|Number of pupils and pupil premium grant (PPG) received 2012/2013|
|Total number of pupils on roll||1618|
|Total number of pupils eligible for PPG||611|
|Amount of PPG received per pupil||£623|
|Total amount of PPG received||£380,653|
The government allocated a specific pupil premium grant to every school, beginning in 2011/2012. The Government have used pupils entitled to Free School meals (FSM) in the last six years (Ever 6) as an indicator for deprivation, and have deployed a fixed amount of money to schools per pupil, based on the number of pupils identified in the Ever 6 cohort. Additionally children who are Looked After receive Pupil Premium funding and those of serving Armed Forces personnel. The College’s key priority with the Pupil Premium Grant is to close the gap between the attainment of Ever 6 pupils and non-Ever 6 pupils by addressing inequalities and raising the attainment of those students in low-income families.
All members of staff and governors accept recognise the additional challenges socially disadvantaged pupils often face and are committed to meeting their pastoral, social and academic needs within a caring Catholic environment. This is an essential and an integral element in the realisation of our Mission Statement "To love and serve Christ within us all".
As with every child in our care, a child who is considered to be socially disadvantaged is valued, respected and entitled to develop to his/her full potential but the Pupil Premium enables us to give additional resources to meeting the needs of our most vulnerable students.
Alongside governors the school senior leaders and staff plan a range of whole college strategies before intervention strategies are necessary and ensure the college has a long term vision for success. A whole college improvement plan is written each year and forms an integral part of the college vision. Department leaders each write their own plan to reflect the whole college priorities and outline how these priorities will be achieved and by when. Priority one for whole College attainment is:
- To monitor strategies in order to ensure students’ attainment in key groups (including FSM and LAC) continues to exceed or is at least in line with national standards in key attainment measures. Ensure rapid and sustained progress continues to be made across key stages.
Both the whole college development plan and departmental development plans have specific targets for Ever 6 and LAC student attainment and progress and include actions on how these will be achieved. These plans are regularly monitored by the senior leadership team and academic progress is tracked.
A programme of INSET has been further developed which included a focus on teaching and learning, academic progress, behaviour and safety, curriculum development and specific strategies for improving performance of students receiving Pupil Premium. The INSET is now integrated into meeting and leadership structures. The leadership team have created a flexible calendar which allocates time for departments to regularly meet and plan for progress and implement the strategies outlined in their development plans.
The College has involved English and Mathematics subject leaders and others in a wider team collaborative approach, rather than a hierarchical approach to developing intervention. This gives a more joined-up view, with the Assistant Headteacher with responsibility for intervention empowered by the Headteacher to find creative solutions. It is solution-focused with leadership and negotiation skills of the Assistant Headteacher for intervention a key strength. A significant element of intervention is integrated into the timetabling structure and not seen as an-add on anymore. The College also invested in a specialist company to create a timetable that centred around the whole college priorities and reflected our desire to improve outcomes for students.
INSET has been heavily invested in, including effective feedback, AFL and preferred learning styles. Procedures have been embedded following the Inset structure and systems are now in place which support the continuing development of teaching and learning in the college.
Last year, the college also committed to improving the environment and day to day lives of the students. By working closely with the College council the college recognised the importance of improving the canteen and toilet facilities. The college has now improved the experience of the students creating a staffed, centralised toilet facility and a completely refurbished canteen area including cashless technology to ensure FSM students do not have a separate system to pay for meals. These systems are now fully embedded and part of the culture at St. Mary’s Catholic College.
Parental involvement and communication has also been a priority for the college in improving standards. The college invested in a texting system, family liaison officer, provided extra parent information evenings, including success at KS4 and KS5 evenings where free study guides are made available and effective strategies are shared with parents.
The college is also committed to improving uniform standards and invested in a uniform station giving students access to free uniforms on a loan or permanent basis.
Student entitlement to enrichment activities is another area the college believes in and provides substantial support. Subsidies are provided to ensure that all students in every year group have access to trips, arts activities and cultural visits.
Intervention is sharply focused on improving the key indicators, 5A*-C including English and Mathematics and three levels of progress in English and Mathematics, giving students the most life chances and this is identified as a whole college priority. However, the College is conscious of the dangers of concentrating disproportionately on limited goals and targets and ensures all students are appropriately motivated and challenged.
A curriculum map is generated to ensure appropriate pathways for progress are in place. The College has also developed Learning Programmes in all department areas for all key stages and these are available for parents on the college website.
