St Thomas More Catholic School Pupil Premium Plan
What is Pupil Premium in the light of our values at St Thomas More Catholic School?
Pope Francis June 2019 : Catholic News Agency
“Scripture constantly speaks of God acting on behalf of the poor. He is the one who ‘hears their cry’ and ‘comes to their aid’; he ‘protects’ and ‘defends’ them; he ‘rescues’ and ‘saves’ them... Indeed, the poor will never find God indifferent or silent in the face of their plea.”
He said it is the obligation of the Christian to care for those who are vulnerable, because Christ identifies with those in poverty. Therefore it is an important part of our Mission at St Thomas More Catholic School.
With this in mind at St Thomas More School we are committed to the care and success of every pupil in a way that is rooted in the values of the gospel. Where students struggle with the weight of poverty or disadvantage we harness the PP funding so that through the educational opportunities that we provide we may support them in an ongoing way.
This support takes the form of planned spending of the PP money to ensure that students have every opportunity to flourish in the learning environment at St Thomas More School. So, PP money is used to enable support for individual students through intervention as well as to retain where possible a low student teacher ratio to enable bespoke packages with individuals. To this end the PP spend is both individual and general, always with a strong focus on the impact of the spending.
(Please see the spend document and impact documents)
Who is eligible?
Pupil Premium was introduced in April 2011 and is allocated to students who are in one of the following categories…
· Children who are Looked After (LAC);
· Children who are currently eligible for Free School Meals;
· Children who have received Free School Meals in the last six years (Ever 6 children);
· Children who are within a service family;
· Children adopted from care, or children who have left care under Special Guardianship order since December 2005 (Pupil Premium Plus) - since April 2014.
We encourage therefore all our families who are struggling financially to apply for Free Schools Meals. Please use the link below in order to make an application or feel free to make an appointment at school in order to seek further clarification
https://www.bedford.gov.uk/schools-education-and-childcare/education-grants/free-school-meals/
Pupil Premium Spending Evaluation of Impact 2017-18
|
AREA |
COST |
INTENDED IMPACT |
EVALUATION OF STRATEGY |
|
STAFFING ENGLISH AND MATHS: Intervention small groups – additional subject specific LSA staff in English and Maths
Teachers i/c PP in English and Maths |
2x£19000 £38,000
£2500 £2500 |
For all PP students to achieve expected target grades and to close the gap between them and non- pupil premium students |
Additional LSA support in Maths and English allowed SEND PP students to access curriculum more confidently; providing them with one-to-one support and guidance in lesson time. Results for SEND PP students in English and Maths combined showed improvement from 2016-17 results.
Literacy and Numeracy coordinators have enabled PP students to have specific intervention to develop these areas e.g. Literacy and Numeracy intervention groups, booster sessions, Accelerated Reader programme in English and access to a range of online Numeracy sites. Literacy and Numeracy Evening held in November provided parents with resources and strategies to support their son/daughter at home |
|
MENTORING:
|
£2500 £21,000 £5000 £2500 |
Students to have improved self- esteem and a clear focus on achieving the best academic results. All to access excellent careers guidance |
Was successful at providing students with one-to-one mentoring support and guidance. Focused on helping students to set up revision timetables and develop strategies of how to revise Provided peer support to help with PP students’ emotional well being Academic mentoring provided students with the opportunity to set themselves targets for individual subject areas |
|
TRANSPORT:
|
£5000
|
All vulnerable students are able to access all extra-curricular activities |
Allowed PP students to attend school, ensuring their attendance did not dip as a result of transport issues Paying for trips allowed students to access learning outside of the curriculum and enrich them as a person |
|
ABLE, GIFTED AND TALENTED:
|
£6,000 |
Students are enabled to aspire to achieving at the highest level and realise there is no ceiling to their success |
A number of departments saw an increase in the percentage of AG&T Pupil Premium students achieving grades 7-9 in their subjects as a result of such interventions. 3 subject areas beat their target % for 9-7 by more than 15% for PP students: Sociology (20% above target) Health and Social (25% above) Performing Arts (16% above)
|
|
PARENT WORKSHOPS:
|
£5000 |
Positive working partnership with parents so that they feel empowered to support their children in being successful at school |
