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Pupil Premium Strategy Statement 2016/17: St Francis Xavier’s College

1. Summary information

School St Francis Xavier’s College

Academic Year 2016/17 Total PP budget £211,310.00PP+ £36,100.00= £247,410.00

Date of most recent PP Review 9/3/2017

Total number of pupilsY7: 196Y8: 199Y9 : 192Y10:186Y11:191

964 Number of pupils eligible for PPY7: 60 (31%)Y8: 54 (27%)Y9: 55 (29%)Y10: 47 (25%)Y11: 43 (23%)

259 (27%) Date for next internal review of this strategy

May 2017

2. Current attainment

Pupils eligible for PP (school) Pupils not eligible for PP (national average)

% achieving 5A* - C incl. EM (2015/16 only) (Dashboard) 43.0% 58% Nat Boys / 69% Nat other

% achieving expected progress in English / Maths (2015/16 only) E: 63.4%/ M: 46.3% 75.8%/73.4% Nat Other

Progress 8 score average (Dashboard) -0.63 -0.12 Nat Boys / 0.12 Nat Other

Attainment 8 score average (Dashboard) 38.75 47.11 Nat Boys / 52.56 Nat Other

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3. Barriers to future attainment (for pupils eligible for PP including high ability)

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

A. Leadership: The impact of leadership on pupils’ achievement needed to be strengthened. Ofsted February 2016

B. Teaching & Learning: The quality of teaching and learning was inconsistent across subject areas & Teaching Assistants were not always fully utilised to support disadvantaged pupils. Ofsted February 2016

C. Progress: Disadvantaged pupils progress towards expected grades was lower than other pupils, particularly in Science and Maths. Ofsted February 2016

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

D. Attendance: Disadvantaged pupil’s attendance was lower than Other pupils and persistent absence is high for Disadvantaged pupils. Raise

4. Outcomes

Desired outcomes and how they will be measured Success criteria

A. Leadership:For governors to provide more robust challenge to the headteacher and senior leaders for the progress of different groups of disadvantaged pupils, particularly the most able and those with special educational needs.

Good teaching skills are Identified and shared widely and frequently across the college.

Leadership of special educational needs is improved the academic support for disadvantaged pupils who have special educational needs or disabilities is consistently good across the college.

Teachers consistently apply the college’s marking policy so that disadvantaged pupils know what they need to do to improve.

Literacy teaching is co-ordinated well across the curriculum so as to improve disadvantaged pupil’s literacy skills.

Good opportunities are created for disadvantaged pupils to read widely and often across the college.

Governors provide robust challenge to the headteacher and senior leaders for the progress of different groups of disadvantaged pupils, particularly the most able and those with special educational needs.

Improved consistency of Teaching and Learning across Departments. Regular (at least half termly) opportunities for teachers to share good practice and

develop their teaching skills are provided. Strong systems in place to boost teacher’s skills and secure improvements in

disadvantaged pupil’s achievement. Support for disadvantaged pupils who have special educational needs or disability is

improved and a consistent approach across all subjects is achieved. The school marking and feedback policy is applied consistently by teachers and regular

opportunities to accelerate disadvantaged pupil’s progress are provided. Pupils’ understanding of spelling, punctuation and grammar is effectively developed

across all subjects because all teachers follow the marking policy. Literacy is well co-ordinated and promoted well across the college; pupils’ skills are well

developed. Strategies to improve pupils’ literacy have a wide impact. Reading is actively promoted across the college and there are effective initiatives to

develop and support reading strongly across the college. Pupils with low reading skills are identified and supported to remove barriers to learning.

B. Teaching & Learning:All curriculum areas will provide consistently good and better quality teaching and learning and provide interventions to ensure that Disadvantaged pupils make progress in line with Other pupils, with a focus on:

Improved consistency of Teaching and Learning across Departments. Regular (at least half termly) opportunities for teachers to share good practice and

develop their teaching skills are provided. Strong systems in place to boost teacher’s skills and secure improvements in pupil’s

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• High expectations• Targeted questioning• Promoting thinking, discussion and communication skills• High quality marking and Feedback• Challenge• Literacy skills

Pupil assessment information is used to plan learning which fully meets the needs of all groups of disadvantaged pupils, including the needs of the most-able.

Work set for all disadvantaged pupils consistently provides a high level of pace and challenge.All teachers have high expectations of the quality of disadvantaged pupils’ work in all subjects and all year groups.

There is a stronger reading culture and the importance of reading is raised across the college.

achievement. Improved quality of teaching across the school which captures pupil’s interest and

encourages a thirst for learning. Learning walks and lesson observations identify specific improvements in Marking and

Feedback, questioning and challenge for Disadvantaged students. Disadvantaged students are challenged in lessons and this is demonstrated in the % of

Disadvantaged pupils working on or above Expected Grade at each Data Collection Point/Termly Reporting Point.

The % differences between Disadvantaged and Other pupils in key headline measures will diminish further at each Data Collection Point/Termly Reporting Point.

Literacy levels across all curriculum areas improve as highlighted in work scrutinies.

C. Progress: The progress and achievement of Disadvantaged students will improve, particularly in Mathematics and Science

Disadvantaged pupil’s achievement is improved. Progress 8 and Attainment 8 scores together with the proportion of Disadvantaged pupils obtaining English and Maths threshold are in line with National averages.

All school leaders act swiftly to bring about the necessary improvements in Disadvantaged pupils’ achievement.

School data for disadvantaged pupils shows a consistent trend of improvement in both attainment and progress.

School data shows that Disadvantaged high prior attaining pupils make good progress consistently across all subjects

Disadvantaged pupils’ progress improves across the college, particularly for disadvantaged pupils in English, Mathematics and Science and is at least in line with that of pupils nationally.

An increased number of disadvantaged pupils make expected progress and more than expected progress in English and Mathematics.

