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Pupil premium strategy statement -  Eggbuckland Community College (WeST)

This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and outcomes for disadvantaged pupils last academic year.

School overview

Funding overview

Part A: Pupil premium strategy plan

Statement of intent

Our intention is that all students, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum. The focus of our pupil premium strategy is to support disadvantaged students to achieve that goal, including progress for those who are already high attainers.
 

We will consider the challenges faced by vulnerable students, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged students require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged students’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
 

Our strategy is also integral to wider school plans for education recovery following the COVID-19 pandemic, notably in its targeted support through the National Tutoring Programme for students whose education has been worst affected, including non-disadvantaged. 
 

Our approach is, and will be, responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help students excel.

Challenges

This section details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge 1 

The attainment of disadvantaged students at KS4 does not match that of their peers. This is also true of progress.

(Nat -0.55)

Challenge 2

KS3 data indicates that disadvantaged pupils generally have lower levels of reading comprehension than peers. This impacts their progress in all subjects.

2022 Yr 7 entry: Dis at Expected Reading 58% (Av SAS 96) Non dis at Expected Reading 70% (Av SAS 105)

This is supported by NGRT data.

Challenge 3

Our assessments, observations and discussions with students and families have identified social and emotional issues for many disadvantaged students, such as anxiety and low self-esteem. This can lead to disaffection, a lack of self-regulation and disengagement.

Challenge 4

Attendance among disadvantaged students has been lower than for non-disadvantaged students by around 3% and by around 8% for persistent absentees.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 194,000

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £29,522

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £80,464

Total budgeted cost: £303,986

Part B: Review of the previous academic year (2021-2)

Outcomes for disadvantaged pupils

We have analysed the performance of our school’s disadvantaged students during the 2021/22 academic year using key stage 4 performance data and our own internal assessments.

For 2022, the Progress 8 score (which is a measure of how much progress students at this school made across 8 qualifications between the end of KS2 and the end of KS4, compared to other similar pupils nationally) for our disadvantaged was -0.4  (National -0.55) For Attainment 8 (which is a measure of GCSE attainment across 8 subjects) it was 36.9 (National 37.5) See DfE guidance for more information about KS4 performance measures.

DfE has strongly discouraged comparison of a school’s 2022 performance data with results in previous years. The impact of COVID-19 makes it difficult to interpret why the results are as they are. In addition, changes were made to GCSE and A level exams in 2022, with adaptations such as advance information for students and grading that reflected a midway point between grading in 2021 and 2019.

We have, however, compared our results to national figures to help gauge the performance of our disadvantaged students (although these should be considered with caution given the caveats stated above). The national Attainment 8 score for disadvantaged students in 2021/22 was 37.5 and for non-disadvantaged pupils it was 52.6. For Progress 8, the national average score for disadvantaged pupils was –0.55 and for non-disadvantaged pupils it was 0.15.

Key stage 4 data suggests that, despite some strong individual performances, the progress and attainment of the school’s disadvantaged students in 2021/22 was below that of their peers.

Nationally the gap between the Progress 8 and Attainment 8 scores of disadvantaged and non-disadvantaged pupils has also grown since the start of the pandemic. Whilst 2019 and 2022 should not be directly compared (see above), the data does suggest that our gap is narrowing slightly but with much more to do. With Progress being slightly above national for 2022 with attainment slightly below.)

EBacc entry in 2022 for disadvantaged students was only 2 (5%) students. MFL is the limiting factor. This figure for 2024 will be improved following enhanced advice and guidance with 14 (25%) students. Absence among disadvantaged students was 3% higher than their peers in 2021/22 and persistent absence 8% higher. We recognise this gap is too large which is why raising the attendance of our disadvantaged pupils is a focus of our current plan.   

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