Pupil Premium
Pupil Premium Strategy Statement
Pupil premium strategy statement
这份声明详细说明了合乐888学校使用学生津贴来帮助改善合乐888弱势学生的成就.
It outlines our pupil premium strategy, 合乐888打算如何使用本学年的资金，以及去年的学生津贴支出对合乐888学校的影响.
School overview
| Detail | Data |
| School name | Moseley Park |
| Number of pupils in school | 1104 (952 Year 7-11) |
| Proportion (%) of pupil premium eligible pupils | 448名(47%)7至11年级的学生有资格获得学生津贴 |
| 合乐888目前的学生奖励策略计划所涵盖的学年/年 (3 year plans are recommended) | 2021 – 2024 |
| Date this statement was published | 01/10/21 |
| Date on which it will be reviewed | 01/10/23 |
| Statement authorised by | Mrs G Holloway |
| Pupil premium lead | Mr D Lee |
| Governor / Trustee lead | Mr D Selkirk |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £441,280 |
| 恢复保险费-已分配给PP分配的差额54英镑,820以维持现有的供应，同时增加学习支持和额外的工作人员 | £123,648 |
| 往年结转的学生资助(如不适用，请输入0英镑) | None |
| Total budget for this academic year
如果你的学校是一所由信托基金筹集的学院, 说明你的学校本学年的可用金额 |
£564,928 |
Part A: Pupil premium strategy plan
Statement of intent
| 合乐888的目标是改善学业成绩，缩小弱势学生的成绩差距，为他们提供长远的机会和实现他们的抱负.
在这个阶段，与全国所有学生相比，成绩非常好, 合乐888的目标是缩小弱势学生和非弱势学生之间的在校差距. 合乐888希望确保学生奖励基金的使用将这一群体的学生提供作为学校持续的关键优先事项. We will look to provide the best quality classroom experience and provide the additional support (both academic and pastoral) which individuals and groups need to excel; through utilising research based approaches across the school’s provision |
Challenges
这详细说明了合乐888在弱势学生中确定的取得成就的主要挑战.
| Challenge number | Detail of challenge | Staffing/resources/evidence |
| 1 | Curriculum Engagement -弱势学生很难像他们的同龄人那样参与课程，因为:
o Literacy and numeracy barriers o缺乏文化资本来将他们的学习情境化 o Lack of resources and access to wider support |
o Lexia License
o Small group intervention for reading o Recruitment of additional LSAs o Subsidised trips/visits o Deployment of laptops for disadvantaged |
| 2 | Wellbeing -弱势群体的福祉是一项挑战，其表现为:
o Lower motivation o Poor resilience o Lack of confidence & self esteem |
o Student mentoring and school counsellor
o External Workshops o高级福利主管被任命为性格、文化总监的一部分 & Community role o National School Breakfast Programme |
| 3 | Low aspirations -与同龄人相比，弱势学生较少意识到可能的途径，这可能包括:
o Access to further and higher education o Vocational routes o Increased social mobility |
o Educational visits
o Excellence Academy staffing and budget o课程范围和人员配备，以提供更高的报价
|
| 4 | Attendance -弱势学生的出勤率低于同龄人，因此, 由于错过了学习经验，进步和成就处于危险之中 | 考勤官是学校考试/考勤的一部分
灌输服务协议，包括出诊，家访和跟进 国家早餐计划到位，以支持出席 |
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.
