Detail

Data

School name

Moat Community College

Number of pupils in school

1082

Proportion (%) of pupil premium eligible pupils

35.2% (29.7% last year)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2022 - 2025

Date this statement was published

November 2024

Date on which it will be reviewed

July 2025

Statement authorised by

Brian Killeen, Principal

Pupil premium lead

Jo Higham, Vice Principal

Governor / Trustee lead

Jo Hollings, Chair of Governors

Detail

Amount

Pupil premium funding allocation this academic year

£375,900

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£375,900

Moat Community College is firmly committed to ensuring equality in education and providing equal access to opportunities for all students, irrespective of their backgrounds. Pupil premium funding will be used to provide additional educational and pastoral support to improve the outcomes for disadvantaged pupils. The funding will be used to reduce the difference between the achievement of pupil premium students

and others.

To ensure that our spending is as effective as possible we will use a tiered approach; targeting spending in teaching, academic and pastoral support support and making use of wider support.

The key strategies we have identified to enable pupil premium students to overcome barriers to learning include; the need to ensure the provision of high quality teaching, the targeting of academic support for pupil premium students; the close monitoring of the attendance of pupil premium students and improving this attendance; to ensure that behaviour and attitudes to learning are good and are in keeping with our high aspirations for all and to provide emotional and pastoral support for pupil premium students.

Challenge number

Detail of challenge

1

High quality teaching for all: 2019 Progress 8 for disadvantaged students was 0.37 below other students. The number of GCSE grades 9-5 were 8% lower than for other students.

2

Academic support: Disadvantaged students have historically attended fewer intervention sessions than their peers. Learning support assistants (LSAs) are timetabled to support classes, but have not been previously deployed to include all disadvantaged students with support.

3

Attendance: Data indicates that the attendance of disadvantaged students is 2% overall below that of non-disadvantaged students. In some year groups the difference is a much as 4%.

4

Behaviour: Some disadvantaged students need additional support to ensure their behaviour and attitudes to learning allow them to make effective progress. Suspensions and internal exclusions are disproportionately higher for disadvantaged students than their peers. Proportion of disadvantaged external exclusions = 40%. Proportion of disadvantaged external exclusions = 38%.

5

Emotional and pastoral support: Disadvantaged students have disproportionally shown a higher number of emotional and pastoral needs than other students.

6

Reading: At the start of Year 7 in 2022/23, 56% of disadvantaged students had a reading age of 11 years, compared to 63% non-disadvantaged.

Intended outcome

Success criteria

1. Improved progress and attainment of disadvantaged students in GCSE examinations.

Progress 8 for disadvantaged students in 2024/2025 will be no more than 0.25 below other students.

Progress 8 for disadvantaged students in 2024/2025 will be no more than 0.20 below other students.

 Continue to close the gap for GCSE grades 9-5 in English and Maths between disadvantaged and other students in 2024/2025

2. Improved attendance in intervention sessions. More support in lessons for disadvantaged students.

Attendance of disadvantaged students in intervention sessions is at least as high as other students.

LSAs support at least 40% disadvantaged students in lessons.

3.  Improved attendance.

The gap between the attendance of disadvantaged and other students will be no more than 1.5% in 2024/25

4.   Reduced number of external and internal exclusions for disadvantaged students.

The proportion of the total number of the external exclusions from the school in 2024/25 will be less than 35%.

The proportion of the total number of the internal exclusions in the school in 2024/25 will be less than 35%.

5.  Increased number of disadvantaged students who access counselling and other support.

Disadvantaged students will take up at least 50% of counsellor appointments in 2024/2025,

6. Improved percentage of 11+ years reading   ages for Year 8 disadvantaged students, to be in line with non-disadvantaged.

The proportion of disadvantaged students with 11+ years reading ages will be 80% in 2024/25.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Teaching and Learning focusses on evidence-based strategies to support high quality teaching for all.

Leaders of more successful schools emphasise the importance of ‘quality teaching first’.

Supporting the Attainment of Disadvantaged Pupils (DFE, 2015)

Learning styles, Feedback and Mastery Learning.

The Education Endowment Foundation (EEF) toolkit (2022)

1

Additional English and mathematics teaching staff are supporting the curriculum and enabling tuition in small groups where needs are identified.

The EEF toolkit (2022) suggests that that such learning approaches can have a high impact.

1, 2

Teaching and Learning and Literacy teams are supported with TLRs. Teaching and Learning and the development of reading skills across the curriculum are  key school foci.