Alongside monitoring and tracking systems interventions are decided. Many interventions carry incentives e.g. for out-of-hours.:
In Mathematics intervention was focused allowing full access to Ever 6 and LAC students and included:
In English intervention was focused allowing full access to Ever 6 students and included:
Specific LAC strategies include
|Yr 11||Disadvantaged pupils 12/13||Other pupils 2012/13||Gap 12/13||Disadvantaged pupils 11/12||Other pupils 11/12||Gap 11/12||Disadvantaged pupils 10/11||Other Pupils 10/11||Gap 10/11|
|Number of pupils||114||154||117||148||93||176|
|% of pupils||42||57||44||56||35||65|
|% achieving 5+ A*-C inc EM||36||69||33||48||68||20||27||66||39|
|% achieving expected progress in English||65 (56% Nationally)||82||17(National gap = 18.3)||68||84||16||49||81||31|
|%Achieving expected progress in Maths||51 (53% nationally)||71||20 (National gap 22.2)||56||75||19||33||75||42|
|Average point score per pupil best 8 all qualifications||300||350||50||308||353||45||283||344||51|
By effectively targeting the students with specific additional support strategies alongside integrated whole school systems designed to benefit every student, the College has improved levels of attainment and progress and closed attainment gaps relative to school and national averages from 2011, given students full access to the curriculum and access to extra curricular provision, and improved the day to day college experience for every student. The strategies, systems and procedures outlined in this report are a sample of some of the key initiatives undertaken last year, working closely with the Governing body, LA, College leaders, whole staff and key stakeholders. It is not an exhaustive list of all the work the College undertakes to ensure every student achieves success and makes rapid and sustained progress.
St Mary's Catholic College values the opinions of its students and regularly consults and works with them. Through questionnaire and semi structured interview, Ever 6 and LAC students felt that the following areas of intervention supported them:
|Number of pupils and pupil premium grant (PPG) 2013/2014|
|Total number of pupils on roll||1324 (7 - 11)|
|Total number of pupils eligible for PPG||657 + 3 service children|
|Amount of PPG received per pupil||£900
£300 for service children
|Total amount of PPG received||£592,200|
A literacy and numeracy summer school will be introduced for Ever 6 and LAC exclusively. The TUTE online tuition system will be further developed. A departmental approach will be monitored and developed alongside whole college measures, with attainment of Ever 6 and LAC monitored and tracked within every department area.
All 2012/13 strategies and systems will be reviewed and successful initiatives will continue, these will inform the whole college development plan and a separate ‘Closing the gap plan.’ The college will continue to work closely with the LA and local schools to ensure best practice is in place and gaps narrow.
Below is an initial analysis of the impact of spending in English and Maths across all of key stage 3 and 4. Presently there are no national figures for comparison, and results are unvalidated. After analysis of results and study of patterns of student performance over time the College has lodged an enquiry about examination results with WJEC, regarding Unit 2 in English.
Initial Analysis of 2013/2014 PP spending English
|Year||Total Cohort||PP Cohort||%||Interventions||Gap||Comment|
|11 Leavers||248||109||44||Past papers purchased Pet immersion week In class support After school sessions Free Mathswatch cd||narrowed||The gap for exceeding expected progress has reduced by 9% and achieving expected progress has reduced by 1.8%|
|10||264||112||42||Free Mathswatch cd Revision Guides Withdrawal for small group tuition In Class support||narrowed||The percentage of students achieving expected progress is predicted to be higher than 2014 at 70% PP students are also predicted higher grades at 65.4% which is considerably higher than 2013 and 2014 The gap is also predicted to narrow by 16% to 12% PP students exceeding expected progress is also predicted to increase by 7%.|
|9||259||141||54||In class TA support||Not narrowed||Gap has widened by 3% points on previous year group at expected and remained at 2% at above expected.|
|8||267||148||55||Maths week Small maths sets||narrowed||The maths gap on entry was 16%, this has remained the same, the gap has reduced to 16% from 21% the previous year. The gap in exceeding has been reduced to 2% from 3%, although overall attainment is below the previous year. This was to be expected as the year group has a higher proportion of lower attainers.|