| Intended outcome | Success criteria | Staffing/resources/evidence |
| 弱势学生的成绩继续改善 | 弱势学生的进步8分和成就8分高于该群体学生的全国平均水平，与非弱势学生持平
与非弱势群体相比，他们在进步和成就方面的在校差距已经缩小
贫困生最高成绩比例提高, particularly in English and maths
|
Senior Leader with responsibility for PP (DL)
Class sizes reduced, i.e, 5 sets in maths. PP比例增加的K4/M4组数量减少
Small group intervention in support of PP students
|
| The quality of classroom provision continues to improve | 有效和高效学习经历的比例继续提高
教师和所有辅助人员都充分了解为弱势学生提供有效服务的策略
持续发展和改进战略在战略上基于国内和国际研究
在质量保证反馈中，为弱势学生提供了明确的规定, raising attainment meetings and curriculum planning
来自弱势学生及其家庭的利益相关者反馈表明，他们的课堂体验得到了强有力的支持 |
借调的负责标准的高级领导，包括T&L (RP)
T&L领导被任命使用基于研究的策略提高标准
跨核心主题的额外人员配置，部署以影响PP的进展/实现
|
| The wellbeing of students is fully supported | 在学校调查中，弱势学生报告了较高的幸福水平
学生在整个学校生涯中都能得到有效的教牧照顾，以满足他们的需要
弱势学生接触其他成年人，经历支持他们的适应能力, motivation and long term aspirations |
Director of Character, Culture & Community appointed in support of wellbeing (ME)
Subsidised trips, visits, experiences
External agencies used to address barriers to learning |
| Destinations for disadvantaged students shows ambition | 九年级和十二年级学生的课程选择是由雄心勃勃的目的地决定的.
申请罗素集团大学和伦敦金融城以外大学的学生比例持续上升.
申请更高水平学徒制的学生比例继续上升. |
在职人员支持卓越学院在KS3 - KS5 (OE, PH)
在中央第六增加的人员配备允许更广泛的访问3级资格
NCS costing Unifrog license Subsidised visits |
| 弱势学生的出勤率继续提高 | 贫困学生的出勤率高于全国平均水平
The in-school gap in attendance has closed. |
Attendance officer (JC)
Instill service agreement |
Activity in this academic year
这详细说明了合乐888打算如何使用合乐888的学生津贴(和恢复津贴资金)。 this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 297,660
| Activity | Evidence that supports this approach | Challenge number(s) addressed | Staffing
Resources/evidence |
| 利用全国学院网络研讨会，确保所有同事都能收到持续的信息&L CPD | 涵盖各种提高教育质素的策略
http://www.wcpp.org.uk/publication/the-role-of-cpd-in-closing-the-attainment-gap/
|
1 & 2 & 4
|
National College license
Allocated time to access webinars
|
| 在所有学科领域广泛使用额外的教学人员，以支持规划, delivery and assessment | Supports the EEF identified strategies of:
o Individualised instruction o Feedback o Mentoring o Small group tuition o One to one tuition o Reducing class sizes |
1 & 2 | Additional staff in core subjects:
English – DS Maths – DL Science – DN
|
| 广泛使用跨课程和能力分组的学习支持助手 | Supports the EEF identified strategies of:
o Small group tuition o Mentoring o Use of teaching assistants |
1 & 2 | Additional LSAs appointed in support of PP progress:
M Laken A Monaghan
|
| Excellence Academy provision | Supports the EEF identified strategies of:
o Summer schools o Peer tutoring o Metacognition o Mastery learning o Homework (learning beyond the classroom) |
1 & 2 & 3 | Staff with responsibility for Excellence Academy (OE/PH)
STEAM & Innovation Lead (MU)
Summer School (S Brown) |
有针对性的学术支持(例如，辅导，一对一的支持结构化干预)
Budgeted cost: £ 74,415
| Activity | Evidence that supports this approach | Challenge number(s) addressed | Staffing
resources/evidence |
| Access to laptops and internet access in school and at home | Supports the EEF identified strategies of:
o Digital technology o Homework |
1 & 2 | Deployment of laptops for PP students |