% of PP students achieving 9-5 in English Language improved by 3% from 2017 From student voice feedback, it was evident that these evenings were effective at providing both parents and students with the understanding of how to support their child in their studies |
|
COURSES:
|
£2500 £5000 £1000 |
Clearly focussed support for identified students in both academic and pastoral areas |
Having a Pupil Premium Co-ordinator has allowed more focused and targeted intervention to take place for Pupil Premium students in all year groups Strategies are implemented and evaluated, using department data to monitor successes AMo presents at SLT each half-term with new strategies, evaluation of previous strategies and overview of department data Pastoral Leaders and Subject Heads work closely with AMo to support PP students in school, whether it be through teaching and learning, providing extra support/intervention, enabling students to access the curriculum outside of the classroom or working closely with students to ensure they can achieve the best they possibly can. |
|
INTERVENTION PLANS – NOTIONAL COST:
|
£7000
£5500 |
All students achieve at least their target grades at the end of Key Stage 4 |
Intervention strategies have provided PP students with the opportunity to develop their learning outside of the classroom environment Some of the successful strategies implemented include:
|
|
ALTERNATIVE CURRICULUM :
|
£20,000
|
Identified students have a bespoke package which enables them to access the curriculum and achieve positive results |
Emmaus has worked closely with students, completing extra work on Core subjects in Core study time. This has enabled PP students to focus achieving the best they possibly can in English, Maths and Science |
|
TRACKING ATTAINMENT:
|
£5000 £3000 |
Student progress is tracked with rigour so early intervention is put in place. |
Allows AMo to analyse data and put in place intervention strategies for particular students Close collaboration with Department Heads to celebrate successes and assess areas of improvement
|
|
CORE SUBJECTS EXTRA INTERVENTION: £5,000 - Maths £5,000 - English £5,000 - Science £5,000 - RE |
£20,000 |
Bespoke subject specific intervention strategies for students in addition to whole school strategies to ensure progress of PP students – see individual grids |
See individual grids from each core subject for evaluation of their specific strategies |
Pupil Premium Spending Statement 2018-19
|
Initiative |
Cost |
Intended Impact |
Evidence |
Actual Impact |
|
STAFFING ENGLISH AND MATHS: Intervention small groups – additional subject specific LSA staff in English and Maths
Teachers i/c PP in English and Maths Lead Teacher in Maths Intervention |
2x £19000= £38,000 £2500 £2500= £5000
£5000 |
For all PP students to achieve expected target grades and to close the gap between them and non- pupil premium students To provide small group tuition for PP students to enable them to received focus and targeted support in English and Maths To offer extra-curricular Literacy and Numeracy support to enable all learners to be confident in these areas of the curriculum |
Ongoing tracking of PP students by subject teachers and tutors Focus 5 to include PP students for key interventions Focus groups in place with evidence of monitoring Literacy and Numeracy intervention in English and Maths for all students Plans and meetings taking place to begin early interventions in Reading for Year 7 (SENDCO) PP students invited in Year 11 to Saturday Mocks to include personal feedback to signpost improvements SLT Link meetings to focus on PP students as part of the targeted conversations to retain a strong focus on this group and to hone pertinent interventions Learning Walk evidence of PP focus PP Day Watch to capture PP student voice
|
18% of Year 11 were PP students. Of this 18% 35 students were PP. The FFT 20 target for Attainment 8 for this group was 38. This group exceeded this target by gaining 39.2. The small group intervention as well impacted particularly in Maths where the Maths attainment for 8-5 and 9-4 increased from last year for this disadvantaged cohort. Revision sessions have been specifically targeted in both English and Maths so that disadvantaged students are invited to the sessions as part of the subject priority. The relentless focus on disadvantaged students has enabled attainment in Maths in particular to improve. PP have been a drive in Line Management discussions so that their progress has been carefully considered. Learning Walks have retained the teacher focus on PP students |
|
MENTORING:
|
£2500 £5,000 £10,000 £2500 |
Students to gain 1:1 feedback on revision techniques which work to enable a choice of strategies All to access excellent careers guidance due to the formulation of the IAG plan and activities Mentoring support to enable learners to assess their own strengths and weaknesses and set achievable personal targets Mentoring to address or signpost pastoral needs so that these can be passed to the Emmaus centre for bespoke support |
Mentoring records IAG plans in place and a Careers Day planned for the 8th July in order to raise aspirations of PP students Mentoring evaluation and records of the presentation of the success of the Mentoring sessions to SLT on a regular basis |