The difference between the % of disadvantaged pupils and Other pupils working on or above expected grades in all subjects and all year groups is diminished after each Data Collection Point/Termly Reporting Point

Disadvantaged pupils, who have special educational needs or disability, make expected progress.

D. Attendance: Disadvantaged pupil’s attendance rates will improve and Disadvantaged pupils persistent absence rates will reduce. Whole school attendance will improve in line with national averages.

An increase in the attendance of Disadvantaged pupils. A reduction in the persistent Absence % of Disadvantaged pupils

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5. Planned expenditure

Academic year 2016/17

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.

i. Quality of teaching for all

Desired outcome Chosen action/approach Evidence & rationale for choice

Ensuring Good Implementation

Staff lead Review of implementation

To identify and share good teaching skills widely and frequently across the college (POAP 1.2)

Review learning and teaching data and identify any areas of underperformance in the Disadvantaged cohort in terms of quality of teaching. Provide support as necessary with involvement of middle leaders.

Implement INSET programme to develop skills in Google Apps for Education (tiered Advanced, Intermediate and Novice sessions).

Develop Inset Programme – Staff to join forums and set up Google Classrooms.

Develop Google+ community for Teaching and Learning. Publish weekly Electronic Teaching and Learning bulletin. Teaching and Learning to appear as a standing item on

Academic Council Agendas Identify strong practitioners with skills in the areas of; higher

order questioning skills, differentiation strategies, pace and challenge and develop a programme to disseminate good practice.

Formalise weekly School Led Training Programme to share good practice by producing a calendar and providing all staff access to the training if they wish to participate(available to all teaching staff, NQTs, ITTs and support staff).

Use half termly Departmental scorecards to identify strengths in various areas of Teaching and Learning. Leadership Team to pair up departments to share good practice (Departmental Buddy Scheme).

Performance management for 2016-17 to include a whole school target related to sharing good practice in Teaching and Learning.

Areas highlighted for improvement in most recent Ofsted inspection. Ofsted February 2016

The quality of teaching, learning and assessment across the college was inconsistent and had declined since the last inspection.

Teachers did not always plan work that is challenging and well matched to meet pupils’ individual needs. This was especially apparent for most-able pupils.

Teaching did not always capture pupils’ interest and encourage a thirst for learning.

Leaders had not established strong systems to boost teachers’ skills and secure improvements in pupils’ achievement.

Actions and approaches also echoed in School Post Ofsted Action Plan.

Monitored half termly by SLT

Monitored Termly by Governors at Governors monitoring meetings and individual meetings with Link Governors.

KLP/PES/LHH

LHH/LAN/PES

LHH

LHH

LHH

LHH

PES/KLP

GFS

Reviewed at half termly Governors Monitoring Committee Meetings

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To ensure that teachers consistently apply the college’s marking policy so that disadvantaged pupils know what they need to do to improve (POAP 1.4)

Develop and implement new marking policy. Purchase class sets of purple pens for all staff. Quality assure implementation of the new marking policy via

school schedule of focussed learning walks, book scrutinies and lesson observations focussing on Disadvantaged pupils of various grouping. (Staffing provided to enable Leadership group to undertake learning walks and work scrutinies – associated cost of cover for inclusion/mops where required).

Leadership Group review the use of and impact of the new marking policy via book scrutinies and learning walks. Monitor standard of presentation in books, quality of feedback and support to be provided to staff where appropriate. Act upon areas where presentation and quality of feedback unsatisfactory and marking policy not applied by revisiting staff as necessary.


Teachers did not consistently apply the college’s marking policy. Their feedback was not always effective in helping pupils to improve their skills.

Not all teachers had high expectations of pupils; they did not insist that pupils’ work is of a high standard.


The difference in performance between disadvantaged pupils and other pupils both internally and against national measures needed to be diminished.

Monitored half termly by HoDs, Line managers and Leadership Team during learning walks and targeted work scrutinies.


RCK/LHH

LHH

Leadership Team

Leadership Team


To ensure that literacy teaching is co-ordinated well across the curriculum so as to improve disadvantaged pupil’s literacy skills (POAP 1.5).

Renew subscription to National Literacy Trust Undertake an audit of Literacy across the curriculum by

sampling pupil books and identifying areas of weakness and common errors. Subject leaders to audit a sample of books for specific technical language issues.

Identify key themes to develop as a result of audit. Review and revise the Literacy policy. Deliver twilight INSET to all staff based on key themes

identified through audit. Implement new Literacy policy and combined marking policy. Quality assure implementation of the new Literacy policy

including evidence of extended writing to assist all pupils but particularly the Disadvantaged and more able in preparation for harder external examinations via school schedule of learning walks, book scrutinies and lesson observations.


Literacy and reading were not promoted well across the college; pupils’ skills were underdeveloped.

Monitored half termly by HoDs, Line managers and Leadership Team during learning walks and targeted work scrutinies.

Monitored Termly by Governors at Governors Monitoring Meetings and individual meetings with Link Governors.

RCK

RCK, HoDs

RCK,

RCK

RCK

All staff

Leadership Team


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Use pupil’s assessment information to plan learning which fully meets the needs of all groups of pupils, including the needs of the most-able. (POAP 2.1).

Develop questions analysis proformas to assist HoDs and Classroom teachers with the analysis of results TRIP/DCP sheets and Summary of disadvantaged performance and differences after each assessment period

Calendar a series of departmental data meetings to review results and analyse Disadvantaged performance after each reporting period. All HoDs to summarise departmental interventions and support or underperforming disadvantaged pupils

Develop new assessment policy to outline revised assessment mechanisms.

Bespoke assessment calendar for each department and each year group.

Quality assure all assessments; HoDs to submit copies of all assessments for moderation.

Use of SFX programmes of study descriptors to record progress/inform teacher assessment decisions.

