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Okehampton College Pupil Premium Strategy Report 2020-2021
At Okehampton College, we aim to undermine the known, damaging long-term effects of socio-economic disadvantage, profoundly believing that the background of the students we serve should have no bearing on their achievement, or on their abilities to create opportunities for themselves equitable with those that children from more advantaged backgrounds are able to create.
We aim to ensure that all our students leave us as highly qualified, personable, and articulate young people ready to lead happy and enriching adult lives. We concern ourselves with the development of our students’ character as well as their competence, promoting our ‘CORE’ values of Community, Opportunity, Respect and Equity. We believe that excellence cannot be reached without equity, success for every child, and thus promote a consistent and collegiate focus on the provision of an equitable distribution of high educational outcomes across all our students, irrespective of socio-economic or familial circumstance — because this is how we can help create social justice, community cohesion and fairness of opportunity for all.
The funding received in 2020-21 for Okehampton College is £234,930 (excluding Children in Care).
The Education Endowment Foundation outlines key principles for Pupil Premium spending, including the importance of an evidence-informed approach to such. While the report acknowledges that the attainment gap between disadvantaged children and their peers ‘is stubborn because its causes are entrenched and complex, and most lie beyond the control of schools and educators’, at Okehampton College we nonetheless charge ourselves with eradicating this gap. To this end, our strategic approach to the assurance of equity for the disadvantaged students we serve (and thus how we spend HM Government’s Pupil Premium grant) is a tiered one, founded upon research evidence from a range of studies (as outlined in our summary ‘Excellence with Equity: Improving the Achievement of Disadvantaged Students at Okehampton College) and transmitted through Leadership that fosters evidence-informed approaches, plans and actions, teachers and leaders, to focus on:
Teaching (and professional learning)
Targeted academic support
We aim to ensure that all our students leave us as highly qualified, personable, and articulate young people ready to lead happy and enriching adult lives. We concern ourselves with the development of our students’ character as well as their competence, promoting our ‘CORE’ values of Community, Opportunity, Respect and Equity. We believe that excellence cannot be reached without equity, success for every child, and thus promote a consistent and collegiate focus on the provision of an equitable distribution of high educational outcomes across all our students, irrespective of socio-economic or familial circumstance — because this is how we can help create social justice, community cohesion and fairness of opportunity for all.
The funding received in 2020-21 for Okehampton College is £234,930 (excluding Children in Care).
The Education Endowment Foundation outlines key principles for Pupil Premium spending, including the importance of an evidence-informed approach to such. While the report acknowledges that the attainment gap between disadvantaged children and their peers ‘is stubborn because its causes are entrenched and complex, and most lie beyond the control of schools and educators’, at Okehampton College we nonetheless charge ourselves with eradicating this gap. To this end, our strategic approach to the assurance of equity for the disadvantaged students we serve (and thus how we spend HM Government’s Pupil Premium grant) is a tiered one, founded upon research evidence from a range of studies (as outlined in our summary ‘Excellence with Equity: Improving the Achievement of Disadvantaged Students at Okehampton College) and transmitted through Leadership that fosters evidence-informed approaches, plans and actions, teachers and leaders, to focus on:
Teaching (and professional learning)
Targeted academic support
- for the multiple disadvantaged with enhanced risk
- for the more able disadvantaged
- to improve attendance
- to improve behaviour for learning
Disadvantaged student performance overview
Metric |
2017 |
2018 |
2019 |
2020 (1) |
2021 (2) |
Progress 8 score |
0.00 |
-0.50 |
-0.63 |
- |
- |
Attainment 8 score |
43.4 |
34.8 |
35.4 |
40.8 |
- |
Achieving grade 5+ in English and Maths |
39% |
16% |
31% |
25% |
- |
Ebacc entry |
19% |
14% |
31% |
10% |
- |
Ebacc APS |
- |
3.07 |
4.00 |
- |
1) Summer 2020 examinations were cancelled in response to the coronavirus pandemic. Summer 2020 results were awarded instead to students as the higher of their centre assessment grade or calculated grade, based on the grade teachers’ expected students to have achieved had the examinations gone ahead.
(2) 2021 examinations have also been cancelled in response to the coronavirus pandemic. Summer 2021 results will be awarded instead to students will be awarded teacher assessed grades, which are ‘based on a range of evidence completed as part of the course… which demonstrates the student’s performance on the subject content they have been taught.’
(2) 2021 examinations have also been cancelled in response to the coronavirus pandemic. Summer 2021 results will be awarded instead to students will be awarded teacher assessed grades, which are ‘based on a range of evidence completed as part of the course… which demonstrates the student’s performance on the subject content they have been taught.’
Children in Care
Children in Care are supported by a dedicated team of staff, including a Assistant Primcipal: Mrs Edwards, and a full time member of the Inclusion and Safeguarding team: Mr Sean Freeman. Targets are set through the Personal Education Plan (PEP) and areas that funding is required for are identified though that process in consultation with the young person, their carers, parents where appropriate, and staff from the Virtual School. Interventions that can supported our Children in Care include: Extra intervention in Maths, English and Science to support achievement in those areas; trips and events aimed at raising aspirations; an annual Children in Care conference aimed at raising aspirations and looking at post 16 options; additional careers advice; visits to post 16 providers; extra mentoring using the Devon approved Attachment Based Mentoring. This is not an exhaustive list and each package is carefully tailored around the needs of the individual student.
In addition, all of our Children in Care receive mentoring from a Senior Leader.
Please click here to view hour Children in care Report 2019
Children in Care are supported by a dedicated team of staff, including a Assistant Primcipal: Mrs Edwards, and a full time member of the Inclusion and Safeguarding team: Mr Sean Freeman. Targets are set through the Personal Education Plan (PEP) and areas that funding is required for are identified though that process in consultation with the young person, their carers, parents where appropriate, and staff from the Virtual School. Interventions that can supported our Children in Care include: Extra intervention in Maths, English and Science to support achievement in those areas; trips and events aimed at raising aspirations; an annual Children in Care conference aimed at raising aspirations and looking at post 16 options; additional careers advice; visits to post 16 providers; extra mentoring using the Devon approved Attachment Based Mentoring. This is not an exhaustive list and each package is carefully tailored around the needs of the individual student.
In addition, all of our Children in Care receive mentoring from a Senior Leader.
Please click here to view hour Children in care Report 2019