All PP students have been mentored as a priority. These rich discussions have enabled reflection and effective targeting. The training of mentors has enabled frank discussions and skilled conversations around ambition and drive. The Emmaus Centre have put in a wide variety of support measures to ensure that PP students with additional issues concerning exams are cared for in a planned ongoing way. This has led to students feeling supported around the exam times. This is confirmed by ongoing student voice in the Emmaus Centre. |
|
TRANSPORT:
|
£5000
|
All disadvantaged students are able to access all extra-curricular activities |
Taxi records in place to enable students to take part in revision sessions if transport is an issue PP spend includes the records of students who are supported to attend school due to financial issues. Trips are supplemented by PP students where there are hardship issues |
Students who have needed this support to attend revision sessions have been able to widen the remit of choice that they have to attend revision sessions. This has led to the PP student Progress 8 Attainment being above FFT20. In addition the gap between Disadvantged and Non disadvantaged student in Average Attainment 8 scores has closed by 3% this year in comparison with the figures from 2018. The inclusive nature of trips and the funding from the PP budget has ensured that all learning opportunities can be accessed by PP students. |
|
ABLE, GIFTED AND TALENTED:
|
£6,000 |
Students are enabled to aspire to achieving at the highest level and realise there is no ceiling to their success Involving parents in their child’s learning to enable them to support their child at home |
Theatre Trips/ University visits and open days see Trip Records. English Workshops to Year 11 Herts for Learning workshops for Year 11 Staff led Revision sessions at weekends and holidays in English/Maths/RE ….
|
Opportunities which focus on learning and revision which are subject specific have raised the aspiration and confidence levels of all students. Workshops on “How to revise” with parents have enabled a collaboration with parents to support revision. Parents have given very positive feedback regarding this. Staff training using Herts fro Learning in Maths has impacted on Maths results by ensuring that the Department are consistent in their approach. |
|
PARENT WORKSHOPS:
|
£500 |
Positive working partnership with parents so that they feel empowered to support their children in being successful at school Parents enable success by knowing how to help their students so that there is a real sense of collaboration embedded in the relationship with the school |
Evenings taking place and the % attendance of PP students is noted and encouraged. Allocation of Revision resources see the Departmental PP spend records for Core Subjects and for specific subject areas. (Annual Plan) See records of PP watch Use of Firefly and also platform for parents See Parental Consultation Records
|
PP students attend the additional workshops and show a positive impact in terms of student voice Student who are PP have all of the revision guides needed. They are taught in class how to use these effectively. Strategic training of parents on Firefly have enabled there to be a higher level of parental engagement in the resources available to support all students in particular PP.
|
|
COURSES:
|
£1500 £2500 £5000 £1000 |
Clearly focussed support for identified students in both academic and pastoral areas Exposure to new ideas on raising the profile of PP students through consultation with other schools using strategies which have been successful. Identification of champions at key stages to keep the focus on PP students and the relevant interventions to support these stages. |
Course attendance Consultation records Year 7 testing and transition arrangements Plans for Reading intervention and Maths intervention Pastoral leaders spending from their budget
|
A National perspective on PP achievement has helped to implement and foster ideas to trial with PP students in school across year groups. The Year 7 Transition initiatives have had a strong focus on collaboration and inspiring our new Year 7s coming to the school. This has built confidence and an appetite for success. The work by the PP Champion Gavin Millard has led to a strong focus on Year 10 in preparation for the demands of Year 11 in the coming year and has led to focussed discussions with staff and students on attainment of PP students. |
|
INTERVENTION PLANS – NOTIONAL COST:
|
£7000
£19,000 |
All students achieve at least their target grades at the end of Key Stage 4 PP students provided with the support to achieve as well as non-PP students PP students kept within the teacher and departmental spotlight to retain a positive focus through accurate tracking with a clear focus on the disadvantaged and a raft of interventions |
Activities in place HODS able to describe ways in which they have kept the focus on PP students with accountability for their funding stream Focus 5 records to show interventions which were tried and then effectively evaluated.