Half Termly reporting period used to populate Sims, reported to parents on termly basis. LT use half termly assessment results to monitor Disadvantaged pupil progress and report to Governors (see Assessment policy for details)

Annual exam week for each year group. Baseline Y7 using CATs


Not all teachers had high expectations of pupils; they did not insist that pupils’ work was of a high standard.

Teachers did not always plan work that was challenging and well matched to meet pupils’ individual needs. This was especially apparent for most-able pupils.


Monitored half termly by Leadership Team.


PES/KLP

PES

PES

PES

HoDs

Classroom Teachers

PES/KLP

PES/BPR/GFS/KFY


Total budgeted cost £49,948.34

ii. Targeted support6

Desired outcome

Chosen action/approach Evidence & rationale for choice


Staff lead Review of implementation

Improve Disadvantaged pupils’ progress across the college, particularly in science and mathematics, so that it is at least in line with that of pupils nationally (POAP 3).

Analyse SISRA usage by HoDs, CoLs, KS CoLs and all classroom teachers. Plan and organise further CPD on SISRA.

HoDs to continue to track disadvantaged progress vertically (i.e. across subject classes in year group) after every DCP/TRIP. HoDs put strategic and concise intervention plans in place (Assess, Plan, Do, Review) after every DCP/TRIP for those Disadvantaged pupils most at risk. HoDs and Classroom teachers work with pupils and contact parents if necessary, to address underachievement.

AHT (data) to analyse horizontal progress of Disadvantaged pupils (i.e. across all subjects) after every DCP/TRIP and publish strategic report, contact KSCoLs, CoLs and FTs.

KS Cols and CoLs to look at horizontal Disadvantaged progress after each RP. KS Cols to identify bottom 20 in each year group CoL takes 11-20 KS Col takes bottom 10. KSCoLs and CoLs put strategic and concise intervention plans in place (Assess, Plan, Do, Review) after every DCP/TRIP for those Disadvantaged pupils most at risk (discussion, letters home, meeting with parents). KSCoLs to analyse horizontal progress of LAC pupils in year groups 7-11 after every RP and publish strategic report after every RP highlighting any pupils at risk, summarise this in PEP document.

Form tutors to monitor horizontal progress of Disadvantaged pupils in their form group using Sisra after every DCP/TRIP and provide targeted support for bottom 3 (10%).

AHT to analyse vertical progress of Disadvantaged pupils in every department after every DCP/TRIP and highlight departments where pupils are not making expected progress. Share with Line managers/Leadership team. Leadership Team put strategic and concise intervention plans in place (Assess, Plan, Do, Review) after every DCP/TRIP for any underachieving departments they line manage.

AHT High Attainers to analyse overall vertical progress of Disadvantaged pupils in every department after every DCP/TRIP and highlight departments where pupils are not making expected progress. Share with Line managers/Leadership team. Leadership Team put strategic and concise intervention plans in place (Assess, Plan, Do, Review) after every DCP/TRIP for any underachieving departments they line manage.

Executive Headteacher to analyse horizontal progress of Disadvantaged pupils in every year group after every AP and publish strategic report outlining those pupils most at risk and departments where there are issues with lost progress using flight path data. Put strategic and concise intervention plans in place e.g. contact parents, staff meet with specific pupils (Assess, Plan, Do, Review) after every RP for those most at risk.

SENCO to analyse horizontal progress of Disadvantaged SEND in every group after every RP and publish strategic report, contact parents, staff meet with specific pupils.

Revision guides and stationery supplies to be sold at a discounted cost to Disadvantaged pupils at Y6 induction Day and Y10 meetings, order forms to be distributed to Y11 for ordering replacements. Increase the range of stationery sold in the LRC.

Provision of sets 2.5 in English, Maths and Science Undertake a Science Review in collaboration with LSIP Homework club provision for Disadvantaged pupils Breakfast Provision for Y11 pupil premium boys on Eng./Maths /Science exam days Easter Revision; booster classes and intervention sessions across all subject areas at KS4


Gaps between disadvantaged pupils and others in the college were not closing rapidly enough at Key Stage 4, particularly for mathematics and science.

Pupils’ achievement required improvement. Too many pupils, over a number of years, had not made enough progress in Mathematics andEnglish. Current pupils’ progress (February 2016) was not improving swiftly enough.

The quality of teaching, learning and assessment across the college was inconsistent and had declined since the last inspection. Leaders had not established strong systems to boost teachers’ skills and secure improvements in pupils’ achievement.

Monitored half termly by HoDs, Line managers and Leadership Team following TRIP/DCP data analysis.


PES/PDS

PES/KLPLeader GroupHODs

PES/KLP

CoLs and KSCoLs

Form Tutors

KLP

JLD

LRN

SMD

LHH/RPE

GFS

LRN/LSIP

DCS

At each half termly Governors Monitoring Committee Meetings

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To improve Literacy and Numeracy levels of post catch up Disadvantaged pupils in Y8-11.

Regular 1: 1 and small group Intervention for pupils who were catch up or came in on a score of below 100 or who have Low reading and spelling scores or Lower PA pupils who are not making expected progress

Regular 1: 1 and small group Numeracy Intervention for pupils who were catch up or Lower PA pupils who are not making expected progress

Literacy Co-ordinator to provide whole school strategies and programme of activities to ensure all staff are competent and trained to address misconceptions and all staff and pupils are confident and competent in key concepts.

Numeracy Co-ordinator to provide whole school strategies and programme of activities to ensure all staff are competent and trained to address misconceptions and all staff and pupils are confident and competent in key concepts.


Pupils’ achievement required improvement. Too many pupils, over a number of years, had not made enough progress in Mathematics andEnglish. Current pupils’ progress (February 2016) was not improving swiftly enough.

Monitored half termly by SENCO, Literacy and Numeracy Co-ordinators and Leadership Team following TRIP/DCP data analysis.

