2018 – 2019


Cost Analysis of PP Spending for 2018/19

In 2018/19 Ormiston Chadwick Academy received Pupil Premium funding of £328,652. Our spending strategy for 18/19 was as follows:

Intervention Cost
Raising Achievement and Attainment  
2 additional Maths teachers £90,867
Ark Mastery in Maths and in English £15,000
PP intervention equivalent to one teacher’s timetable £29,740
C Zone for vulnerable students £25,244
Leader of alternative provision £2,250
Teaching Assistants in English and Maths £38,029
Accelerated Reading Programme £2,820
Saturday Academy and Holiday Study £8000
Mint Class  £250
Innovation fund (bidding fund for departments for resources to raise the attainment of PP students) £22,595
Improving Attendance
Attendance Officer £24,687
Free Student Breakfast £17,170
Additional Support and Intervention for most vulnerable
Free or subsidised uniform  £1,500
Alternative provision (Harmonise and Everton Academy) £20,000
Raising Aspirations  
1:1 Careers Interview £7,500
Social and Cultural
Free music tuition and instruments £7,000
Free or subsidised school trips £8,000
Enrichment £8,000
TOTAL £328,652


Cohort Size Over Time

  GCSE 2014 GCSE 2015 GCSE 2016 GCSE 2017 GCSE 2018 GCSE 2019
Disadvantaged Students in Cohort 42%
[61 students]
[56 students]
[59 students]
[59 students]
[55 students]
[63 students]
Cohort Average KS2 27.1 27.1 27.6 26.8 27.4 27.3

The number of students who are classified as Disadvantaged has remained consistently around 60 over the past six years but changes in the number of non-Disadvantaged students has meant that the percentage of Disadvantaged students has increased, with a four year average now sitting at just over 48%.

Across this period of time it is possible to see that the cohort of GCSE 2019 was weaker than 2018.

Raising achievement and attainment

In terms of the 2019 cohort, actual GCSE results reveal that the PP cohort achieved a positive P8 score of 0.39 (National PP: 0.00) however, there was an in school gap in the attainment of PP students in English of 0.27 (PP -0.11 & non PP 0.16), an increase from 2018, and in maths a gap of 0.32 (PP -0.09 compared to non PP 0.23), an decrease from 2018.


Disadvantaged Student Performance Breakdown

Tracking the performance of Disadvantaged students across the past five years of Progress 8 & Attainment 8 figures being published, it is clear there has been an improvement, though the P8 was not as high this year.

Details below compare to the class of 2017, and do show a drop in Progress 8 across this period of time.

  GCSE 2017 GCSE 2018 GCSE 2019 Difference (from 2018)
Cohort: 59 55 63 8
Progress 8: 0.70 0.61 0.39 -0.38
Attainment 8: 45.7 45.6 42.4 -3.2

Disadvantaged OCA Students vs OCA Cohort vs OCA non-Disadvantaged

GCSE 2017 Dis OCA All OCA nDis
2017 2017
Progress 8 0.73 0.85 -0.12 0.96 -0.23
Attainment 8 45.7 50.8 -5.1 55.1 -5.1
Basics 41.0 61.7 -20.7 80.0 -19.3
EBacc 20.0 33.6 -13.6 29.4 -9.4
English P8 -0.37 -0.05 -0.32 0.24 -0.61
Maths P8 0.10 0.26 -0.16 0.39 -0.29
EBacc P8 0.02 0.27 -0.25 0.49 -0.47
Open P8 2.48 2.31 +0.17 2.15 +0.33
GCSE 2019 Dis OCA All OCA nDis
2019 2019
Progress 8 0.39 0.56 -0.17 0.75 -0.36
Attainment 8 42.3 47.2 -5.0 52.3 -10.0
Basics 46.0 60.2 -14.2 75.0 -29.0
EBacc 6.3 9.8 -3.5 4.1 2.2
English P8 -0.11 0.02 -0.13 0.16 -0.27
Maths P8 -0.09 0.06 -0.15 0.23 -0.32
EBacc P8 -0.07 0.18 -0.25 0.46 -0.53
Open P8 1.50 1.6 -0.1 1.79 -0.29

Whilst there are several areas across these results that show gaps have widened in areas across the results, the gaps between Disadvantaged and non-Disadvantaged students between these two cohorts has remained relatively constant across each of the areas measured.

Disadvantaged OCA Students vs National vs National Disadvantaged

GCSE 2017 Dis National Nat. nDis
2017 2017
Progress 8 0.73 0 +0.73 0.11 +0.14
Attainment 8 45.7 46.3 -0.6 49.8 -4.1
Basics 40.7 65.1 -24.4 71.9 -32.2
EBacc 11.9 24.2 -12.3 50 -14.0
English P8 -0.37 -0.04 -0.33 0.11 -0.48
Maths P8 0.10 -0.02 +0.12 0.11 -0.01
EBacc P8 0.02 -0.03 +0.05 0.13 -0.11
Open P8 2.48 -0.04 -0.04 0.09 +2.39
GCSE 2019 Dis National Nat. nDis
2017* 2017*
Progress 8 0.39 0 +0.39 0.11 +0.50
Attainment 8 42.3 46.3 -0.7 49.8 -4.2
Basics 46.0 65.1 +2.2 71.9 -4.6
EBacc 6.3 24.2 -18.7 50 -44.5
English P8 -0.11 -0.04 -0.04 0.11 -0.19
Maths P8 -0.09 -0.02 +0.39 0.11 +0.30
EBacc P8 -0.07 -0.03 +0.18 0.13 +0.02
Open P8 1.50 -0.04 +1.63 0.09 +1.58

* National figures are not available for GCSE 2019 until January 2020

Again, the GCSE 2019 Disadvantaged students have continued to make good progress, and obtained a significantly positive Progress 8 score (0.39), this has been tempered slightly by the underperformance of Maths (-0.09) and English (-0.07).