|7||253||129||51||Summer school Aspirational targets set Maths week Tute sessions Breakfast club Small maths sets||Not narrowed||Students exceeding expected progress has risen dramatically from 8% to 20%.With pp students achieving 16% up from 7%, however this rise has seen a widening gap.|
Initial Analysis of 2013/2014 PP spending Maths
|Year||Total Cohort||PP Cohort||%||Interventions||Gap||Comment|
-PET English walk and talk
-English entry cohort -TA placed in Key English groups
-Sat lessons for pp underachievers
-Key novels purchased for pp students
-laptops purchased for pp students
-past papers of pp students purchased
-Smaller class sizes, HOD taking all pp students from one group
-free revision guides
|narrowed||Actual gap has reduced to 19.6% from 27% in 2013 The exceeding progress gap has remained at 17%|
|10||264||112||42||English teachers provided with timetabled lessons specifically to work with extracted students on improving identified areas of the syllabus on a 1-1 or small group basis Specific English TA providing targeted 1-1 or class support Englsh gcse pathway Key texts purchased Lap tops purchased||narrowed||The percentage of students achieving expected progress is predicted to be higher in 2015 than 2014 for PP and Non-PP. (77 non and 67 pp) Pupil premium cohort out performing 2013 cohort (57%) and 2014( 48.5%)cohort The gap between PP and Non-PP is expected to narrow again to 10% at expected progress Exceeding expectations is expected to rise to 35.8% exceeding 2013 and 14 results with pp students predicted to achieve more highly in this measure at 21.9% (19% 2013 and 14.4% 2014) The gap is predicted to be 23.5%|
|9||259||141||54||Targeted TA in lessons MFL withdrawal Pastoral interventions||Not narrowed||Gap is wider than at the same point as last year with previous year group 19% this year , 9% previous year|
|8||267||148||55||1-1 withdrawal MFl withdrawal Pet English immersion week||narrowed||Based on last data analysis point gap was similar as on entry at 10%, was 20% at the same point with previous year group.|
|7||253||129||51||Summer school 1-1 withdrawal Bosco support MFl lessons withdrawal Pet English immersion week Aspirational targets set||narrowed||4% difference expected progress,The students who attended summer school in 2013 outperformed all other groups with 74% of the cohort achieving at least 1 sublevel of progress by Autumn demonstrating the effectiveness of the summer school. There was a 9% gap on entry.|
Notes on 2013/14 pp spending The College recognises it receives a significant amount of funding to support the progress of pupil premium students. The above interventions are just a snapshot of two core departments within the College. Extensive work is carried out with Governors, through our pastoral intervention team, through form tutors as well as extensive curriculum work within all other subjects. The College has developed its procedure in order to ensure all departments have a focus on pupil premium students.2014/2015 spending
|Lit/Num Progress Co-ordinators||£91,882|
|Intervention PET Learning||£6,595|
|2 maths staff mps 5||£69,946|
|Maths Specialist - Supply||£14,494|
|Current PP Funding||£591,005|
Number of Eligible Students 623 reduced by 12 from January Census
|Yr11 result non||Yr11 Result pp||Yr11 result gap|
|5 inc em||50.7||25.9||24.8|
|Focus||Barriers to learning||Chosen strategies|
|Whole College||Low aspirations||- Created roles for Progress and Attainment coaches to work across all three key stages.||Most subjects have reduced the gap in 3 and 4lop. 21/29 subjects. 14 of these subjects by 10% or greater, the rest by between 2% and 99%.|
|- Created Curriculum review and intervention time within the College day|
|- Review of intervention/Mentoring/Guidance provision|
|Yr 11||Poor attendance to after college revision sessions||Distributed all timetables in motivational assembly Feb 15|
|Yr 11||Attendance/punctuality to exams||
Created a 'Passport to theKS4 Celebration'
Students must collect stamps from after school sessions
|Yr 11||Engagement with mock results||Results distributed in formal way in motivational assembly|
|Yr 11||Access to calculators/different calculator given in exam||Voucher for calculator in all PP revision packs|
|All years||Access to funding for PP students||created a pro-forma to enable all depts. To access funding directly and evaluate impacts|
|All years||Accountability of middle leaders/teachers for PP students in all key stages||Inset time provided for 1-1 staff meetings with data on PP progress|
|All years||Target grades based on ks2 achievement where a gap already exists.||All PP targets increased to 4 levels progress|
|All years||Accountability of leaders/staff||Made closing gaps Priority 1 on CIP achievement section and priority 1 on all dept DIPs alongside targets and measurable targets/actions|