Monitored Termly by Governors at Governors Monitoring Meetings and individual meetings with

SMD

SMD/MMN

RCE

NMR

At each half termly Governors Monitoring Committee Meetings

To support all Looked after and Post Care Pupils emotionally, socially and educationally by providing specific support, to raise their attainment and address their wider needs

Pupil Premium Plus Funding for CLA pupils will continue to be ring fenced and will be spent on an individual basis depending on academic priorities identified within each child’s PEP.Pupil Premium Plus Funding for post-care pupils will be ring fenced and will be spent on priorities identified during a meeting with the parent/primary carer/pastoral leaders or HoDs.

The school priority is to improve the educational and personal outcomes for this group of pupils and diminish the difference between LAC/Post care and Other groups of pupils.

Monitored by Virtual Headteacher externally and ACT/SCN/KLP Internally

ACT/SCN

KLP

At each PEP meeting with Social Worker/Virtual Headteacher


iii. Other approaches

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Desired outcome Chosen action / approach Evidence & rationale for choice


Staff lead

Review of implementation

To improve the leadership of special educational needs and intensify the academic support for pupils and those who have special educational needs or disabilities so that it is consistently good across the college (POAP 1.3)

SENCO to undertake a full SWOT analysis of provision and resources with Line manager.

SENCO to undertake a full review of SEND provision and create a concise, strategic SEND SEF (Self Evaluation Document).

SENCO creates a strategic Development plan after undertaking rigorous self-review, supported by Leadership Team.

Review Budget for SEN; create separate budget line for Catch up and SEN (both to be managed by SENCO). 41% £ contribution for SEN Disadvantaged pupils

SENCO and other SEND staff to undertake further CPD on SISRA and other Data analysis tools to ensure they are confident with data analysis at all levels and of all pupil groupings including Disadvantaged within the SEND cohort.

SENCO to monitor Disadvantaged SEND (S & K academic) pupil progress after each Assessment Period to identify further areas for focus/pupils who require closer monitoring or intervention. Plan and manage the intervention.

Re-structure staffing within the SEND department. Assistant SENCO/ highly skilled TA provision (TA for behavioural and emotional needs, TA for literacy, TA for numeracy)

Implement INSET programme to train all staff and further develop teachers’ understanding of how to support pupils with SEND.

HoDs to specifically focus on SEND, Disadvantaged and High Attainers, analysing data after each Assessment Period and put intervention plans in place (Assess, Plan, Do, Review).

All staff to use coding patterns when planning lessons/creating seating plans or matrix sheets for different groups of pupils to make sure the needs of different groups of pupils is accurately met. Investigate the system used in Science which could be used across the school.

The funding of four additional Educational Support Assistants to provide further learning support and pupil development for Disadvantaged pupils within both Key Stage Three and Key Stage Four.

Educational Support Assistants to provide support for individual pupils, provision for small group intervention, and support for the teacher, ensuring delivery of the full curriculum for all pupils.


Leadership of support for pupils who have special educational needs or disability required improvement. Pupils did not always receive appropriate support.

Monitored half termly by SENCO, Literacy and Numeracy Co-ordinators and Leadership Team following TRIP/DCP data analysis.


SMD/KFY

SMD/KFY

SMD

MBK

PES

SMD

LRN

LHH/SMD

PES/SMD/KLP/JLD

All Staff

Reviewed at each half termly Governors Monitoring Committee Meetings

To create good opportunities for pupils and learners to read widely and often across the college (POAP 1.6)

Audit reading opportunities across the college. Undertake work towards Liverpool Reads quality mark. Development of vision/mission statement for promoting a love of reading

across the college. Research initiatives to develop and support reading across the college. Introduce a range of strategies and initiatives to develop and support reading

across the college (Readathon, kindle project, world book day, visiting authors, paired reading, book day, and visits to Central Library, Calderstones Park, and Accelerated Reader programme). Review impact via lesson observations/lesson walks.

Literacy and reading were not promoted well across the college; pupils’ skills were underdeveloped. Opportunities for pupils to read were not well established or encouraged by teachers.

Monitored Termly by Governors at Governors Monitoring Meetings and individual meetings with Link Governors

RPEJLDRCE

Reviewed at each half termly Governors Monitoring Committee Meetings

9

To increase attendance rates for Disadvantaged students. (POAP 4)

EWO employed for extra hours each week (in addition to current 2 days) to liaise with parents and families in the 89-90% attendance group (red zone).

Early intervention with parents and students when students start not to attended or arrive late.

Participate in the Local Authority Attendance initiative. Week of attendance assemblies Train all Form Tutors in the use of SIMS Discover to monitor individual pupils

‘attendance. Attendance Officer to provide FTs with information regarding pupils causing concern in terms of absences for FTs to monitor.

Form tutors to provide timely intervention and chase up absence notes quickly and liaise with parents/Attendance Officer.

Collaborate and work with external provider Careers Direct to implement a 16 week outcome based project to improve attendance with a pilot group in Y9.

Celebration of good attendance and punctuality. Increased engagement with parents so that there is a good understanding of

the link between attendance and progress and achievement. Some extreme hardship payments will continue to be made for to families in

need to ensure all pupil premium pupils are in full uniform and have appropriate provision for travel with the aim of improving attendance and punctuality and reducing sanctions relating to uniform and attendance/punctuality.

Pupils’ persistent absence is higher than the national average.

Daily by Form Tutors

Weekly at pastoral and Leadership meetings.

KFYGBR/EWO

KFY

KFY

PES/PDSCoLs

Form Tutors

KFY

GBR

KLP

At each half termly Governors Monitoring Committee Meetings and Link Governor Meetings

To Increase engagement/self-esteem of Disadvantaged students.

Commando Joes Leadership and engagement programme to provide additional mentoring for Ever 6 FSM (Pupil Premium) group in Y7-9 to help pupils to develop organisation skills, resilience, teamwork and communication skills; to discuss problems and to help to raise self-esteem which will hopefully impact on attainment and improve progress related outcomes.

