Inspired

Pupil Premium

  • _MG_0206

The government allocates additional money to schools to raise the attainment of disadvantaged students (those who are in receipt of free school meals and those who are have been on free school meals at any time within the last six years). Schools are expected to use this money to close the gap in attainment between disadvantaged students and their peers. The additional money is called ‘Pupil Premium’ funding and there are currently 476 students (53.7% of Years 7 -11) in our school who are eligible for support through this funding.

Pupil Premium Action Plan (2016-17)

Summary information

School

St Edmund Campion Catholic School

Academic Year

2016-17

Total PP budget

445 060

Date of most recent PP Review

Feb 2016

Total number of pupils

886

Number of pupils eligible for PP

476

Date for next internal review of this strategy

Oct 2016

Current attainment

 

Pupils eligible for PP (our school)

Pupils not eligible for PP (national average)

% achieving expected progress in English / Maths (2015-16 only)

66%/55%

75.8% / 73.4%

Progress 8 score average

-0.07

0.12

Attainment 8 score average

4.2 (D)

5.2

Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A.

Low progress rates of PP, possible barriers including home learning and high class numbers.

B.

Poor literacy and numeracy skills on entry to school – 18% of pupils joined the school in 2015/16 entitled to catchup funding due to being below level 4 on entry. This has increased to 32% for the new academic year. Only 40% have made the national standard in all three areas (English, maths, science) for the new Year 7. KS2 AVP consistently below NA.

C.

Low expectations and aspirations of pupils, many pupils come from families that have not gone into higher education.

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Low attendance rates with issues related to mental health

Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.

Raise the achievement of PP students so that all pupils achieve their best in school.

Progress 8 score for PP is in line with national nPP.

B.

Raise literacy and numeracy standards particularly at KS3.

100% of Year 7 pupils and at least 80% of Year 8 pupils make expected progress in English and maths.

C.

Raise the whole school attendance.

Attendance to be above 95%

D.

High quality CIAG advice for pupils across all year groups.

All pupils who leave St Edmund Campion School at Year 11 or Year 13 go on to sustained education or employment.

Planned expenditure

·         Academic year

2016/2017

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Raising the attainment of PP pupils across the school.

Reduced class sizes

EEF +3 - Moderate impact for very high cost

Data analysis of different groups and class monitoring, STLL line management and staff roles/classes distributed.

Assessment team.

November 2016

PP champions across each faculty with UPS or TLR responsibility.

A group set up to explore techniques that are low cost, high impact, including meta-cognition and self-regulation, digital technology and social and emotional learning.

Working group to be set up in September, to meet each half term.

JHU

December 2016

Raise literacy and numeracy standards, particularly at KS3.

SFA – English curriculum

Reading comprehension strategies and phonics are +5 and +4 on the EEF, each moderate impact for low cost.

English to continue this, regular meetings with SFA national lead evaluating the success of the programme.

SMU

December 2016

Peer tutoring (maths)

EEF +5 – moderate impact, low cost

Maths to continue this with CMK to take over, monitored by EHU within her TLR role

EHU

November 2016

Developing and implementing a mastery curriculum in maths.

EEF +5 – moderate impact, for low cost.

The first term CPD for the maths faculty will continue to focus on mastery lessons. SOL have been updated using mathshubs materials, CBA and JHU continue to work with maths hubs to lead on new materials and initiatives.

JHU/CBA

December 2016

Literacy, numeracy and science intervention co-ordinators hired working mainly on small group tuition.

EEF +5 – moderate impact for moderate cost.

Second in maths monitors maths co-ordinators, tracking sheet updated each half term and interventions amended/continued depending on success.

EHU/JHU (maths)

SMU (English)

NBD (Science)

October 2016

Provisional budgeted cost

£228 000

Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Raising school attendance

Attendance team appointed

Stricter monitoring, parent involvement

NMO assistant headteacher responsible for attendance across school, monitoring and line managing the team.