‘Quality teaching is the most important

lever schools have to improve outcomes for disadvantaged pupils’

The EEF toolkit (2021)

The EEF toolkit (2022) also recognises that the development of reading skills  and reading comprehension strategies have a ‘high impact’ on pupil outcomes

1,6

High quality CPD and the sharing of good practice.

High quality CPD for teachers has a significant effect on pupils’ learning outcomes.

Education in England: Annual Report 2020 – The Education Policy Institute

1

Activity

Evidence that supports this approach

Challenge number(s) addressed

‘Lesson 7’ Intervention sessions) for Year 11 pupils.

Intervention lessons for targeted groups in all other years.

Targeted academic support is used by successful schools to improve outcomes of disadvantaged pupils.

The EEF Guide to the Pupil Premium (2021)

Small group tuition has an average impact of +4 months.

The EEF toolkit (2022)

1, 2

Dedicated teaching assistants to support targeted interventions using data from Go4Schools.

One to one tuition can be effective, delivering approximately +5 months’ progress.

The EEF Guide to the Pupil Premium (2021)

The EEF toolkit (2022)

1,2

Books and revision guides provided to students as part of year 11 intervention strategy.

Independent study, meta- cognition and self-regulation can lead to +8 months progress.

Guided homework can have an impact of +5 months on progress.

The EEF Guide to the Pupil Premium (2021)

1, 2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Pastoral/behaviour support staff to positively reinforce attitudes to learning and to reduce instances of poor behaviour.

Behaviour interventions will improve attitudes and attendance and benefit all pupils in the classroom.

The EEF toolkit (2022)

4

Pastoral support staff to have dedicated time and resources to work with outside agencies to improve  PP students’ attendance.

The Department for Education (DfE) published research in 2016 which found that: ‘Higher overall absence leads to lower attainment at KS2 and KS4’.

Improving school attendance: support for schools and local authorities (DfE 2021)

3

Continue with a system of rewards and incentives for improved attendance, behaviour and academic achievement.

Social and emotional support can improve attendance, behaviour and academic achievement.

The EEF toolkit (2022)

3, 4, 5

Support students’ well being and mental health with counselling service four days per week.

Social and emotional support can improve attendance, behaviour and academic achievement.

The EEF toolkit (2022)

3, 4, 5

Summer school for targeted Year 7 students as part of their transition to secondary school.

Summer schools have an impact of +3 months’ progress.

The EEF toolkit (2022)

1, 3, 4, 5

Subsidising disadvantaged students’ participation in extracurricular activities and visits.

Arts and other cultural  involvement can have an impact of +3 months’ progress.

The EEF toolkit (2022)

1, 3

Intended outcome

Success criteria

Progress against the criteria.

1. Improved progress and attainment of disadvantaged students in GCSE examinations.

Progress 8 for disadvantaged students in 2023/24 will be no more than 0.20 below other students.

Continue to close the gap for GCSE grades 9-5 in English and Maths between disadvantaged and other students in 2023/4.

Difference between disadvantaged students and other students was 0.069

Pupil premium students achieving grades 5-9 in Maths and English: 36.8%. Other students achieving grades 5-9 in English and Maths: 50.3%.

2. Improved attendance in intervention sessions. More support in lessons for disadvantaged students.

Attendance of disadvantaged students in intervention sessions is at least as high as other students.

LSAs support at least 40% disadvantaged students in lessons.

All students attended lesson 7 intervention sessions.

LSAs supported 50% disadvantaged students in lessons.

3.  Improved attendance.

The gap between the attendance of disadvantaged and other students will be no more than 1.5% in 2023/24.

2023/24 Attendance:

PP = 88.7%

Non PP = 91.9% Difference = 3.2%

4.   Reduced number of internal exclusions for disadvantaged students.

The proportion of the total number of the internal exclusions in the school in 2023/24 will be less than 35%.

The proportion of the total number of the internal exclusions in the school in 2023/24 was 48%.

5.  Increased number of disadvantaged students who access counselling and other support.

Disadvantaged students will take up at least 55% of counsellor apointments in 2023/24

Disadvantaged students took up 59% of counsellor appointments.

6. Improved percentage of 11+ years reading  ages for Year 8 disadvantaged students, to be in line with non-disadvantaged.

The proportion  of disadvantaged students with 11+ years reading ages will be 80% in 2023/24.

The proportion of disadvantaged students with a reading age of 11+ in Year 8 was 65.1%