PUPIL PREMIUM STATEMENT 2018-2019

Date of last Review: September 2018

Date of Next Review: September 2019

Responsibility: S. Muzio

Link Governor: G Lawlor

Advisory Body Signature:

Pupil Premium Statement 2018-2019 Intention PUPIL PREMIUM GRANT: PRINCIPLES FOR USE

Eden Park High School will use PPG to assist in narrowing the attainment gap between students from disadvantaged backgrounds. By focusing on students who are, or have been, entitled to Free School Meals the PPG can be seen to focus on an economic measure to define educational disadvantage. Additionally, PPG was broadened to include entitlement for children who are looked after and children with parent(s) in the Armed Forces. The fact of relatively lower attainment from these groups of students, in a national context, is well established in available data. For example 7,000 of the brightest children, mainly from poorer backgrounds were in the top 10% nationally at 11, but not in the top 25% at GCSE.

At Eden Park High School we fully recognise that not all students who are entitled to PPG are necessarily educationally disadvantaged. We also recognise that not all students who are not entitled to PPG, do not have an educational disadvantage. Hence, Eden Park High School reserves the right to apply PPG funded strategies to any student or groups of students the school has legitimately identified as educationally disadvantaged due to any form of socially generated disadvantage. However, there will be a clear focus on those students formally identified as being entitled to PPG.

Our desired impact from PPG use will be:

• Through the use of a wide variety of strategies differences amongst groups of students that exist in educational attainment both within the school and when set against aspirational targets will be diminished.

• Continually improving learning and teaching is the key strategy to narrow gaps and improve attainment.

• Integrated spending and provision ensuring that all PPG students receive all relevant opportunities to meet their needs.

• The leadership team will manage and fully support our ethos that all students are given the same life chances.

• The School’s Governing Body will be fully informed and challenge the school on the strategies adopted and their impact on student attainment and engagement with education.

• PPG students will make excellent progress relative to their starting points.

When considering strategies to ‘narrow the gap’, Eden Park High School will work within three broad focus areas:

- Academic

- Well Being

- Enrichment and Engagement

The strategies may vary from time of publication to meet the identified needs of learners that become apparent during the course of the academic year. The provision we are running for the 2018/19 academic year is detailed below. Some costs are approximate or TBC at this time as the final number of students eligible for the PPG is yet to be confirmed or it indicates the amount budgeted for but not necessarily spent to date.

Applications for free school meals can be made directly to the London Borough of Bromley through their online application system. Click the link below to be taken to the relevant webpage.

https://www.bromley.gov.uk/site/xfp/scripts/xforms_form.aspx?formID=180

Implementation The progress of Pupil Premium students is monitored throughout the year through the creation of achievement and progress reports for each year group. These reports assist in identify if gaps in progress are present and in which curriculum areas these gaps are appearing in. The achievement and progress reports combine pastoral data along with attainment data, helping to identify the appropriate form of intervention.

The school recognises that deprivation can impact on students in a variety of ways. With this in mind the school implements a staged system of intervention for students who require additional support.

Stage 1

All students who are classified as Pupil Premium will receive access to the interventions listed below in this document.

Stage 2

Students who demonstrate a moderate level of underachievement or disengagement within their education. Indicators for this include;

- Attendance that is below 95% - Concerns over punctuality to school (averaging 1 late per fortnight) - High levels of behaviour logs in comparison to achievement points - Attainment in subject areas being below the expected level based on prior attainment at key stage 2

Stage 3

Students who are significant risk of not completing their education or significantly underachieving. Indicators for this stage include;

- Attendance that is below 90% - Concerns over punctuality to school (late on a weekly basis) - High levels of behaviour logs in comparison to achievement points - Has received a fixed term exclusion and at risk of permanent exclusion - Attainment in subject areas is significantly below the expected level based on prior attainment at key stage 2 (approximately -0.8 progress

score)

Students on stage 3 will have a key member of staff assigned to them to support them with improving their overall engagement and academic progress. This key member of staff will be assigned based on the need of the individual student. This member of staff will hold meetings with the students and the parents/carers of the students to identify individual blocks to learning and how to overcome these obstacles. Based on these meetings individual requests for use of pupil premium grant money can be made to the Headteacher using the form (attached in appendix A of this document).

