November 7, 2019

2017 – 2018


Cost Analysis of PP Spending for 2017/18

In 2017/18 Ormiston Chadwick Academy received Pupil Premium funding of £323,510. Our spending strategy for 17/18 was as follows:

Intervention Cost
Raising Achievement and Attainment  
2 additional Maths teachers £85,562
PP intervention equivalent to one teacher’s timetable £28,730
C Zone for vulnerable students £24,491
Leader of alternative provision £2250
Extra resources in English £6,500
Teaching Assistants in English and Maths £40,668
Accelerated Reading Programme £2,679
1:1 Maths tuition during May half term £720
Saturday Academy and Holiday Study £9785
Mint Class  £250
Innovation fund (bidding fund for departments for resources to raise the attainment of PP students) £28,959
Improving Attendance
Attendance Officer  £23,216
Free Student Breakfast  £12,500
Additional Support and Intervention for most vulnerable
Free or subsidised uniform  £1,000
Alternative provision (Harmonise, Horizons and Everton Academy) £20,000
Raising Aspirations  
1:1 Careers Interview £7,500
Social and Cultural
Free music tuition and instruments £8,000
Free or subsidised school trips £10,000
Enrichment £8,000
Educational visit to a Russell Group university £2700
TOTAL £323,510


Raising achievement and attainment

In terms of the 2018 cohort, actual GCSE results reveal that the PP cohort achieved a positive P8 score of 0.64 (National PP: 0.00) however, there was an in school gap in the attainment of PP students in English of -0.14 (PP -0.08 & non PP 0.06) and in maths a gap of 0.35 (PP 0.41 compared to non PP 0.76).

Subject Year PP – Autumn 1 PP – Spring 1 Non PP – Autumn 1 Non PP – Spring 1
English Year 11 0.53 0.12 0.73 0.39
Year 10 0.32 0.33 0.61 0.68
Year 9 -0.15 0.58 0.44 0.85
Maths Year 11 0.78 0.55 1.08 0.70
Year 10 1.06 0.56 1.31 1.09
Year 9 1.11 1.04 1.08 0.97

Looking at the 2018 DfE model for Attainment 8, the Spring 1 academic data for PP students continues to indicate that the measures put in place (e.g. additional teachers) have enabled PP students to compare favourably to national rates of achievement.

Year National nPP rates PP – Autumn 1 PP – Spring 1 Non PP – Autumn 1 Non PP – Spring 1
11 0.11 0.97 0.68 1.27 0.92
10 0.11 0.97 0.78 1.27 1.23
9 0.11 1.09 1.19 1.24 1.19



In Year 11 predictions in maths shows a 0.15 gap (Y11 2018 was 0.48 ) and in English a 0.27 (Y11 2018 was 0.54) gap between the PP and non PP students. In Year 10, predictions show a difference in P8 in English of 0.35 and in maths a difference of 0.53. Again, these are slight improvements on the gaps previously reported. In Year 9 the gaps are negligible, but this is early in GCSE for this year group.

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 PP intervention on staff timetables has provided 1:1 tuition and small group intervention teaching groups in both English and maths by high quality, specialist staff. The three teaching assistants in English and maths have been integral to the attainment gap closing between PP and non PP students; particularly in Year 11.

Saturday Academy has been well attended by PP students in 2017-18. This year, 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 were responsible for deciding the most relevant times to run sessions 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 purchased Tassomai, an online resource that helps students to prepare for their GCSE by prioritising the content that students are struggling with. The Dis HA were the main focus and students can access the software from home using computers, tablets and mobile phones.  They also provided revision guides along with English and Maths wo purchased revision cards.

A residential took place at Beeston for those PP students in English who were below target. Improvements were evident in the March mocks, with PP students tracking at -0.70 and finishing with a P8 of -0.07.

In December 13 Dis HA students were given an early Christmas present. Each student was allocated a maximum of £100 for departments to suggest what they could buy that would have the most impact on the students – revision guides, mock papers and mark schemes and stationery were the most popular choices.

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 audio books of Harry Potter to encourage reluctant readers and this has already proved successful in engaging some of our weaker readers who can now read along with the audio.

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 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

PP students in Year 11 (2017-18) have all received 1:1 careers guidance. The same system is in place for 2018-19 with all students receiving 1:1 interviews in November. All PP have been offered college places for September 2018 and many PP students have been taken for extra induction days to local colleges. PP students who have been identified as potential NEET have also had additional college visits provided. PP students have been monitored in terms of registering on relevant post 16 courses to raise retention rates and reduce NEET. PP students have also had support through in- school interviews and home visits with the NEET coordinator for young people in Halton.

Social and Cultural

Pupil Premium Information for Peripatetic Music Lessons

51 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, Cambridge and the University of Manchester. Residentials also took place for Languages students to Tattenhall and Year 7 students to Boreatton. PP students have been funded to go on the school ski trip to France (and again in 2019) Nice, bowling at The Hive, Dance show, Drama trip and Cronton College visits.

Evaluation of PP spending in 2017/18

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; the impact of which was evident in the 2018 GCSE results (Maths: P8 of 0.6 (PP 0.41), 81% Grade 4+ (PP 73%) – the best results in the school’s history). Saturday Academy in 2017/18 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. Some departments for example, chose to run two hour sessions rather than three as staff felt the students benefitted from shorter, more frequent sessions, whereas other subjects such as technology retained three hour sessions due to the practical nature of the courses.

Areas for consideration for PP funding in 2018/19

  • See allocation on the 2nd page of this report
  • Departments to use assessments at the start and end of each Saturday Academy and holiday session to measure impact more rigorously, however, this will be counterproductive with time away from content and one size doesn’t suit all subjects.
  • Review the roles and responsibilities of the attendance team support to further reduce PP absence rates.

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