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Meole Brace School

Meole Brace School

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Pupil Premium Statement 2017 

Pupil Premium at Meole Brace School

Our Aims

Our aims for our pupil premium students are to provide an enjoyable and supportive school experience for them whilst also raising their achievement and progress. In so doing, the objective is that relative performance gaps between themselves and their non-pupil premium peers decrease and the gap is narrowed.

The Whole-School Approach

We have implemented, established and are continuing to develop an extensive, whole-school intervention and support program with a consistent and detailed focus on our pupil premium student outcomes. These include student well-being and academic achievement. We collect and analyse a wide range of data and use this to inform and direct appropriate intervention measures across the school so that individual students receive personalised support that is relevant to them. Data from individual subject and wider school areas is assessed, with a particular emphasis placed on literacy and numeracy.

Our Pupil Premium Program

Teaching and Learning

The quality of everyday teaching and learning remains at the heart of improving achievement at Meole Brace. In our last OFSTED (March 2015), teaching was judged to be good. “teachers’ subject knowledge and skillful questioning help students to deepen their understanding and make good progress”

In a more recent pupil premium review (Sept 2017) the report reflected that lessons were well planned and there was evidence of high challenge. Students reflected that they were made to think hard, felt well supported in lessons and said they were given interesting and engaging tasks. The report goes on to say that marking and feedback from teachers was helpful and that students felt they had time, opportunity and confidence to ask the teacher for help if they needed it.

The leadership team monitor and evaluate teaching and learning across the school robustly and have a particular focus on how pupil premium students are learning and conducting themselves this year.

Leadership and Data Collection

Our pupil premium students are a continuing priority focus area for the school. Their progress and development form a continuing theme on the school improvement plan, this being overseen by a member of the school senior leadership team (Mrs R French). An essential part of this is the collection, collation, and distribution of appropriate data throughout the school, together with appropriate analysis and interpretation. This includes attendance, literacy, numeracy, prior-attainment, achievement/progress data and other subject-specific and whole-school data. It is therefore essential that all staff have the necessary information to enable them to give their full support to our pupil premium students.

To facilitate and further develop the data collection, interpretation, and dissemination process, a new whole-school data handling, and processing package has recently been purchased and is in the process of being implemented and established throughout all subject departments. One of the many advantages of this new data program is that it is web-based and can be used by all subject staff, subject team leaders and community team leaders on an on-going basis thereby giving all staff autonomy and responsibility for the pupil premium students they teach. Performance across a range of measures can be monitored and appropriate intervention measures identified as necessary. Following individual subject assessments and also the three whole-year group report stages per year. Subject team leaders keep an overview of pupil premium performance within their department and ensure class teachers are taking appropriate action with pupil premium students as required. Further to this, pupil premium student progress and attainment form an integral part of two-weekly meetings between subject team leaders and their line manager in the senior leadership team.

 

Intervention and Support

Literacy and Numeracy

Dedicated intervention staff provide specific, targeted and relevant intervention and support to students in literacy and numeracy as identified from prior and current attainment data. The emphasis is on student progress and all intervention and support measures are aimed at increasing this as appropriate. The additional support can be small group or individual student-based and is within lessons and also extra to curriculum lessons (before or after school). Pupil progress is monitored by subject team leaders.

In addition to the above support, we have a teacher of reading who works on a one-to-one basis with students across years 7 to 11, who have additional reading needs. This teacher works closely with the English department and the whole-school accelerated reader program and uses subject data, reading data and teacher evaluation to identify students requiring additional support and their subsequent progress. For 2017-2018, together with one-to-one support, the teacher of reading is also working with a small group of year 7 students to provide the English curriculum but with an increased emphasis on reading and literacy.

Curriculum Subjects

The science department also has an intervention mentor who provides additional support and intervention to pupil premium students as identified by subject team leaders. Together with this, all departments provide after-school support and catch-up programs, with parental involvement at all stages.

GCSE Intervention and Revision Support

A detailed, comprehensive and clearly-defined intervention program for GCSE has been established and refined using data to identify appropriate needs. Whole-school GCSE exam preparation and revision is provided on an individual subject/teacher basis and also by the external Elevate organisation. In conjunction with this, intervention mentors (including members of the senior leadership team, subject team leaders, community leaders and other subject staff) have been assigned selected year 11 students to mentor via a set pre-defined mentoring program. This includes discussion of attainment data with students and target setting, subsequent review of targets set and also extensive support with revision and revision planning. Parents are involved at all stages of this mentoring process. For additional support, all year 11 pupil premium students will receive additional support and mentoring with GCSE revision planning. Additional needs will be identified and measures implemented.

In conjunction with this Shropshire Youth have been engaged to work with selected students including pupil premium as required, to provide support and guidance with interviews and future career and next step planning. The Shropshire Youth program will identify twelve students who will then take part in a further mentoring program (Emerge) aimed at increasing engagement with school and showing the value and benefit of education and its potential future role.

The Pupil Premium Report reflected that the provision for intervention is increasingly well planned and targeted to need.

 

After-School Support Facilities

Well-resourced after-school facilities with on-hand support and supervision have been established to support students with classwork, homework, literacy, numeracy, organisation and revision. Internal data is used to identify students who would particularly benefit from this and it is popular and successful with pupil premium students across the year groups.

Wider Support and Intervention

We have an expansive and experienced student support team comprising five members of staff who work with students across the year groups providing additional support in a wide range of areas including emotional and well-being support measures. The student support team also includes the learning and inclusion centre which provides alternative provision and support in academic and other areas. The student support team also work extensively with parents and provide an accessible, comprehensive and valuable support system for students.

In addition to the student support team, we also have two pastoral support officers who work with selected students on a daily support basis within and external to lessons. These staff provide valuable, daily support to pupil premium students who require that frequent contact and intervention.

Year 6 to 7 Transition

A program of summer schools has been developed and refined to assist the transition from primary to secondary school by familiarising students with the school whilst developing literacy, numeracy and science skills. Following on from this, we have an established buddy system for our year 7 students, again aimed at facilitating an effective transition from primary to secondary school. Students from older year groups in the school are paired with year 7 students and provide a welcome contact and source of advice, information and general assistance to the year 7 students.

Meole Brace School, Longden Road, Shrewsbury, SY3 9DW

T: 01743 235961F: 01743 364017E: admin@meole.co.uk

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