Pupil premium money will also be spent on professional counselling for those Ever 6 FSM (Pupil Premium) pupils as required.

Contribution towards a variety of initiatives including; Employability Interviews Y11; Heartstart Initiative Y7/Y9 refresher.

Continued funding of bids submitted on an individual basis: technical resources, including laptops; kindles; rewards; contributions to music tuition; educational trips; PE kits; individual pastoral support, and so on. In addition to this bids have been submitted for a range of other projects including; Reading clubs, GEMS clubs, Peer led friendship and social integration projects; beekeeping and horticultural projects; Hands–up community volunteering projects; craft clubs and financial support requested to support membership to community based groups e.g. scouts, cadets etc.

Nugent Care support for vulnerable boys; the school will continue to employ the services of a professional counsellor to support students in the identified group.

The spiritual, moral, social and cultural education of pupils is rich and varied; pupils’ experiences effectively promote their positive attitudes. This needs to be maintained

Monitored by Leadership Group

KLP

KFY/SMD/LGE/ KSCoLs

KLP

KFY/BPR/KS CoLs

Weekly pastoral meetings

At each half termly Governors Monitoring Committee Meetings and Link Governor Meetings

To provide effective CAG and opportunities to develop good employability skills for all Disadvantaged pupils.

28% towards additional mentoring and HE visits, CAG and for Disadvantaged High Attainers in KS4 to raise aspiration and to help to raise attainment and improve progress related outcomes

Career Planning @ approximately 28% contribution to ensure IAG provides

Leaders are keen to develop pupils’ employability skillsLeaders have a strong

Monitored by Leadership Group

JLD/ADS

ADS/KFA

Annual analysis of Destinations measures and NEET figures

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each pupil identified as Disadvantaged has appropriate guidance Disadvantaged Year 10 pupils to receive one-to-one interviews with an

independent careers adviser to ensure that they are fully briefed on the skills and qualifications they need to succeed in their next steps.

All disadvantaged Year 10 pupils to complete a curriculum vitae and take part in ‘practice interviews’ with external employers.

Careers conventions will be provided attended by a wide range of providers to support the aspirations of Year 10 pupils and post-16 learners.

grasp on pupils’ aspirations and ensure that appropriate steps are put in place to support successful destinations of all pupils. Ofsted 2016

Destination measures for Disadvantaged pupils exceed national measures in all categories; It is vital that this is maintained

ADS/KFA

ADS/KFA

ADS/KFA


6. Review of expenditure

Previous Academic Year

i. Quality of teaching for all

Desired outcome Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned(and whether you will continue with this approach)

Cost

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Intervention and Tuition for pupils - Maths & English

Targeting funding per pupil has not been effective in terms of amount of expenditure and although there was a small impact, it was not possible to provide sustained intervention for a sufficient amount of pupils for the IMPACT to justify the expenditure.

This will not repeated as 1:1 provision. Literacy and Numeracy interventions will now be more widespread Y7-11 and co-ordinated by SMD (SEND) and MMN (Maths). Small group focused tuition and withdrawal interventions will be provided by volunteers, Maths and English specialists (in school) and TA’s (EEF One to one tuition - Moderate impact for high cost, based on extensive evidence. +5 Months Impact).

£20,000.00

Pupil Premium Intervention Co-ordinator

This role was created to monitor the impact of the Intervention tuition so will not be needed. In Future % funding relative to disadvantaged cohort to be devolved directly into SEND provision to focus on those pupils who were LOW PA on entry.

£5,622.00

Easter Revision / booster / intervention sessions across all subject areas

Good attendance at these sessions indicates that pupils value the provision and find it useful. It is difficult to quantify direct impact of this in isolation and there are too many other external factors.

This will continue but funding will be reduced. Easter provision for Y11 will continue but excess funding will be used to support learning and teaching and the quality of Marking and feedback throughout the academic year.

£4,286.00


Visiting speakers/Exam board visits and sessions

No quantifiable impact for the Disadvantaged pupils who participated.

This will not continue form the PP budget; funding will be removed as there is no quantifiable impact for the Disadvantaged pupils who participated. If departments wish to provide this type of intervention they will have to fund from departmental budgets. (EEF Individualised instruction Low impact for very low cost, based on

£1,000.00

Literacy Co-ordinator Internal difference is diminishing in English 3+ Levels of Progress. Indicating impact of this provision. Notably the Disadvantaged pupil’s progress has increased at a much faster rate than other pupil’s progress: Disadvantage +18.4% Other + 2.0%. Literacy focus has had an impact on this. Good opportunities for pupils and learners to read widely and often across the college are being provided. Literacy levels of post catch up Disadvantaged pupils in

This will continue as it was one of the areas highlighted for improvement in most recent Ofsted inspection “Literacy and reading are not promoted well across the college; pupils’ skills are underdeveloped”. RCK will work with RPE and JLD on achieving Reading Quality Mark and provide whole school strategies and programme of activities to ensure all staff are competent and trained to address misconceptions.

£3,266.00

Numeracy Co-ordinator

Internal difference is diminishing. 1:1, small group tuition and additional teaching sets employed to try to diminish the internal difference has shown an impact. Notably the Disadvantaged pupil’s progress has increased at a much faster rate than other pupil’s progress: Disadvantage +10.3% Other + 3.8%. RAISE Numeracy

This will continue as it was one of the areas highlighted for improvement in most recent Ofsted inspection “Gaps between disadvantaged pupils and others in the college are not closing rapidly enough at Key Stage 4, particularly for mathematics (and science)”. NMR to provide whole school strategies and programme of activities to ensure all staff are competent and trained to address misconceptions.

£3,266.00

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Revision Materials and subject specific support/resources

No quantifiable impact for the Disadvantaged pupils who received resources, difficult to ensure they are actually using them. Not sustainable given the high financial investment.