ACADEMIC SUPPORT Activity Cost Description Key staff

responsible

Extended School Day: Extended Learning The purpose of the extended school day is to provide all students with the same resources, time and guidance to complete their home-learning activities. Through the extended school day provision all students participate in enrichment activities, helping students earn extra awards and qualifications. This is an important element of the whole school pupil premium strategy as it provides all students with fair access to extended learning opportunities. The costs incurred from this provision are outlined below.

Learning mentors Post 16 teaching assistants Enrichment qualifications

Approx. £90000 Approx. £25,000 Approx. £5000

Learning mentors provide both pastoral and academic support throughout the school. They support one to one and in class sessions, but predominantly for PPG support is provided by withdrawal and intervention. They develop students core skills in English, Maths and develop their cognitive thinking skills. Year 7 students with lower prior attainment or “spikey” CAT4 profiles attend sessions during the extended day that enable them to develop key literacy / numeracy skills. Depending on their profile this may focus on reading, writing or spelling. These sessions are run in small groups, enabling the teacher to give the exact support required for the child to improve. To support with the delivery of extended day the school has allowed for the provision of a large team of sixth form students. Sixth form students have recently completed their GCSE’s and are in the perfect position to support students with their learning during extended day. All sixth form students go through a rigours application process, have a extensive induction programme along with weekly developmental sessions to help them develop their ability to work with students aged 11 – 13. Students will participate in a number of different activities to enrich their learning. This will revolve the school’s specialism of STEM as well as other practical based activities involving the arts and sport. During this time, students will work towards a number of different awards such as the CREST award and Arts Award. This will account for one of extended school days.

BY RS DR

Resourcing

Approx. £1000

All students receive a printed copy of their home-learning and spare copies are made available for all students in the EPHS reception area for students to complete if they are absent from school.

RS

Transition Year 6 into 7 GL testing

£6675.25

Year 6 students sit the Progress tests in Maths and English, CAT4 assessments and Reading and Spelling tests in order to gain a fuller understanding of gaps in knowledge and skills. A variety of the support sessions below are then identified as catch-up interventions.

CO / BY

Virtual Learning Environment (VLE): SAM Learning

Approx. £1600

The school runs a number of online learning platforms for learners. This supports the students learning in school and during the extended school day. SAM learning is a new programme the school has invested in to support students of all abilities. The programme will help stretch the brightest and provide effective intervention.

BY

Year 8 MA Support Approx. £1000

The most able coordinator provides students in year 8 with further support to assist them in achieving the highest possible grades for their assessments.

WO

WELL BEING SUPPORT Family Liaison Officer

£2500

EPHS and TRS employ a Family Liaison Officer who supports families and students with poor attendance.

CD

Staff and Peer Mentoring

£600

A dedicated member of staff leads a P16 student mentoring scheme across the trust. All P16 students receive full training and support throughout their mentoring.

AS / AM

Uniform, shoes, equipment, trips and student needs

£800

As the need arises, students are supported with purchasing the essentials for a successful and happy educational experience.

Learning Mentors

KS2 to KS3 Transition

£400

Eden Park will run a bespoke Summer School for students in Year 6 who may be educational disadvantaged or vulnerable in some way prior to joining in September. An experienced team of staff and students lead a variety of activities designed to allay fears, develop students socially and provide academic support.

AS

Franklin Scholars

£1000

Franklin scholars is a peer tutoring and coaching programme, training secondary students to support younger pupils in the transition from Primary to Secondary.

WO

School Counsellor £3500 To support students who have significant emotional needs the school employs a counsellor who works 2 days a week.

CD

ENRICHMENT / ENGAGEMENT SUPPORT

Trips and Visits

£800

A wide variety of trips and experiences are offered throughout the school. Financial support is available for students if required.

MZ

Student Leadership Programme

£1000

A dedicated Student Leadership team acts to ensure that all students have a right to develop their leadership skills.

Rewards

£3000

Eden Park High School operates a bespoke rewards system, which termly seeks student voice as to how rewards money should be spent.

MZ / CD

Classcharts

£3279 (for 3 years)

Eden Park High School has purchased ‘classcharts’. This online software enables behaviour to be analysed and monitored behaviour across the school.

AS / AM

Author Visits

£400

Eden Park High School organises author visits to the school to inspire reading and literacy.