|
Where applications have made for therapeutic intervention or for student specific intervention this has led to the enabling of individual students. There are some PP students in particular in Year 11 in GCSE results who have really excelled on their FFT Targets.
|
|
ALTERNATIVE CURRICULUM :
|
£20,000
|
Identified students have a bespoke package which enables them to access the curriculum and achieve positive results External activities provided to enable students to develop outside of the curriculum on a personal, social and cultural level – developing the whole student |
SENDCO accountability for students on support packages with an ability to explain progress. Case studies Impact statements |
This has enabled bespoke packages which have harnessed the appropriate expertise to support achievement and maintain 1:1 interventions. |
|
TRACKING ATTAINMENT:
|
£5000 £3000 |
Student progress is tracked with rigour so early intervention is put in place. This is kept under review with the new OFSTED framework in mind and is adaptable to take account of change |
Tracking for all students in place PP students drop down in place in order to bespoke the interventions BROMCOM in use by all staff to provide immediate information to enable learning in the classroom
|
Tracking has enabled ongoing dialogue with students which have allowed students to self-evaluate appropriately and to target set so that milestones along the way can be celebrated and acknowledged through directed discussion. |
|
CORE SUBJECTS EXTRA INTERVENTION: MATHS, ENGLISH, SCIENCE, RELIGIOUS EDUCATION (£3,000 PER SUBJECT) Additional Subject allocation on the basis of numbers of students in Year 11 who are PP. Records are kept of the spending plans
READING INTERVENTIONS Drop Everything and Read Intervention and Extended Reading LRC Interventions to build up resources for Year 7 |
£12,000 £5,500
£10,000
£18,000 |
Bespoke subject specific intervention strategies for students in addition to whole school strategies to ensure progress of PP students – (see individual grids for information on how this is utilised in each Core Subject and other subject area) Additional Subject Spending Grids Reading Initiatives started to impact on access to the curriculum
Analysis of the incoming Year 7 has identified students for whom reading is a barrier to learning. Interventions have been set up this year which will be followed up next year to support this. These include : Drop Everything and Read Time with resources. Tracking by Reading Age Accelerated Reader Use of the LRC for specific Reading Interventions |
Plans for intervention in place
These interventions are at the inception level and with come into fuller fruition going forward |
Interventions are personalised to good effect to ensure that students gain the best and most appropriate interventions. The HODs need to carefully balance the interventions against their allocated amount. The thinking before this regarding the way the money is spent is leads to more focussed intervention There has been a positive management of the incoming year 7 in terms of identification of reading needs, students have planned reading intervention which has been owned by the HOD English/Literacy Co-ordinator and the LRC co-ordinator. |
|
TOTAL PP PROJECTED SPEND 2018-2019 |
£188,000 |
|
|
|
ADVANTAGE PLAN Pupil Premium Spending Statement 2019-20
|
Initiative |
Cost |
Intended Impact |
Evidence |
Actual Impact |
|
STAFFING ENGLISH AND MATHS: Intervention small groups – additional subject specific LSA staff in English and Maths
Teachers i/c PP in English and Maths Lead Teacher in Maths Intervention
Set up costs for the Hall to be set up for an additional mock
GL Assessment to To diagnose early reading issues To take constructive action to deal with gaps in reading To build up reading ability and to foster a word rich culture |
2x £19000= £38,000 £2500 £2500= £5000 £5000
£500
£7,000 |
For all PP students to achieve expected target grades and to close the gap between them and non- pupil premium students To provide small group tuition for PP students to enable them to received focus and targeted support in English and Maths To offer extra-curricular Literacy and Numeracy support to enable all learners to be confident in these areas of the curriculum
Identification of needs so that student friendly strategies can be put in place to raise reading age to be led by SEDDCO and Literacy Co-ordintor
|
Ongoing tracking of PP students by subject teachers and tutors Focus groups in place with evidence of monitoring Literacy and Numeracy intervention in English and Maths for all students Plans and meetings taking place to begin early interventions in Reading for Year 7 (SENDCO) PP students invited in Year 11 to Saturday Mocks to include personal feedback to signpost improvements Additional Mock for English and Maths to be set up in the Hall SLT Link meetings to focus on PP students as part of the targeted conversations to retain a strong focus on this group and to hone pertinent interventions Learning Walk evidence of PP focus PP Day Watch to capture PP student voice GL Assessments in place and in use to target students.