Resources will be sold for discounted price via Learning and Teaching budget rather than provided on a per pupil basis. Classroom resources will be published electronically on google classroom. Web based revision apps will be used to track usage.

£10,000.00

Contribution to sets 2.5 to address Maths/Eng./Sc 3 levels of progress

Internal difference in Maths is diminishing. Additional teaching sets employed to try to diminish the internal difference has shown an impact. Disadvantaged pupil’s progress in Maths has increased at a much faster rate than other pupil’s progress: Disadvantage +10.3% Other + 3.8%

Internal difference in English 3 LoP is diminishing. Additional teaching sets employed to try to diminish the internal difference has shown an impact.Disadvantaged pupil’s progress has increased at a much faster rate than other pupil’s progress: Disadvantage +18.4% Other + 2.0%

% £ contributions will be continued to support additional sets in Maths/English/Science in Y11

Further diminishing the difference in Maths and English 3+LOP is a continued focus for 2016-17 priorities. Interventions will be provided by Involving CoLs in monitoring progress, Form Tutor support, and after school intervention sessions to try to further close this difference in 2015-16. 3 A Revised Assessment policy will be implemented with 3 x Termly Reporting and Information Points (4 for Y11 and Y13) and 3 Data Collection Points each half term. These are analysed and presented at a whole staff data meeting to discuss results with specific department areas being closely monitored by PES/KLP/LRN.

Diminishing this difference and improving the % of Students in the Cohort Achieving the English Baccalaureate is a priority for 2016-17 priorities. The difference between School Disadvantaged and School Other decreased marginally by 0.4%. However the % of disadvantaged students Achieving the English Baccalaureate dropped by7.2% (compared to a drop of -8.4% for Other pupils). Internal difference diminished marginally.

Performance of Middle PA disadvantaged pupils in the science pillar is affecting progress measures. A science review has been undertaken and a full action plan is now in place.

£30,000.00

Curriculum support/resources to address 3 levels of progress Maths/English/Science

£3,000.00

Curriculum support/resources to address lower ability Maths/English/Science

No quantifiable impact for the Disadvantaged pupils who received resources, difficult to ensure they are actually using them. Not sustainable given the high financial investment.


£3,000.00

Breakfast Provision for Y11 pupil premium boys on Eng./Maths /Science exam days

Good attendance at these sessions indicates that pupils value the provision and find it useful. It is difficult to quantify direct impact of this in isolation and there are too many other external factors.

Easter provision for Y11 will continue. £1,000.00

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Leadership and management % contribution

This will continue and % £ contribution will be expanded to encompass other leadership roles within school to focus on improving provision for disadvantaged pupils in all key areas:

Improving the Learning experience and Teaching of Disadvantaged pupils (incl. Marking and feedback)

Improving Attendance and Behaviour of Disadvantaged pupils Improving High PA pupil’s progress. Improving SEND/Low PA pupil’s progress. Improving the quality of data and assessment for Disadvantaged pupils Investing in the leadership and delivery of Careers Education to maintain

excellent destination measures for disadvantaged pupils

£14,043.40

CPD provision for staff This will be encompassed into Learning and Teaching and will be provided.


£1,000.00

Data Analysis Tools to ensure improved data tracking

This needs more expansion to enable the Post Ofsted action plan to be implemented

This will be encompassed into the leadership contribution for improving the quality of data and assessment for Disadvantaged pupils so funding will not continue in its current manner.

£1,794.00

Cost of Improving the Quality of Teaching for All£101,277.40

ii. Targeted support

Desired outcome Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.


Cost

To support all Looked after and Post Care Pupils emotionally, socially and educationally by providing specific support, to raise their attainment and address their wider needs

Support for music lessons and resources

Looked after Disadvantaged pupil engagement very positive, however no discernible different impact in Disadvantaged pupils compared to other pupils.

Will be continued but not in current format, if pupil shows an aptitude and Music and/or chooses for GCSE support will be written into PEP and funding allocated from PPPlus budget.

£2,000.00

PP Plus spending Post Care Ring fenced

Not repeated – Little evidence of quantifiable impact despite focussed financial support and intervention.

The funding will be used to support learning and teaching directly particularly in Mathematics/English and Science. Individual pupils will be financially supported following analysis of individual need via academic and pastoral requests and referrals 16. (EEF One to one tuition - Moderate impact for high cost, based on extensive evidence. +5 Months Impact).

£22,800.00– changes each year depending upon numbers

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Ring Fenced PP Plus spending LAC (PEP dependent)

This funding is ring fenced and will continue to be managed in this manner to comply with various authorities’ requirements.

Provision will be negotiated based on academic performance at termly PEP meetings with the Virtual Headteacher/Carer and Social Worker.

£13,300.00 – changes each year depending upon numbers

To provide academic support for disadvantaged pupils and those who have special educational needs or disabilities

4 x TA support for Low PA/SEND Disadvantaged pupils

Little evidence of quantifiable impact despite focussed support. Ofsted indicated that Pupils do not always receive appropriate support, so % contribution will be made directly to SEN to use in a wider manner.

This will not repeated in this manner; targeting funding per TA/per pupil has not been effective in terms of amount of expenditure and it is difficult to quantify impact. The funding will be used to support learning and teaching directly particularly in Mathematics/English and Science and % contribution made directly to SEN. Individual pupils will be financially supported following analysis of individual need 31. (EEF Teaching assistants Low impact for high cost, based on limited evidence. +1 Months Impact).

£50,571.36

Cost of Targeted Support £88,671.36

iii. Other approachesDesired outcome Chosen

action/approachEstimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.


Cost

To increase attendance rates for Disadvantaged students.