| Post 16 tutoring of younger students in key areas | Supports the EEF identified strategies of:
o One to one tuition o Peer tutoring |
|
|
| 资助所有学校参观和体验，以建立最广泛意义上的文化资本 | http://www.governmentevents.co.uk/wp-content/uploads/2021/02/Steve-moffitt.pdf
http://www.sec-ed.co.uk/best-practice/pupil-premium-closing-the-vocabulary-gap/
|
1 & 3 | Man City Trip
University Trip NCS programme Drama theatre trip
|
| 资助十年级及十一年级学生的复习材料 | Supports the EEF identified strategies of:
o Homework |
1 & 2 | Subsidised revision resources/guides |
| 有针对性的干预超出上学日，以满足关键需求 | Supports the EEF identified strategies of:
o Extended school time o Feedback o Collaborative learning |
1 & 2 | 下午3-4点为一系列科目的干预计划安排人员 |
更广泛的策略(例如，与出勤率、行为、幸福感有关)
Budgeted cost: £ 124,025
| Activity | Evidence that supports this approach | Challenge number(s) addressed | Staffing
Resources Evidence |
| 集中EWO支持，确保所有出勤问题得到快速解决 | http://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/412638/The_link_between_absence_and_attainment_at_KS2_and_KS4.pdf
|
2 & 4 | Attendance officer(JC)
Instill costs |
| 专注于牧灵经理的支持和确定的牧灵计划，以提供关键的工作人员、指导和额外的支持 | Supports the EEF identified strategy of:
o behaviour interventions o mentoring o social and emotional learning
|
2 & 3 | PM致力于一系列的支持计划，包括度假计划
(S Brown)
|
| 通过基于信托的行为方案提供优先支持，包括撤回拨款 | Supports the EEF identified strategy of:
o behaviour interventions o mentoring o social and emotional learning
|
2 & 3 | Senior Leader in post for BfL programmes & support services
(W Mills) |
| 优先支持ceeiag，包括一对一咨询和工作准备 | Supports the EEF identified strategies of:
o aspirations intervention o mentoring o social emotional learning |
2 & 3 | Senior Leader in post for CEAIG (SS) |
| 一直与Aspire to HE合作，为目标NCOP学生提供服务 | Supports the EEF identified strategies of:
o aspirations intervention o mentoring o social emotional learning |
2 & 3 | Post holder for Aspire to HE (HR) |
| POWER programme to support resilience and ambition | Supports the EEF identified strategies of:
o mentoring o social emotional learning |
2 | |
| 通过学校护士优先提供支持，以解决健康和福利问题 | Supports the EEF identified strategies of:
o social emotional learning |
2 |
Total budgeted cost: £ 441,280
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
合乐888的学生奖励活动对2020年至2021学年学生的影响.
| 2019年，贫困学生的进步8指标明显高于平均水平. 使用有效数据计算的2020年和2021年也是如此.
2022年，学校在弱势学生的考试中表现出高于平均水平的进步. 由于国家开放桶资格的变化及其对弱势学生成绩的影响，进步上的小差距已经扩大. 2019年，弱势学生的成绩指标高于英格兰的平均水平. 2020年和2021年的得分也高于2019年的全国平均得分. 2022年，贫困学生的成绩指标高于英格兰平均水平. 自2019年以来，英语和数学成绩达到5级的弱势学生增加了7%，而只取得英语或数学成绩的弱势学生的比例大幅下降. 2021年，合乐8887年级学生中51%的学生低于与年龄相关的阅读预期, of these 63% were disadvantaged students, with an average reading age of 10.08 years compared to 10.79 years (0.71 GAP). During year 7 the average reading age increased to 11.06 years with a reduced GAP of …… 2021年，7-11年级的学生出勤率为90%，略高于全国平均水平，差距为6%. |
Externally provided programmes
请填写上一学年购买的非本校课程名称. 这将有助于教育部确定哪些课程在英国流行
| Programme | Provider |
| Breakfast provision | National Schools Breakfast Programme |
| National Citizenship Service | Catch 22 |
| Aspire to HE | University of Wolverhampton |
| Headstart | Gazebo Theatre |
| Career Aspirations | Genesis Sun |
| RSE/PSHE | Haven |