|
|
|
MENTORING: Training of Sixth Formers for Peer Mentoring + use of other staff to do this mentoring
|
£2500
£5,000 £2500 |
Students to gain 1:1 feedback on revision techniques which work to enable a choice of strategies All to access excellent careers guidance due to the formulation of the IAG plan and activities set against Gatsby Scales Mentoring support to enable learners to assess their own strengths and weaknesses and set achievable personal targets Mentoring to address or signpost pastoral needs so that these can be passed to the Emmaus centre for bespoke support |
Mentoring records IAG plans in place and a Careers Day planned for the July in order to raise aspirations of PP students. Whole school ongoing interventions Mentoring evaluation and records of the presentation of the success of the Mentoring sessions to SLT on a regular basis |
|
|
TRANSPORT:
|
£6000
|
All disadvantaged students are able to access all extra-curricular activities |
Taxi records in place to enable students to take part in revision sessions if transport is an issue PP spend includes the records of students who are supported to attend school due to financial issues. Trips are supplemented by PP students where there are hardship issues |
|
|
ABLE, GIFTED AND TALENTED:
|
£6,000 |
Students are enabled to aspire to achieving at the highest level and realise there is no ceiling to their success Involving parents in their child’s learning to enable them to support their child at home |
Theatre Trips/ University visits and open days see Trip Records. English Workshops to Year 11 Herts for Learning workshops for Year 11 Staff led Revision sessions at weekends and holidays in English/Maths/RE ….
|
|
|
PARENT WORKSHOPS:
|
£500 |
Positive working partnership with parents so that they feel empowered to support their children in being successful at school Parents enable success by knowing how to help their students so that there is a real sense of collaboration embedded in the relationship with the school |
Evenings taking place and the % attendance of PP students is noted and encouraged. Allocation of Revision resources see the Departmental PP spend records for Core Subjects and for specific subject areas. (Annual Plan) See records of PP watch Use of Firefly and also platform for parents See Parental Consultation Records See feedback from the Intervention Days
|
|
|
COURSES:
|
£1500 £2500 £5000 £1000 |
Clearly focussed support for identified students in both academic and pastoral areas Exposure to new ideas on raising the profile of PP students through consultation with other schools using strategies which have been successful. Identification of champions at key stages to keep the focus on PP students and the relevant interventions to support these stages. |
Course attendance Consultation records Year 7 testing and transition arrangements Plans for Reading intervention and Maths intervention Pastoral leaders spending from their budget
|
|
|
INTERVENTION PLANS – NOTIONAL COST:
|
£5000
£19,000 |
All students achieve at least their target grades at the end of Key Stage 4 PP students provided with the support to achieve as well as non-PP students PP students kept within the teacher and departmental spotlight to retain a positive focus through accurate tracking with a clear focus on the disadvantaged and a raft of interventions |
Activities in place HODS able to describe ways in which they have kept the focus on PP students with accountability for their funding stream Focus 5 records to show interventions which were tried and then effectively evaluated.
|
.