EWO % Contribution Overall Absence measures for Disadvantaged pupils show a positive trend. 2015 Raise % Absence 9.4%v7.7% Nat. 2016 Raise % Absence 8.0% v7.2% Nat, difference is diminishing. The persistent absentee % cannot be compared directly to 2015 as the measure changed from 15% to 10%;

This will be continued and expanded with EWO hours increased next year 27% contribution £5,935.95and an additional 27% contribution towards attendance officer to focus on Disadvantaged £5,221.26.

£5,000.00

Attendance Initiative This will be continued led by KFY; it will be reduced to focus on the key times in the academic year when attendance patterns indicate a sig increase in absence%.

£1,000.00

Pupil Transport Several termly bus passes were issued at a considerable cost to a small group of post care and LAC and pupils with significant attendance/hardship issues. Several pupils lost the bus passes at considerable replacement costs. Funding has been directed to increase EWO and Attendance officer hours and duties instead.

Not to be continued. Reduced Emergency travel provision for pupils with significant attendance and hardship issues only (identified by EWO/Attendance officer).

£2,000.00

Uniform Hardship payments

Ensuring all pupils have appropriate School shoes and full uniform continue to be a focus for CoLs, however there was no evidence of this provision being linked to increased attendance or improved behaviour, although uniform detention for a minority group in receipt of provision was have been reduced.

Not to be continued – Reduced Emergency provision only (EEF School uniform very low or no impact for very low cost, based on very limited evidence. 0 Months Impact). Sets of school shoes (sizes 3-13) and sanitising spray have been provided for each CoL to be distributed on loan for those pupils wearing trainers to reduce uniform detention.

£2,000.00

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To Increase engagement/self-esteem of Disadvantaged students.

Commando Joe’s Confidence and engagement increased, behaviour is positive in the cohort, however is having a negative impact on core subjects as some boys are being withdrawn too much for Lit/Num intervention and Commando Joe missing too many taught sessions 2 days per week.

To be continued but will be reduced provision of one day at £11,000.00 as outcomes are not relative to expenditure (EEF Outdoor adventure learning - Moderate impact for moderate cost, based on limited evidence. +3 Months Impact).

£22,000.00

Nugent Care support for vulnerable boys

Has had a positive impact on disadvantaged pupils who have been referred but due to the changing % of Disadvantaged referrals it is not financially viable to fund 100% from Pupil Premium budget. 27%

To be continued but reduced provision to % cost of Disadvantaged cohort (27%) £2,653.00 14. (Social and emotional learning Moderate impact for moderate cost, based on extensive evidence. +4 Months Impact).

£9,200.00

Contribution towards Heartstart Initiative Y7/Y9 refresher

Pupil engagement very positive, all pupils confident in delivering Heartstart, however no discernible different impact in Disadvantaged pupils compared to other pupils.

Not to be continued. There was no measurable impact for Disadvantaged pupils. In future it will be delivered within PSHCSE and Citizenship provision (EEF Individualised instruction Low impact for very low cost, based on moderate evidence. +2 Months Impact.

£500.00

Contributions towards daily nurture groups and clubs

Disadvantaged pupil engagement very positive, however no discernible different impact in Disadvantaged pupils compared to other pupils.

Not to be continued in this manner. In Future % funding relative to disadvantaged cohort to be devolved directly into SEND provision (EEF Aspiration interventions - Very low or no impact for moderate cost, based on very limited evidence. 0 Months Impact).

£1,000.00

Gardening Club Valued provision nominated for several awards within the Archdiocese, vulnerable pupils feel safe and are engaged and enthused.

Not to be funded in this manner, can now self-fund but will continue – In Future % funding relative to disadvantaged cohort to be devolved directly into SEND provision

£1,000.00

Gems Initiative staffing and resources

Disadvantaged pupil engagement very positive, however no discernible different impact in Disadvantaged pupils compared to other pupils.

Not to be continued in this manner. In Future % funding relative to disadvantaged cohort to be devolved directly into SEND provision. (EEF Mentoring - Low impact for moderate cost, based on moderate evidence. +1 Months Impact).

£1,460.00

To provide effective CAG and opportunities to develop good employability skills for all Disadvantaged pupils.

Career Planning All destination figures are better than National Disadvantaged and National All ( RAISE)

Will be continued but funding will be directed in a slightly different manner; increased hours for Careers Advisor Disadvantaged contribution of 27% = £ 4,800 and Disadvantaged contribution of 27% for Career planning (internal) = £2,211.57.

£3,000.00

Contribution towards Employability Interviews Y11

All destination figures are better than National Disadvantaged and National All (RAISE).

Yes but funding will be directed in a slightly different manner; this will be absorbed into responsibilities of career planning: increased hours for Careers Advisor Disadvantaged contribution of 27% = £ 4,800 and Disadvantaged contribution of 27% for Career planning (internal) = £2,211.57.

£500.00

Contribution towards Future Focus Day activities

Disadvantaged NEET figures are 50% lower than National all (RAISE)

£500.00

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Laptops contribution This was a trial, to improve participation and KS4 participation in Design Technology. This has been successful with good results for Design Technology and ICT (1.8 Green RPI Raise 2016).

Funding not to be continued from this source, lease provision will be funded from central budget. (EEF Digital technology - Moderate impact for moderate cost, based on extensive evidence. +4 Months Impact).

£10,000.00

Cost of Other Approaches

Total Budgeted Cost

£59,160.00

£249,108.76

Internal Impact of 2015-16 Spending Relative to RAISE PrioritiesThese areas were identified as an area of priority for specific attention in terms of funding for 2015-16 after analysing data from 2014-15 RAISE. The analysis compares School Disadvantaged vs. School Other. These outcomes have influenced spending and priorities for 2016-17.