Providing additional support and intervention for the most vulnerable students

The impact of PP spending has provided additional maths teachers has enabled smaller class sizes in Year 7-11 and has staffed intervention sessions before, during and after school for PP students in Year 11. The teaching assistants in English and maths have been integral to the attainment gap closing between PP and non-PP students; particularly in Year 11, as their focus has been on in-class support, 1:1 tuition out of lessons and additional intervention before and after school.

Saturday Academy has been well attended by PP students in 2018-19. Subjects were allocated PP money to run sessions based on the number of PP students that were taught in that subject; particularly relevant to option subjects. Middle Leaders ensured sessions were provided for students to improve their attainment particularly in relation to coursework deadlines and exam preparation.

The innovation fund has been spent by Middle Leaders in many innovative ways compared to previous years:

Science continued to use Tassomai, an online resource that helps students to prepare for their GCSE by prioritising the content that students are struggling with. Science, Maths and ML purchased revision guides for all PP students, whilst English paid for all PP students to attend a Shakespeare poetry trip to aid with their English Literature content.

The Dis HA’s were a focus group that met regularly at form time to monitor ongoing progress and raise any areas of concern. Various activities were provided to increase motivation and raise aspirations for this group.

This funding has also enabled PP students to be subsidised on educational trips and visits to Universities to raise student aspirations on subject specific HE courses.

At KS3 the SEND department purchased programmes that analysed data for the SEND students that monitored and tracked progress to identify gaps and areas for intervention. They also work with PP students through a Toe to Toe reading programme every day of the week for Year 7.

Some KS4 PP students attend alternative provision; which currently is located in Liverpool. As well as funding the provision, which on average costs £65/ day, PP students are also supported in terms of paying for taxis, train and bus passes. PP spending ensures that students who attend AP are guaranteed to work experience placements, receive information, advice and guidance in respect to careers and post 16 provision as well as supported in seeking college places.

Improving attendance

PP spending has enabled the Attendance Team to be expanded by another member of staff in recent months. This additional member of staff is responsible for making home visits on a daily basis to support students whose absence is due to long term illness, post-operative convalescence, those with social, emotional issues or other complex issues which prevent them from coming in to school. Regular home visits have been made to 75 PP students (more than 10) from across the current Year 8 – 11 (2018-19) year groups when they are flagged as absent and brought into school.

The continued use of the C Zone has also had an impact on the attendance of PP students including 2 school refusers throughout KS3 and Year 10 & 11 who have attended regularly in Year 11 – they use the C Zone to complete work and Maths and English staff use allocated PP slots on their timetable to teach them.

Raising aspirations

All Y11 PP students received a 1:1 guidance interview with a member of SLT plus an additional interview with Careers Connect who joined OCA with a Service Level Agreement in January 2019. Some students needed further interviews and support leading up to college applications and mop interviews with the college were arranged specifically for identified PP students.  98% of PP students had a provisional offer for a college place in September 2019 by the time they left school. Some identified potential NEET PP students were taken for bespoke transition meetings with college representatives and course tutors by Assistant Principal of Aspiration and Achievement, who also ensured regular meetings with the Halton 14-19 team and vulnerable groups’ team were attended and NEET matters raised.

A bespoke programme of college and other training providers offering and presenting opportunities to Year 11 students, ensured the PP cohort were fully aware of their options. College taster days and apprenticeship awareness assemblies were implemented to provide a smooth transition to Post 16.

Social and Cultural

Pupil Premium Information for Peripatetic Music Lessons

58 Pupil Premium students received free music tuition last year. Most of the students receive an individual twenty minute lesson whilst others receive a joint lesson with one other student. PP funding includes paying for students to have weekly tuition, their own instruments and exam entry fees for music board qualifications.

Educational visits

In addition to the exam related trips offered in English, PP students have also been paid for or subsidised to go on various trips including: visits to Russell Group universities including Oxford and the University of Liverpool. Residentials also took place for Languages students to Tattenhall and Year 7 students to Boreatton Park in Shropshire. PP students have been supported with funded to attend the school ski trip to France, Paris with the ML department, Drama trips and theatre trips and various other College visits.

Evaluation of PP spending in 2018/19

Successful strategies employed this year as a result of PP allocated funding include additional teachers in maths which has enabled small classes and 1:1 intervention. Extra resources for PP students, such as revision guides in all three core subjects has supported revision. Saturday Academy in 2018/19 was tailored so that Middle Leaders were responsible for spending an allocation of PP funding for Saturday Academy sessions. This resulted in a more focused approach to selecting the most appropriate timings for these sessions as well as raising the attainment of PP students.

Areas for consideration for PP funding in 2019/20

  • See allocation on the 2019-20 page link.
  • Ensure all departments produce an action plan as part of their Department Development plan that specifically looks at how PP students will be targeted and identify any spending to be utilised and how.
  • Review the roles and responsibilities of the attendance team support to further reduce PP absence rates.