MZ

Fast Tomato

Fast tomato is an online interactive platform for students to explore to aid and motivate them about their future. Students can complete an online questionnaire which provides ideas for future careers. Students can also find out more information about how to progress using different pathways.

MC

STEM

£4500

STEM specialist teachers develop STEM learning opportunities throughout the curriculum. They engage students in STEM by running workshops and inviting outside agencies into the school to work with students on STEM related projects.

RS

SMSC DAYS

£1000

All students are able to participate in theme days based around SMSC. Funding will be spent on visits, resources, guest speakers or workshops for each theme day.

CD

FARM

£500

The trust has invested in the creation of an urban farm. This resource is available to all schools in the trust to provide an alternative and unique education for all learners.

CD

FREE/SUBSIDISED MUSIC TUITION

£1000 To engage and build talent that students show – as they gain music grades and perform on stage they will grow in confidence, as well as the emotional release that playing an instrument can provide.

MZ

EVALUATION OF IMPACT 2018/2019

Attainment from academic year 2018 – 2019 Year 7 Pupils eligible for PP Pupils not eligible for PP Difference Average overall attainment grade 2.48 2.89 -0.41 Average overall progress grade 0.71 0.69 +0.02 Average English attainment grade 2.97 3.94 -0.97 Average English progress grade 1.10 1.38 -0.28 Average Maths attainment grade 2.20 2.93 -0.73 Average Maths progress grade 0.33 0.39 -0.06 Average Science attainment grade 2.23 2.73 -0.5 Average Science progress grade 0.36 0.17 +0.19 Attendance 93.7% 96.6% -2.9% Achievement Points 139.85 146.73 -6.88 Behaviour Logs 15.93 10.49 5.44 Year 8 Average overall attainment grade 3.09 3.38 -0.29 Average overall progress grade 0.15 0.18 -0.03 Average English attainment grade 3.20 3.74 -0.54 Average English progress grade 0.26 0.53 -0.27 Average Maths attainment grade 2.98 3.41 -0.43 Average Maths progress grade 0.06 0.22 -0.16 Average Science attainment grade 2.26 2.68 -0.42 Average Science progress grade -0.67 -0.53 -0.14 Attendance 94.2% 95.6% -1.4% Achievement Points 62.13 67.92 -5.79 Behaviour Logs 27.67 18.66 9.01

Data Analysis Description / Explanation of data comparing to national trends and removal of key students. The 2018 secondary progress measures demonstrated that on average students from a disadvantaged background scored a P8 of -0.43 (Education Policy Institute, 2018), meaning students entitled to pupil premium score nearly half a grade below their expected outcomes at the end of key stage 4. Students with SEND scored a P8 of -0.61. A greater number of students who are SEND are also classified as pupil premium (Nasen, 2018). When analysing the progress and attainment data of students it is important to reference the school’s data in relation to national data. It is also important to measure the difference in attainment as well as progress. Students from a disadvantaged background often have lower expectations at key stage 4 due to supressed progress in key stage 2. Eden Park High School strives to not only close the progress gap but also the attainment gap. If the attainment gap is closed this will result in all progress measures appearing positive. The overall progress score for year 7 and 8 demonstrates students from a disadvantaged background are progressing as well as students from a non-disadvantaged background. This is pleasing as it goes against the national trend of children from a disadvantaged background achieving on average half a grade below that of non-disadvantaged children. However, the school is still committed to closing the attainment gap as well as the progress gap. When analysing student progress in core subject areas disadvantaged children do not perform as well as non-disadvantaged children. This means that students from a disadvantaged background are performing higher than non-disadvantaged students in the wider curriculum. This emphasises the importance of providing a broad curriculum for students to follow as disadvantaged students are performing better in these subject areas. The data present demonstrates that the attainment of all students in Science is an area of focus moving into the 2019-2020 academic year. This is a whole school priority and with the school on its new site and with its new team of Science teaching staff, including a new Director of Science, progress is already being made in this area. When unpicking the data further, those who are higher attaining and also from a disadvantaged background will be a significant focus for the 2019-2020 school year. By improving the attainment and progress of the most able disadvantaged (MADA) students both the progress and attainment gap will close. The data also demonstrates how disadvantaged children are not performing as well pastorally as non-disadvantaged children. However, the national statistics show that secondary school students from a disadvantaged background have an attendance that is 3.6% below that of students from a non-disadvantaged background. With this in mind the disadvantaged students are performing better than the national average for attendance. The pupil premium strategy for this academic year highlights how the school intends to move forward in this area to improve the attendance of disadvantaged students.