|
|
ALTERNATIVE CURRICULUM :
|
£20,000
£500
|
Identified students have a bespoke package which enables them to access the curriculum and achieve positive results External activities provided to enable students to develop outside of the curriculum on a personal, social and cultural level – developing the whole student T and L in the classroom is based on ambition spoken word : to be heralded at Briefings and other HOD meeting times
Training of staff on Teacher Talk and the importance of oracy in the classroom. NPQSL Project on ORACY across the Curriculum Workshops on Communication to enable confidence in our PP students. |
SENDCO accountability for students on support packages with an ability to explain progress. Case studies Impact statements Minutes of Briefing and PP Learning Walks. |
|
|
TRACKING ATTAINMENT:
|
£5000 |
Student progress is tracked with rigour so early intervention is put in place. |
Tracking for all students in place PP students drop down in place in order to bespoke the interventions BROMCOM in use by all staff to provide immediate information to enable learning in the classroom
|
|
|
CORE SUBJECTS EXTRA INTERVENTION: MATHS, ENGLISH, SCIENCE, RELIGIOUS EDUCATION (£3,000 PER SUBJECT) Additional Subject allocation on the basis of numbers of students in Year 11 who are PP. Records are kept of the spending plans All subjects to promote actively the work of the Learning Scientists in T and L to improve the outcomes for all. (Staff training on this will be ongoing)
READING INTERVENTIONS Implementation Drop Everything and Read Intervention and Extended Reading LRC Interventions to build up resources for Year 7 Ensure that Form Classes have attractive reading books to support the desire to read. Also to support the 6 week of Reading initiative Explore a Communication Friendly Award to be an internal initiative in school. Initiative to look at language acquisition through the lens of SEE IT, SAY IT, SORT IT. GL Assessment
Use of LSAs to support Years 7 & 8 through pre teaching to students. To promote with all staff and in particular support staff who have such a key 1:1 role with students a mandate to be as ambitious as possible with the language that they use in the interactions with students. Give all staff the tools to read effectively with students in the classroom through careful modelling of the highest standards of reading so that this can be enjoyed. |
£20,000
£10,000
£10,000
£1,000
£500
£10,000
£1.000 |
Bespoke subject specific intervention strategies for students in addition to whole school strategies to ensure progress of PP students – (see individual grids for information on how this is utilised in each Core Subject and other subject area) Additional Subject Spending Grids Reading Initiatives started to impact on access to the curriculum Training of staff
Analysis of the incoming Year 7 has identified students for whom reading is a barrier to learning.
Tracking by Reading Age and then personalised interventions Confidence in reading as part of the gateway to curriculum implementation Accelerated Reader as a key intervention Use of the LRC for specific Reading Interventions Reward communication initiatives which wield success On entry our PP students tend to have lower Literacy skills. A tracking system with National Benchmarking allows better tracking of progress and use of targeting data Empower those with excellent supportive relationships with students to really support language development Ditto
Building confidence in reading |
Plans for intervention in place
These interventions are at the inception level and with come into fuller fruition going forward
Reading age records
Training Records Interventions with impact Observations of Reading and Language in the classrooms
Training records
Observations of staff interventions
Observation of reading in the classroom |
|
|
TOTAL PP PROJECTED SPEND £188.000 2019-2020 |
188K |
|
|
|
Year 7 Catch up Funding 11K
|
Initiative |
Purpose |
Cost |
|
GL Assessment |
To diagnose early reading issues To take constructive action to deal with gaps in reading To build up reading ability and to foster a word rich culture |
£3,000 (Towards the overall cost) |
|
LRC Resources for Year 7 and input and presence for the English Department |
To encourage reading |
£3,500 |
|
Online subscriptions to intervention packages and the uploading of learning packages to Firefly |
To foster independent reading |
£4.500 |
Review of the 2019-20 academic year
|
School context |
|||||
|---|---|---|---|---|---|
|
Total number of pupils eligible for pupil premium funding |
Number of eligible boys |
Number of eligible girls |
Number of pupils eligible for free school meals |
Number of looked after children (LAC) |
Number of service children |
|
168 |
81 |
87 |
127 |
3 |
|
|
Review of the 2019-20 academic year |
|||
|---|---|---|---|
|
Summary of objectives |
Summary of expenditure |
Impact on progress and attainment of eligible pupils |
Comment |
|
To diagnose early reading issues through the NGRT for Year 7 To take constructive action to deal with gaps in reading through creating a Nurture Group in Year 7 English who will be supported by an LSA/HOD To build up reading ability and to foster a word rich culture by introducing DEAR/DEAL and ensuring all form groups have reading material available Fund a Literacy /Numeracy TLR |
£8,500
£19,000
£1000
£5000 |
All Year 7 PP students made progress in their reading – NGRT Data for September 2020 for Year 8 shows progress ranged from 1 month to 5 years for those students who were in Year 7 2029-20
Most PP students in Year 9 and 10 showed progress from 2019-20 in their reading ages.
