Ormiston Maritime Academy - Pupil Premium Impact Report 2014-15.
Staffing costs:
 Intervention staff - £186,819 – in core subjects.
• Support Workers – £122,172 was spent on ASW and TA support workers to provide intervention but not
predominately with Pupil Premium students.
The impact of both of the above on the whole school data is outlined below.
PP v Non-PP
students
2013
2014
2015
5A*-C with E&M
31% (60%)
14% (35%)
19% (43%)
3 LoP in Eng
50% (80%)
41% (55%)
27% (51%)
3 LoP in Maths
50% (70%)
28% (57%)
40% (60%)
4 LoP in Eng
13% (30%)
10% (20%)
4% (5%)
4 LoP in Maths
9% (22%)
5% (13%)
12% (21%)
(Non-PP in ()
GCSE 2015:
• 5+ A*-C including English, Maths - this remains an area for improvement for us with a higher percentage of
other pupils achieving 5+ A*-C. However, the gap between Pupil Premium students and Non-Pupil Premium
students was narrowing. In 2013 the difference was 28% and in 2014 it was 24%. It has remained at 24% for
2015.

27% (41%) of Pupil Premium students made 3+ levels of progress in English compared to 51% (55%) of
other students.

40% (28%) of Pupil Premium students made 3+ levels of progress in Maths compared to 60% (57%) of
other students.
•
86% (72%) of our Pupil Premium students left with 5+ A*-G compared to 95% (81%) of other students.
(2014 in brackets).



The gap between Pupil Premium and non-Pupil Premium students in Maths for those making
expected progress has narrowed. Successful strategies carried out in Maths, such as activities
personalised by the Lead Intervention in Maths, have led to positive outcomes in Maths. Maths also
introduced a programme of rigorous and regular formal testing. Mock exams were marked externally.
The gap between Pupil Premium and non-Pupil Premium students in English for those making
expected progress has widened this year. Intervention strategies had little impact on results in
English.. Mock exams were marked externally.
In Science the gap has widened. This was partly because the Intervention Lead was not predominately
working with PP students.
In terms of going forward, the new accountability measure takes into consideration eight subjects –
Attainment 8. Ensuring a broad and balanced curriculum will be very important. Progress 8 is based on
students’ progress measured across eight subjects: English; Mathematics; three other English Baccalaureate
(EBacc) subjects (sciences, computer science, geography, history and languages) and three further subjects,
which can be from the range of EBacc subjects, or can be any other GCSE or approved, high-value arts,
academic, or vocational qualification
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To ensure a broad and balanced curriculum for each student, we are looking at
Progress 8 in terms of the number of subjects followed by each student, including PP
students, and the progress made by each student in every subject. If a student is not
fulfilling their potential in a subject they may be withdrawn from that subject and given extra tuition in a
subject they could achieve good results in.
This will be part-funded by Pupil Premium funding.
Other data.
English
Pupil
Premium
Pupils
L5+
L6+
L7+
Yr9
Maths
Pupil
Premium
Pupils
L5+
L6+
L7+
Yr9
71%
21%
6%
National
86%
55%
17%
National
71%
84%
42%
62%
15%
32%
Successful strategies included:
 Gold Group - £20,000 went towards staffing for intensive student support for 15 extremely vulnerable
students. 90% of those students were Pupil Premium students. All students have been successfully
reintegrated into mainstream classes this year.
 Literacy/Reading Programme – Adult and Peer support programme and the delivery of an accelerated
reading programme to improve literacy skills.
 Part-funding of a Academy Counsellor – pastoral support.
 Student Engagement Trust £6,750) – Student Leadership Development and Staff Development – to ensure
that there is an increased student responsibility for student engagement in learning and to raise aspirations.
 Part-funding of a Careers Advisor – to provide impartial advice and to raise aspirations of all students. Pupil
Premium students are tracked. The CA has developed strong relationships with some of the underachieving PP
students.
 Pupil Premium subsidies: £5,000 was spent on subsidies for educational trips to raise aspirations, visits and
uniform for Pupil Premium students.
 Transition - a targeted transition programme for Year 6 students took place during the summer term. This
allowed for eligible students to gain additional support and guidance during the transition phase to Year
7. (TLR – for two staff). A summer school also took place for those students targeted as being in need of
extra support in not only the transition process but also in the core skills of literacy, numeracy and
science. Some 55% of the students attending the summer school had accelerated reading levels.
Strategies with some success:
Intervention Tutor Programme and Academic Mentoring – those students who attended regularly, made .4 of
a grade in progress.
This year, Y11 tutor groups have been introduced with the strongest teachers in each house taking the tutor
groups and Directed Intervention each morning. These teachers will also be Academic Mentors, as will the SLT.
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In 2012 and 2013, when results were good, SLT were Academic Mentors to high
profile students, including PP students. This will be reintroduced – Success
Programme.
In 2012 and 2013, PP students were all interviewed to discuss barriers to learning. This will be reintroduced.
In 2012 and 2013, successful 1:1 teaching was delivered – we will be introducing a programme of 1:1
intervention from Y9.
Less successful strategies:
 Intensive day to day intervention - £20,000 - with other disadvantaged students to enable them to attend
school and make progress - (Success Centre).

Whole school attendance: The gap between Pupil Premium students and other students remained
static. We have ensured funding has been channelled into enhancing the Attendance team further and the SOL
Attendance Support Package (£10,000) is now fully in use.
• Study Support/revision: 40% of Pupil Premium students took part in the Directed Study Support Programme.
KS4 Pupil Premium pupils who did take part in some Study Support made more progress than those who did
not take part. This programme was put in place too late and will be introduced in January this year.
This year after school study support does need to be made compulsory for it to have a significant impact – a
P7 will be introduced for y11s.
Other strategies:
A wide range of teaching and learning programmes were used to develop and enhance teacher skills and
classroom practice. These included:
 An Improving Teaching Programme to ensure that all students receive coaching from teachers who
consistently deliver “Good” quality lessons.
 CPD on ‘marking for progress’.
CPD on marking will focus on and ‘Feedback Forward’ and rigorous assessment this year. Excellent practice
will be shared across departments.
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