Review of expenditure – Total received £99,972 Previous Academic Year 2018/2019 Academic Activity Cost Impact Staff lead Extended School Day £90000 Extended learning last year involved students completing their home learning in

school. This time was also used for revision-based exercises to prepare them for upcoming assessments. Students began to work independently and manage deadlines and home learning expectations. We were able to identify the changes we need to make for this year- smaller group sizes, timetabled within the day, computer access and differentiated homework tasks. PPG students received less than 5% of the overall Logs for homework. Least able caught up effective by Christmas as seen in re-testing from KS2.

RSM

Year 6 to year 7 transition £500 Supported with the transition of the new year 7 intake the students participated in a number of events. The school ran a summer school for new students, and staff were paid for their time. This focused on developing students’ awareness of their surroundings and building student reliance. Students also participated in an assessment day and a number of communications were sent via post to all parents/carers to aid in getting them prepared for the academic year. The school also ran a number of coffee mornings for parents/carers. This helped our more vulnerable students feel more confident with moving onto Secondary School. Survey Monkey :97% of students reported a positive transition experience.

JAS

Virtual learning environment (SAM Learning)

£500 The uptake of the new SAM Learning online platform was very positive. SAM Learning ensures all students have access to resources from home to support their progress. Parents who are not in a position to purchase textbooks or additional workshops used this resource to work with their children from home. The 3 top scorers on SAM Learning were PPG students.

KBA

Frankin Scholars £2310 + VAT (£165 per pupil, 14 EPHS pupils)

Limited impact in the 2018/19 joint programme with Ravensbourne due to not having the same tutor times. Mentoring sessions with Year 10 TRS mentors and Year 8 EPHS mentees had to take place at lunch times so there were some issues with attendance and coordinating the students. Pausing EPHS’ participation with Franklin Scholars for academic year 2019/20 with a view to relaunching in 2020/21 when we will have a Year 10 cohort to be trained and act as mentors for Year 7/8s. Student feedback indicated that the sessions that were run in full were viewed positively as they liked having a peer to talk to and to ask for advice. Literacy resources provided by Franklin Scholars also gave the mentoring sessions a focus if students did not feel like talking about any personal or social issues.

CWO

Challenge Passport Programme

£1300 (printing passports and producing rewards badges)

Student voice and parental/guardian feedback was positive regarding students’ achievements being recognised both in and outside of school – not just focusing on academic excellence but also promoting a wider range of skills possessed by our students. Encouragement to take part in new extra-curricular activities and an increase in the number of parents/guardians taking students to visit universities in their own time. Excellent parental engagement with 100% of parents attending at least one event.

CWO

Brilliant Club £160 x 12 (programme for 12 = students)

Students gained first-hand experience of university life and work with a PhD tutor in a specialised field. They experienced small group tutorials, one-to-one feedback and drafted, edited and submitted a 1500-word essay giving them skills that they can then use in their subject studies as they progress through their school life. Last year’s cohort had a 92% pass rate with a 2:2, 2:1 or 1st for their final assignments. An increase in the number of students thinking about higher education in future.

CWO

Well-being Activity Cost Impact Staff lead Family Liaison Officer £5000 Improved attendance. FLO works with hard to reach families and vulnerable

student. Gives a safety net to families where she can help applying for funding and support with anxious students getting into school punctually or even at all. Closed the gap for attendance but still a gap; Y7 – 2.9% and Y8 – 1.4%.

KMO

Staff and peer mentoring Absorbed into school costs

Raising aspiration and allowing students to have a ‘can-do’ attitude. Opening imaginations to what can be achieved.

KMO

Uniform, shoes, equipment and student needs

£900 The school provided students with spare uniform should the need arise. The students could also notify a member of staff should they require assistance with additional equipment. The borrowing of school shoes is often the most popular piece of uniform that is required. This allowed our more vulnerable students to be “inclusive”

KMO

School Counsellor £2000 Improved attendance and wellbeing for more vulnerable and anxious students. KMO

Enrichment and Engagement Activity Cost Impact Staff lead University visits (start of Future Aspirations Programme)

Free visits – cover costs for staff.