|
NGRT data was shared with staff and training was provided on Closing the Vocabulary Gap A nurture group in Year 7 English was created and they were taught in a small group by an LSA. As the reading improved for some students the personnel of the group changed. Small group of Year 8 students were removed from MFL lessons to have one to one support for reading DEAR and DEAL were evaluated by staff and changes were made to the timing of DEAR based on staff/student voice |
|
Training of Sixth Formers for Peer Mentoring + use of other staff to mentor Year 11 organised by the co-ordinator for Mentoring |
£7,500 |
PP students made significant progress in 2020 from 2019
|
Mentoring sessions between Year 11 and 6th Form students occurred once a week |
|
All disadvantaged students to be able to access all extra-curricular activities by paying for transport and trips |
£8000
|
PP students made significant progress in 2020 from 2019 |
Departments trips were supported by the Funding until March 2020 |
|
High ability students are enabled to aspire to achieving at the highest level and realise there is no ceiling to their success through attending
|
£6,500 |
PP students made significant progress in 2020 from 2019
|
Second Mock for Core Mocks happened and data for Maths and Science showed rapid progress was being made A number of different Career talks were offered to PP students across the year |
|
Positive working partnership with parents are created so that they feel empowered to support their children in being successful at school through
|
£1000 |
PP students made significant progress in 2020 from 2019
|
Attendance at the Core Subject and SEND Evening was good. Any parents who did not attend had the information posted home. Parents were introduced to the Learning Scientists approach and were taught how to use different strategies to support their son/daughter as they prepared for the Mock exams. A number of PP parents had meetings in school with the PP Champion and ALT Lead on PP. |
|
Training of staff on Learning Scientists, Closing the Vocabulary Gap, Teacher Talk and the importance of oracy in the classroom. NPQSL Project on ORACY across the Curriculum |
£10,000
£500 |
PP students made significant progress in 2020 from 2019
|
The training schedule was interrupted by COVID 19 and so this objective has been carried forward into 2020-21 |
|
Identified students have a bespoke package which enables them to access the curriculum and achieve positive results External activities provided to enable students to develop outside of the curriculum on a personal, social and cultural level – developing the whole student |
£20,000 |
|
|
|
Assistant Data Manager costs contribution |
£5000 |
PP students made significant progress in 2020 from 2019 |
Assistant Data Manager was appointed |
|
Bespoke subject/pastoral specific intervention strategies for students in addition to whole school strategies to ensure progress of PP students |
£40,000 |
PP students made significant progress in 2020 from 2019
|
Intervention sessions were offered to students across a range of subjects 6th Form students mentored targeted students in English and Maths |
PUPIL PREMIUM OBJECTIVES FOR 2020-21 ACADEMIC YEAR
|
Objectives from last year are being revisited due to COVID 19 suspending the implementation of last year’s plan
|
|
Objective 1: Match curriculum needs to individual PP students |
||||
|---|---|---|---|---|
|
Actions |
Success criteria |
Timescales |
Persons responsible |
Cost/resource implications |
|
Year 7 students to complete the GL Assessment Suite for Maths, Science and English and share results with staff Year 7-10 students to complete the NGRT Tests |
All staff will know the reading ages for the PP students they teach |
September-October 2020 |
PB/Exams Team
|
£20,000 |
|
Improve staff understanding and delivery of closing the literacy gap across subjects through the CPD cycle led by latest research |
The curriculum will be accessible to all PP students
|
October/November INSET 2020 |
CS/PB Data and Systems plus T&L Hub Leaders |
