader programme alongside the use of LEXIA for some students has had great impact. Class teachers closely monitoring the classwork and assessments of low ability PP students has also worked well as a strategy. These strategies will be employed again.

High levels of progress in numeracy for Year 7 pupils eligible for PP.

Year 7 PP students achieving below 99 in KS2 sats monitored & interventions given in Maths lessons

Year 7 pupils eligible for PP make good progress by the end of the year so that 15% exceed their progress target and 85% meet the expected targets

% positive gap (take from SEF) 93% on or above

year 7s below 100 on SATs are going to receive 6 week intervention during school to close gaps in maths skills

Corlia - Improve the progress of our low ability students eligible for PP

Increased staffing in maths to allow for setting and smaller class sizes.

All low ability PP students to have made expected levels of progress in maths. P8 of +3 for PP students.

on or above year 7 93% (2% positive gap) year 8 77% (14% gagp) year 9 67% (19% gap) year 10 74% (5% pos gap) year 11 (all 64% on or above)

7 and 8 content needs to be more applied maths questions (to intro to GCSE). Learned how to use Hegarty sop they can use it at home more effectively. 9 & 10 not acting on feedback and teachers not monitoring what they are doing with areas of weakness. Not all teachers didn't understand that DIS don't get the same support at home.