|Focus - English||Barriers to learning||Chosen strategies|
|Whole College||Exam Performance||
-PET English immersion week
ONLINE tute lesssons
|3 lop 14/15 Non-69.9 pp-43.5 3 lop 13/14 Non 71 Pp 48.5 4lop 14/15 Non=33.1 Pp=12 4lop 13/14 Non=31.2 Pp=15.5|
|Exam Confidence||English entry only PP cohort identified in order to maximise levels of progress|
|Access to classwork||
TA placed in Key English PP groups
English forms created
Saturday lessons for PP
|Access to key texts||Key texts purchased for PP students|
|Access to homework facilities||Laptops purchased for use by PP students|
|Exam Performance||Past papers of PP students purchased|
|Access to revision guides||Free revision guides|
|Smaller class sizes, HOD taking all PP students from one group|
|Assigned leadership team member to each class to challenge support progress of PP students and support with data analysis on SISRA|
|Yr 10||Access to the GCSE curriculum from KS3 study and the demands of GCSE||English teachers provided with timetabled lessons specifically to work with extracted PP students on improving identified areas of the syllabus on a 1-1 or small group basis||Yr 10 est- for 15/16 3lop No n=86 Pp=68.6 Yr11 result 14/15 non=69.9 Pp=43.5 4lop est 15/16 Non=51.8 Pp=33.6 Yr 11 result 14/15 Non=33.1 Pp=12|
|Access to the curriculum in lessons||Specific English TA providing targeted 1-1 or class support|
|Access to the Literature course||Key texts purchased|
|Access to texts/revision||Laptops purchased|
|Yr 9||Access to the curriculum||Targeted TA in lessons||Yr 9 6 sub lop Non 14/15=47.7 Pp=29.6|
|Literacy Weakness||MFL withdrawal|
|Welfare issues||Pastoral interventions|
|Small teaching groups 1-2 withdrawal|
|Yr 8||Literacy Issues||1-2 Withdrawal||Yr 8 -4 sub lop Non 14/15=42.9 Pp= 40.7 Non 13/14=37.1 Pp=25 5 sub lop= Non 14/15=15.2 Pp=18.7 Non13/14=9.5 Pp=5.1|
|Underachievement yr7/ks2||MFL withdrawal|
|Yr 10||Transition||Summer school||Yr7 2 sub lop non 14/15=59.1 pp=61.2 non 13/14= 60.5 pp=60.7 3sub lop= non 14/15=24.4 pp=25 non 13/14=8.8 pp=27.9|
|Literacy Weakness||1-2 withdrawal|
|Underachievement at KS2||Bosco support|
|Lack of aspiration||MFL lessons withdrawal|
|Aspirational closing the gap targets set|
|Focus - Mathematics||Barriers to learning||Chosen strategies|
|Yr 11||-Exam performance||Past papers purchased||3 lop 14/15 Non-55.8 pp-32.4 3 lop 13/14 Non 59.3 Pp 30.5 4 lop 14/15 Non 21.1 Pp=6.5 4lop 13/14 Non=16.4 Pp=5.6|
|-Revision Materials||PET immersion week|
|-Underachievement over time||In class support|
|-Access to tasks in lessons||After school sessions|
|Free Mathswatch CD|
|Tute online lessons|
|Maths forms created|
|Additional timetabled lessons|
|Yr 10||Ability to revise||Free Mathswatch CD||Yr 10 est- for 15/16 3lop Non=88.8 Pp=70.2 Yr11 result 14/15 non=55.8 Pp=32.4 Yr10 est 4lop 15/16 Non= 46.6 Pp=24.8 Yr11 result 14/15 Non=21.1 Pp=6.5|
|Underperformance at KS3||Revision Guides|
|Access to GCSE type questions||Withdrawal for small group tuition|
|In Class support|
|Yr 8 / 9||Access to curriculum in lessons||Staff to be made more accountable at KS3 for their class data||Yr9- 6 sub lop Non 14/15-91 pp-70.7 Yr 8 -4 sub lop Non 14/15=64.6 Pp= 42.3 Non 13/14=38 Pp=21.1 Yr 8 5sublop Non 14/15=31 Pp=15.4 3/14 5 sub lop Non=6.5 Pp=3|
|Data analysed at AIM meetings-appropriate strategies put in place|
|After school numeracy sessions|
|In class TA support|
|Yr 7||Underperformance KS2||Numeracy focus within summer school||Yr7 2 sub lop non 14/15=83.2 pp=63.9 non 13/14= 77.4 pp=54.5 yr7 3 sub lop non 14/15=47.3 pp=32.8 3 sub 13/14 non=27.8 pp=16.3|
|Lack of aspiration||Aspirational targets set|
|Confidence in lessons||After school numeracy sessions|
Additional strategies were put in place across the college in a variety of subject areas. All department areas have access to additional funding which will support the progress of pp students through a bid system which is granted by the PP Governor and monitored for its impact.
Below are the numbers we have received funding for and reflect the situation on census day 2015, 669 Students
627 FSM only £586254 (627x£935)
25 Looked After children of which 18 also receive deprivation (This funding is received separately).
5 Service only E1500 (5x£300)
1 FSM and Service £1235
11 Adopted from care which includes 4 who also have FSM (11x £1900)
The strategies outlined above will be evaluated and monitored for impact. In year y11. For example subject specific forms had an average of 38% success rate across the year moving students from 2 to 3 levels, Tute online maths had an average of 40% success rate, PET immersion weeks had a 43% success rate.
New strategies for 2015/16 will include