Area 2013_14Difference between

DIS and Other

2014_15Difference between

DIS and Other

2015_16Difference between

DIS and Other

Comments/Contextual Information

Maths 3+ Levels of Progress

2013_14 Disadvantaged (Ever 6 FSM/PP) 19.0%2013_14 Other 51.0%Difference -32.0%



Internal difference is diminishing. 1:1, small group tuition and additional teaching sets employed to try to diminish the internal difference has shown an impact. Notably the Disadvantaged pupil’s progress has increased at a much faster rate than other pupil’s progress: Disadvantage +10.3% Other + 3.8%Further diminishing the difference in Maths 3+LOP is a continued focus for 2016-17 priorities. Interventions will be provided by Involving CoLs in monitoring progress, Form Tutor support, and after school intervention sessions to try to further close this difference in 2015-16. 3 A Revised Assessment policy will be implemented with 3 x Termly Reporting and Information Points (4 for Y11 and Y13) and Data Collection Points each half term. These are analysed and presented at a whole staff data meeting to discuss results with specific department areas being closely supported and monitored by SLG.

English 3+ Levels of

2013_14 Disadvantaged (Ever 6 FSM/PP) 38.0%



Internal difference is diminishing. Further diminishing the difference in English 3+LOP is a focus for 2016-17 priorities. Notably the Disadvantaged pupil’s progress has increased at a much faster rate than other pupil’s

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Progress 2013_14 Other 68.0%Difference -30.0%

2014_15 Other 68.0%Difference -23.0%

2015_16 Other 70.0%Difference -6.6%

progress: Disadvantage +18.4% Other + 2.0%Interventions will be provided by Form Tutor support, individual mentoring and support and after school intervention sessions to try to further close this difference in 2016-17. An additional set 2.5 was created to create parity with Maths and Science. Interventions will be provided by Involving CoLs in monitoring progress, Form Tutor support, and after school intervention sessions to try to further close this difference in 2015-16. 3 A Revised Assessment policy will be implemented with 3 x Termly Reporting and Information Points (4 for Y11 and Y13) and Data Collection Points each half term. These are analysed and presented at a whole staff data meeting to discuss results with specific department areas being closely supported and monitored by SLG.

Average Total Capped 8

2013_14 Disadvantaged (Ever 6 FSM/PP) 253.82013_14 Other 309.5Difference -55.7



Internal difference is diminishing. Diminishing this is a continued focus for 2016-17 priorities. Is should be noted that the Average Total capped 8 improved on 2015 results. Notably the Disadvantaged pupil’s capped 8 has increased at a much faster rate than other pupil’s progress: Disadvantage +8.7% Other + 0.9%

Average Grade Per Student (Capped at Best 8)

2013_14 Ever 6 FSM(PP) D2013_14 Non PP CDifference -1.0 (full grade)

2014_15 Ever 6 FSM(PP) D+2014_15 Non PP C+Difference -1.0 (full grade)

2015_16 Ever 6 FSM(PP) D+2015_16 Non PP CDifference -0.5 (half grade)

Internal difference is diminishing. Diminishing this difference is a continued focus for 2016-17 priorities, however it should be noted that the difference is the lowest since 2013 at half a grade. The Average Grade per Student remained constant from 2015 results: Disadvantage = D+ vs Other = C

Students with 5 x A*-C

2013_14 Disadvantaged (Ever 6 FSM/PP) 40.0%2013_14 Other 63.0%Difference 23.0%



Internal Difference increased. This will be a priority are for 2016-17, focussing specific attention on those students working below Expected Grade at teacher and departmental level and with a whole school focus on improving Learning and Teaching for all. The difference between School Disadvantaged and School Other increased by 3.1%. The % of disadvantaged students with 5 x A*-C also dropped by -3.5% compared to a drop of 0.4% for other pupils.

Students with 5 x A*-C inc English & Maths

2013_14 Disadvantaged (Ever 6 FSM/PP) 31.0%2013_14 Other 53.0%Difference-22.0%

2014_15 Disadvantaged (Ever 6 FSM/PP) 34.0%2014_15 Other 57.0%Difference -23%


Internal difference is diminishing. Diminishing this difference is a continued focus for 2016-17 priorities. The difference between School Disadvantaged and School Other decreased significantly (halved) by 11.8%. The % of disadvantaged students with 5 x A*-C inc English and Maths also improved by 7.5% compared to a drop of -4.3% for Other pupils.

Students in Cohort Achieving the English Baccalaureate

2013_14 Disadvantaged (Ever 6 FSM/PP) 13%2013_14 Non PP 23.0%Difference-10.0

2014_15 Disadvantaged (Ever 6 FSM/PP) 18.0%2014_15 Non PP 29.0%Difference -11.0%

2015_16 Disadvantaged (Ever 6 FSM/PP) 9.8%2015_16 Non PP 20.6%Difference -10.6%

Internal difference diminished marginally. Diminishing this difference and improving the % of Students in the Cohort Achieving the English Baccalaureate is a priority for 2016-17 priorities. The difference between School Disadvantaged and School Other decreased marginally by 0.4%. However the % of disadvantaged students Achieving the English Baccalaureate dropped by7.2% (compared to a drop of -8.4% for Other pupils).

7. Additional detail* Please Note: Evidence and rational for the choice of strategies and approaches/planned expenditure outlined on Pages 4-11 have been driven by, and are linked directly to the priorities identified for improvement in the school’s most recent Ofsted inspection report (February 2016). It must be noted that significant progress is being made in all of these areas and this is monitored and reviewed termly by the Governor’s Monitoring committee. The Barriers targeted in this report and Evidence & Rationale for choice were identified post Ofsted during the period February 2016 - July 2016. This document will be updated to reflect this progress in September 2017 when the new strategy document is published and does not reflect the progress made to date this academic year.

The Pupil Premium strategy is reviewed regularly during termly meetings with the Link Governor for Pupil Premium Mr D. Delaney. During these meetings data from the most recent DCP or TRIP is analysed at

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both whole school level and department level by year group to identify any areas of underperformance relative to expected grades and the progress and attainment of Disadvantaged pupils in current year groups is compared with the 2016 progress and attainment as published in RAISE online.

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