Visits to Goldsmiths University and Sussex University (as part of the Brilliant Club launch trip) – a mix of MA and non-MA students selected to take part in these trips including PPG students. Student voice feedback showed that some students who had previously thought university was not an option for them either due to entry requirements or costs, were much more informed after the visits. Students expressed a better understanding of the variety of courses available to study at degree level, aspects of university life and also a clearer grasp of university fees and student loans so they no longer saw these are barriers to entry.

CWO

Trips and visits £2000 Subsidy for educational visits was offered for all trips and all students participated in at least two educational visits last academic year as a result. To develop further there needs to be closer monitoring of students who make use of the financial support for trips and key students who are currently on FSM need to be spoken to individually to encourage them to participate in the educational visits. This provision allowed inclusivity for all students

SMU

Student leadership programme

Absorbed into school costs

Through the provision of the student leadership programme Eden Park High School students took part in the Bromley Youth Council manifesto, BREXIT workshops and supported the school at various events. A particular was the huge support of the harvest and big red box charity appeals. Moving forwards, the school growing in numbers and moving onto its own site provides more opportunity for the older students to provide peer to peer support and leadership opportunities.

MSH

Rewards £3000 Rewards were not targeted at just pupil premium students, however, the money allocated towards rewards was accessed by pupil premium children and the funding received from pupil premium ensured the provision for rewards was of

JAS

high quality. Rewards were used as incentives to students to improve their attendance, attitude to learning as well as recognising those students who continually perform well at school. The school will continue to use rewards as a strategy to promote positive behavioural characteristics in all students.

Classcharts Absorbed into school costs

Classcharts is used to monitor the behaviour of all students. It was useful for pupil premium students as a lack of motivation or application towards their study was identified quickly and appropriate interventions from the pastoral team put into place. A discrepancy of -6.88 Y7 and -5.79 Y8 average achievement points

Author visits £1800 The pupil premium fund helped pay for a visit from Karl Nova, a recent award winning poet and rap artist. The aim of this visit was to focus on the engagement in literature from boys of a lower prior attaining background. This was very well received and the student really enjoyed this provision.

SMU

Fast Tomato £1000 All students understood from taking or re-taking the questionnaire, their main priorities, attitudes and interests towards work and which careers are highly recommended in regards to this data. Students had more clarity on not just particular careers which were highlighted for them but also of related hidden careers linked to these as well. They were able to learn about what each career entails in terms of the role as well as understand the best routes towards achieving these in order to help them with deciding on which GCSE options they would like to take when they are in Year 9. All students had 1:1 guidance from a careers adviser via Fast Tomato which enabled them to ask questions about the careers, courses and apprenticeships they may be interested in. Students were able to access this at home and this helped parents/ careers support their child with this and have discussions on their career goals for the future.

NMC

STEM £1000 The school ran STEM and entrepreneurial workshops for students that developed their critical thinking skills and provided students with a wider curriculum. This ensured that all students had access to a wide curriculum and those who would not have been exposed to this style of learning had the opportunity to do so.

RSM

SMSC Absorbed into school costs

The school ran an SMSC week at the end of the academic year. Through participating in these days, students reflect on their personal skills and focussed on particular community related projects. The SMSC days provide a broader curriculum for all students, helping to develop student engagement and motivation. Y7 Science progress was more positive for PPG by +0.19

JAS

Farm Absorbed into school costs

The school contributed to the running of the farm at TRS. Students had access to the farm at break and lunch time. The farm was also utilised by the pastoral team to allow students time to re-focus and reflect on their behaviour.

KMO

Free / Subsidised Music Tuition

£2000 The school identified that the music tuition cost was not the only barrier. Having regular access to the musical instruments to practice on is often a bigger barrier. With this in mind the school will be looking at how they can make musical instruments more affordable and accessible to students in the next academic year.

SMU

TOTAL EXPENDITURE

£115,230

Pupil Premium Individual Request Form

Student Name:

Date:

Teacher making request:

Total amount requested: £

Reason for request and desired outcome

What the money will be spent on

Duration of project

What impact did this project have (to be completed at end of project)