Pupil Premium Report 2017-2018
This year, from the 236 students in Year 11, 56 were Pupil Premium (this accounts for 24% of the cohort). Alongside this, we have 57% of students with English as an Additional Language and 7.2% of the cohort on SEND Support and 0.7% on EHCP. The average KS2 APS was 4.78.
- Results demonstrate that whilst there is a slight increase in the gap between disadvantaged and non-disadvantaged, the gap is still below national averages. The progress of disadvantaged students has increased and these students are achieving above the national averages for non-disadvantaged students.
- Comparatively the difference in progress at OPHS is lower than other schools nationally.
- There are a number of subject areas where Pupil Premium students have made positive progress.
- The progress of disadvantaged students remains an ongoing whole school priority which is regularly monitored and reviewed as part of our inclusive school policy to meet the needs of all students.
2018 GCSE results:
In the majority of subjects, the ALPs score for disadvantaged and non-disadvantaged students were within 1 ALPs grade so the progress of disadvantaged students is improving towards or close to that of non-disadvantaged pupils with the same starting point. The differences have significantly diminished in a number of subject areas. This will continue to be a school priority for this year in order to ensure that this happens for the remaining small number of subjects.
The DfE publishes a set of statistics regarding the Disadvantaged Students. The table below compares the last three years:
|Number of disadvantaged pupils in the Progress 8 score||56||72||83|
|Progress 8 score for non disadvantaged pupils||+1.01||+0.41||+0.02|
|Progress 8 score for disadvantaged pupils||+0.16||+0.12||-0.43|
|Average Attainment 8 score per disadvantaged pupil||42.99||45.16||41.8|
|Progress 8 score for disadvantaged pupils – English||+0.40||+0.32||-0.08|
|Progress 8 score for disadvantaged pupils – Maths||-0.38||+0.21||-0.39|
|Progress 8 score for disadvantaged pupils – English Baccalaureate slots||+0.37||+0.23||-0.81|
|Progress 8 score for disadvantaged pupils – Open slots||+0.16||-0.19||-0.32|
|% of disadvantaged pupils entering the English Baccalaureate||16%||17%||22%|
This tables shows that Pupil Premium students have made progress from last year in all but one main area. This is as a result of the work done as a whole school on teaching and learning with a focus on vulnerable students. The only area for development now is improving the achievement of Pupil Premium students in Maths which will be a priority for this department this year.
The ability range of this cohort (2018) shows the following:
|Ability||Higher Ability||Middle Ability||Lower Ability|
|Proportion of year group||37%||42%||11%|
|Progress 8 score||+1.12||+0.53||+0.57|
|Proportion of year group that are PP||27%||48%||16%|
|Progress 8 score of PP students||+0.77||+0.03||-0.4|
Each student has a larger impact on Progress 8 with Pupil Premium as there are fewer students. The achievement for Pupil premium students when considering prior ability follows a similar pattern to the rest of the school. Two of the students who were lower ability have impacted the results for this small group of students. These individuals are explained in more detail later in the report.
Both disadvantaged and non-disadvantaged students from Oaks Park achieved higher grades than they would at an average school nationally, and note that the average grade for disadvantaged students at Oaks Park is above 4 (not true nationally).
Oaks Park disadvantaged students are making the same average progress as non-disadvantaged students nationally and are significantly above disadvantaged students nationally.
Pupil Premium Funding:
The Pupil Premium is additional funding which is allocated to schools on the basis of the number of pupils who have been eligible for free school meals (FSM) at any point over the last six years (known as ‘Ever 6 FSM’). The Pupil Premium is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and their more affluent peers.
The Pupil Premium also provides funding for Children who have been in local-authority care for 1 day or more and the children of service personnel.
The Pupil Premium Grant (PPG) per pupil for 2017-18
|Disadvantaged pupils||Pupil Premium per pupil|
|Pupils in Year Groups 7 to 11 recorded as Ever 6 FSM||£935.00|
|Looked After Children (LAC)||£1900.00|
|Children adopted from care under the Adoption and Children Act 2002 and children who have left care under a Special Guardianship or Residence Order||£1900.00|
|Pupils in Year Groups R to 11 recorded as Ever 4 Service Child or in receipt of a child pension from the Ministry of Defence.||£300|
The Pupil Premium Grant for OPHS
|Number of pupils and pupil premium grant (PPG) received|
|Total number of pupils on roll||1686|
|Total number of pupils eligible for PPG||378|
|Amount of PPG received per pupil||£935.00|
|Total amount of PPG received 2016-2017||£366,520|
This figure might change slightly at the end of the financial year, which is April 2019. The amount will be updated then.
Details of how we spend our allocation
At Oaks Park, we strongly believe that all students have a right to reach their potential, irrespective of their background. To have the biggest impact on diminishing the achievement difference, we utilise
- 1:1 tuition in English & Maths
- Small group tuition
- Continued provision of pastoral support assistants
- Various CPL provisions for teachers
- Subscription to ‘PiXL’ to increase the capacity of our teachers and middle leaders in diminishing the difference (this has included revision booklets, PiXL apps in English. MAths, History and Geography and use of the PiXL Endurance workbooks and presentations as well as the wellbeing resources shared on tutor group Google classrooms)
- Supporting students to fund educational trips
- Providing free breakfast for a healthy start of the day
- Supporting students to buy equipment and resources
- Peer Mentoring scheme
- Ex-student, expert in Science/Maths/English proving support
- Pastoral Assistants working with students and their parents
In subjects where disadvantaged students made similar progress to non-disadvantaged students, the key successful strategies were:
- A growth mindset within the team and the idea that no student was left behind for any reason. This lead into the teaching and learning within that department and student confidence was built up as part of this.
- Provision of CGP guides for Pupil Premium students
- Use of data rich seating plans
- Letters and phone calls home to underachieving disadvantaged students.
- Targeted questioning during lessons
- Use of a department handbook
- Regular practicing of exam questions
So, this year, these strategies will be shared with the small number of departments where Pupil Premium students did not achieve as high a progress figure as expected. Departments will additionally be encouraged to offer:
- Drop in clinics (so students can access support)
- Targeted revision sessions at lunchtime and/or after school
- Whole school CPL focussed on working with disadvantaged students.