NMO

October 2016

Uniform support for PP pupils

One barrier to attendance and thus learning is uniform, and we have made some money available to ensure all pupils have the correct uniform, and in some cases we have bought uniform for pupils.

Student services led by two administration staff track the distribution of uniform.

AWA

November 2016

Place to Be counselling service

In the last few years, particularly in Birmingham there has been a sharp rise in mental health issues, many of which we are dealing with at Campion, through using place to be.

Place to be keep their own records and monitoring systems.

AWA

December 2016

 

Free breakfast for all pupils.

Another barrier to education is that not enough of our pupils have a proper breakfast in the morning. We now provide this, and monitor it throughout the year.

GSM monitors this throughout the year, focusing on uptake.

GSM

September 2016

Provisional budgeted cost

£152 420

Pupil Premium Funding (2015-16)

Number of eligible students

Percentage of all students

Funding allocation

476

53.7%

£445,060

Focus Areas for this Funding (2015-16)

Staffing

Staffing levels to:

  1. facilitate smaller class sizes in English and Mathematics
  2. ensure students access high quality careers advice
  3. ensure good management and administration of PP resources

Teaching and Learning

  1. Two Maths intervention co-ordinators
  2. Investment in training and resources for Maths department
  3. ‘Success for All’ Literacy intervention (subsidised by Catch-up funding)
  4. Bidding system in place for departments/faculties/teams to ensure that funding is available to raise attainment across the curriculum
  5. Provision of learning equipment for all classrooms
  6.  Subscription to gcsepod.com to support learning and revision

Targeted Financial Assistance

Funding will be used to ensure that students currently entitled to Free School Meals:

  1. Are assisted with purchasing school uniform, including PE kit
  2. Participate in all learning experiences, including educational visits and residential trips
  3. Have the equipment and resources needed to make above expected progress in all subjects
  4. Access music tuition if they have ability in this area

Behaviour & Engagement

  1. Funding places at East Birmingham Network’s Specialist Provision for students eligible for pupil premium who have significant behavioural difficulties and are unable to access mainstream education
  2. Place2Be onsite mental health & counselling service for Key Stage 3 students
  3. Malachi Trust counsellor for Key Stage 4 & Key Stage 5 students
  4. Breakfast Club providing free breakfast for all students

Motivational/Inspirational events

  1. Participation in and attendance of events organised by universities to encourage students to aspire to higher education

Transition

  1. Activities/resources to promote transition of students eligible for pupil premium to sixth form, including Careers Advisor

Pupil Premium Funding (2014-15)

Number of eligible students

Percentage of all students

Funding allocation

423

41%

394,235

Focus Areas for this Funding (2014-15)

Staffing

Staffing levels to

  1. facilitate smaller class sizes in English and Mathematics
  2. provide mathematics interventions and enrichment programmes
  3. ensure students access high quality careers advice

Teaching and Learning

  1. In service training to ensure quality first teaching
  2. Bidding system in place for departments/faculties/teams to bid for funding to raise attainment
  3. New scheme of learning for Key Stage 3 in Mathematics
  4. Mathematics booster classes
  5. Intervention co-ordinator for English
  6. Subscription to gcsepod.com to support revision
  7. Revision guides for eligible students in Science and resources to support revision in History
  8. Provision of resources to support student attainment in Art and Textiles
  9. Subscription to PIXL to improve outcomes for students eligible for Pupil Premium
  10. Subscription to Edulounge to improve attainment of students in the Pope Francis Centre

Targeted Financial Assistance

  1. Funding will be used to ensure that students currently entitled to Free School Meals:
  2. Are assisted with purchasing school uniform, including PE kit
  3. Participate in all learning experiences, including educational visits and residential trips
  4. Have the equipment and resources needed to make above expected progress in all subjects
  5. Access music tuition if they have ability in this area

Behaviour & Engagement

  1. Funding for the Pope Francis Centre to support and reintegrate disengaged students
  2. Appointment of behaviour mentors to support students with behavioural difficulties
  3. Rewards Programme to motivate students and reward improved attitude to learning

Motivational/Inspirational events

  1. Participation in and attendance of events organised by universities to encourage students to aspire to higher education

Pupil Premium Impact Log (2015-16)

 

Priority Focus

Provisional budgeting cost

Initial Status

Actions

Impact Evidence (RAG)

Next Steps

Impact Evidence (RAG)

Learning in the curriculum

£200 000

In 2015 44% of disadvantaged achieved 5A*-C EM compared to a national equivalent of 36%.