£5905 |
|
Develop whole school teaching and learning strategies to promote the progress of disadvantaged students, particularly boys |
Tracking data will show continued progress of PP students |
October 2020 onwards |
CS/PB Data and Systems plus T&L Hub Leaders
|
£10,000 |
|
Improve reading outcomes in Year 7-10 |
LSA’s who have been trained with the Switch on reading Programme will support weak PP readers with daily reading for the 10 week programme Reading journal for all students in Year 7 and those supported by LSA’s by will be completed |
October 2020 |
CS/MCL/ABE/MSY/VM |
£20,000 |
|
Creation of a Nurture Group in Year 7 English and Maths monitored by Intervention Lead in Maths/KS3 Lead in Maths and Literacy Lead in English |
Small group tuition in English /Maths lessons will be tailored to the needs to these PP students Students will be supported by LSA’s |
October 2020 |
CS/BM/MSY MP/ABE/CO |
£20,000 KS3 TLR Leads in Maths/English Contribution to LSA slary |
|
EAL support in lessons for those with low levels of English |
Reading Age will improve for these students and data will show progress across the curriculum |
September 2020 |
VM/MCL/AHA |
£10,000 contribution to the salary of the EAL Lead in school |
|
Objective 2: Raise % of PP students achieving grade 5 and above |
||||
|---|---|---|---|---|
|
Actions |
Success criteria |
Timescales |
Person responsible |
Cost/resource implications |
|
Ensure SLT/HODS/PC’s complete the record of Interventions and Barriers to achievement document |
Interventions at subject level will help overcome the barriers identified and attainment will improve |
October 2020 onwards |
All SLT/HODFS/PCs |
Time of staff |
|
Subject leads to identify bespoke interventions for all year groups and bid for funding |
Funding will be used for subject specific interventions |
September 2020 onwards |
CS HODS |
£27,500 |
|
Ensure PP students are invited to before and after school interventions and lunchtime clubs |
Registers will show attendance by PP students |
September 2020 onwards |
HODS |
£3000 Time of staff |
|
Ensure that PP students are represented in the higher sets in Maths and Science |
Higher Ability PP students will have the opportunity to be entered for Triple Science and Higher Maths |
Ongoing |
CS/PB/JO/BM |
|
|
Objective 3: Provide comprehensive wellbeing and pastoral support for PP students |
||||
|---|---|---|---|---|
|
Actions |
Success criteria |
Timescales |
Person responsible |
Cost/resource implications |
|
Ensure PSE programme includes sessions on managing wellbeing |
Lessons in place |
September 2020 on wards |
JH/VM PC’s |
£5000 |
|
Mentoring of students targeted at PP |
Student interviews |
Ongoing |
SLT/PCs |
£7000 |
|
Ensure PP students can travel to school and have correct uniform |
Attendance of PP students will improve PP students will have access to a fund for replacement uniform funded |
Ongoing |
CS/PC’s |
£5,000 |
|
Priority access to wider support from external agencies for example speech and language therapy |
All PP students have access to provision
|
Ongoing |
PC’s |
£20000 |
|
Objective 4: Ensure students have access to wider opportunism not limited by funding |
||||
|---|---|---|---|---|
|
Actions |
Success criteria |
Timescales |
Person responsible |
Cost/resource implications |
|
Ensure all curriculum and non-curriculum activities and visits are fully or part-funded so PP students are not disadvantaged |
Students attend trips, visits and activities |
Ongoing |
All |
£19,000 |
|
All disadvantaged students to meet with the career advisor prior to GCSE options evening and during KS4 |
PP students will have IAG regarding their options |
March 2021 |
CS/DS/RT |
Contribution to salary and training of Careers Advisor £10,000 |
|
Disadvantaged students to have access to remote devices during periods of self-isolation/lockdown |
All PP students will be issued with a device if having to work from home |
November 2020 |
CS/PB/JH |
£5,000 |
|
|
|
|
|
Total Available: £182,405.000 |
|
|
|
|
|
Total Spent: £182,405.00 |