 

·Allocate funding to staffing to ensure quality T and L and effective group sizes

·All staff prioritise disadvantaged students in each class (monitoring homework, marking priority, books, staff/student meetings). Outcomes of PP students are an integral part of appraisal process.

·Faculty bids for PP money for identified students to be given subject specific books, materials to work at home, including music tuition, specialist arts equipment, textiles equipment and textbook provision in maths and science for KS4 PP pupils. .

·Staff have received training on meeting the needs of disadvantaged students

 

·Middle leaders have a heavy focus on the progress of disadvantaged students

·85% of lessons were observed to be effective or highly effective following the teaching and learning work scrutiny and observations in March 2016.

·P8 score of +0.08

(PP = -0.07 vs nPP=+0.18)

·45% of PP students are projected to achieve 5A*-C EM (vs 64% nPP and 36% national PP)

Focus on literacy and numeracy interventions

£78 198

In 2015 65% of disadvantaged students made EXP in English (vs 74% national non PP and 57% national PP)

 

In 2015 48% of disadvantaged students made EXP in Maths (vs 72% national non PP and 49% national PP)

 

·Success for All literacy funding in years 7 and 8 supported additionally by catchup funding.

·Employment of two Mathematics Intervention coordinators who work in small groups and on a 1-1 basis with PP pupils.

·Employment of Raising Achievement Assistants to support the raising attainment of literacy and numeracy who work 1-1 with PP pupils.

·Employment of librarian to support with literacy interventions and raise profile of reading, training of accelerated reader and debate mate.

·Selected underperforming students have been allocated 5 extra Maths and English lessons each fortnight from their option subjects to accelerate their progress in literacy and numeracy.

EXP Eng: 88% vs national non PP 74% (+14%)

 

EXP Ma: 65% vs national non PP 72% (-7%)

 

Progress data for all year groups very positive for English (see data booklet)

 

Progress data for all year groups very positive for Maths (See data booklet)

·Further targeted maths interventions (see maths SEF and interventions log for more details)

Y10 Intervention Class

 

16 Students (10 are PP = 63%)

 

63% projected to make expected progress in English and 81% in Maths

 

GCSE Statistics results – 91% of pupils entered achieved A*-C and 3% achieved A*-A.

Focus on pastoral support and overcoming barriers to learning

£111 600

Attendance 2014/15 93.7%.

 

Pupil premium absence = 7.9%

·Attendance team appointed

· Place 2 Be counselling service

·Uniform support

·Employment of increased pastoral managers to support with behaviour for Learning policy and ensure consistency.

·Pope Francis Centre opened in order to provide an education for those identified as potential NEETs.

All students in year 7 entitled to PP provided with uniform vouchers. This has led to high standards of uniform and expectations.

 

Pope Francis Centre considered successful by Ofsted survey visit March 2015:

 

‘‘The development this year of Pope Francis House as a specialist internal unit where students are taught as a small group by specialist teachers is already successfully improving students’ learning and behaviour.’ Ofsted 2015

 

·Two staff meetings held in Spring and summer term to focus on expectations

·Powerpoint presentation for all tutor groups and PSHE work to ensure that students are aware of high expectations

·Regular slides on the morning powerpoint to clarify rules and sanctions

61 students have accessed the Place 2 Be counselling service this year

 

See behaviour impact log

 

Final attendance figures 94.5%, +0.8% increase.

 

Pupil premium absence 7.5% (-0.3%).

 

 

Focus on high quality CIAG advice

£25 875

See destinations data at end of data booklet. 94% of all students went on to sustained employment or education

·Programme of quality careers based work in place, delivered by form tutors

·Careers fair

·All year 10 and 11 students have had personalised interviews re CEIAG

·Aim higher mentoring (specifically targeted to PP students)

·         University trips for identified students.

Aim higher feedback indicates that 100% of students indicated satisfaction with the mentoring scheme.

All Year 11 students received a 1-2-1 careers interview. They also had a 1-2-1 interview with a range of local and regional employers. Feedback has consistently been over 90% agree or strongly agree with the objectives of the 1-2-1 interview process.

All Year 12 and 13 students had a 1-2-1 interview with a range of local and regional employers.  Feedback has consistently been over 90% agree or strongly agree with the objectives of the 1-2-1 interview process.

60% (100) of Year 10 students had work experience last year. 95% of employers rated our students 5/5 during final evaluations. The other 5% of students were rated at least 3/5.

For 2014-15, 11 (92%) of our Year 11 cohort on alternative provision (2 external, 9 internal who were at risk of permanent exclusion) have secured further education or training at local providers, the majority following level 2 qualifications. 9 (100%) of our Year 11 cohort who had SEND have secured further education or training

Exit questionnaire from year 11 indicated that 95% agreed or strongly agreed that Careers information has allowed students to make informed choices for next year.

 

Waiting for destination data.

 

Impact of this Funding (2014-15)

 

  • The percentage of students eligible for the Pupil Premium who achieved 5A*-C including English and Maths has risen by 8.6% to 44.7%, compared with a national figure of 36.5%.  The in-school gap narrowed by 14.7% on 2013-14 and is 11.7%.  The gap nationally is 27.4%.
  • In English, 65.3% of students made expected progress compared with 59.1% nationally.   As 85% of non-Pupil Premium students made expected progress (almost 10% higher than the national average) the gap has widened in English on last year.
  • 47.2% of students eligible for the Pupil Premium made expected progress in Maths, just below the national average of 48.5%.  The gap in attainment is 12.8%, compared with 23.3% nationally.

Our main priority for the coming year will continue to be to raise the attainment of the students eligible for the Pupil Premium in Mathematics.  

 

The use and impact of Catch Up Funding (2014-15)

The Literacy and Numeracy catch-up premium provides schools with additional funding to raise the attainment of students in Year who did not achieve at least a Level 4 in Reading and/or Maths at the end of Key Stage 2. Schools are allocated £500 for every student who achieved below Level 4 in Reading and/or Maths.

Catch up Premium allocations

Below L4 in Reading

Below L4 in Numeracy

Below L4 in both

Funding

18

32

10

£20,000

 

Summary of the Year 7 Catch up Funding Spend

At St Edmund Campion, we used the funding to provide the following interventions:

• Accelerated Reader software, books and training for staff;

• 1:1 reading support

• Small group numeracy support

 

Impact of the Year 7 Catch up Funding Spend

Reading

  1. 53% of students achieved Level 4
  2. 75% of the remaining students had achieved Level 2 or below at the end of Key Stage 2 and they all achieved Level 3
  3. The average progress in reading for students receiving 1:1 support was 10.3 months over the year (NMRA reading accuracy assessment)
  4. The average progress in reading comprehension was 16 months (NMRA reading comprehension assessment)

Numeracy

  1. 62% of students achieved Level 4, with a further 21% almost achieving Level 4 (3.9)
  2. 2 students achieved Level 2 or below at the end of Key Stage 2 and one of those achieved Level 3

 

Plans for 2015-16 funding allocation

• Commission ‘Success for All’ to improve Literacy in Year 7

• Continue 1:1 support for reading

• School Librarian to provide Literacy intervention for targeted students

• Student Support Department to provide 1:1 support for identified students using the Numeracy Catchup programme

• Maths Intervention co-ordinator to ensure Below Level 4 students access the Peer mentoring project