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
£211,310.00
PP+ £36,100.00
= £247,410.00
Date of most recent PP Review
9/3/2017
Total number of pupils
Y7: 196
Y8: 199
Y9 : 192
Y10:186
Y11:191
964
Number of pupils eligible for PP
Y7: 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)
% achieving 5A* - C incl. EM (2015/16 only) (Dashboard)
Pupils not eligible for PP (national average)
43.0%
58% Nat Boys / 69% Nat other
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
38.75
47.11 Nat Boys / 52.56 Nat Other
% achieving expected progress in English / Maths (2015/16 only)
(Dashboard)
1
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
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.
Success criteria
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Good teaching skills are Identified and shared widely and frequently across the college.
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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.
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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:
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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.
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.
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High expectations
Targeted questioning
Promoting thinking, discussion and communication skills
High quality marking and Feedback
Challenge
Literacy skills
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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.
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Strong systems in place to boost teacher’s skills and secure improvements in pupil’s
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.
There is a stronger reading culture and the importance of reading is raised across the college.
C.
Progress: The progress and achievement of Disadvantaged students will improve, particularly in
Mathematics and Science
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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.
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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.
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
To identify and share
good teaching skills
widely and frequently
across the college (POAP
1.2)
Chosen action/approach
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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.
Evidence & rationale for
choice
Ensuring Good
Implementation
Staff lead
Review of
implementation
Areas highlighted for
improvement in most recent
Ofsted inspection. Ofsted February
Monitored half termly by SLT
KLP/PES/LHH
Monitored Termly by
Governors at Governors
monitoring meetings and
individual meetings with Link
Governors.
Reviewed at half
termly Governors
Monitoring Committee
Meetings
LHH/LAN/PES
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 mostable 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.
LHH
LHH
LHH
LHH
PES/KLP
GFS
Actions and approaches also echoed in
School Post Ofsted Action Plan.
4
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)
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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.
Areas highlighted for
improvement in most recent
Ofsted inspection. Ofsted February
2016
Monitored half termly by HoDs,
Line managers and Leadership
Team during learning walks and
targeted work scrutinies.
Teachers did not consistently
apply the college’s marking
policy. Their feedback was not
always effective in helping
pupils to improve their skills.
Monitored Termly by
Governors at Governors
monitoring meetings and
individual meetings with Link
Governors.
RCK/LHH
LHH
Reviewed at half
termly Governors
Monitoring Committee
Meetings
Leadership
Team
Leadership
Team
Not all teachers had high
expectations of pupils; they did
not insist that pupils’ work is of
a high standard.
Teaching did not always
capture pupils’ interest and
encourage a thirst for learning.
The difference in performance
between disadvantaged pupils
and other pupils both internally
and against national measures
needed to be diminished.
To ensure that literacy
teaching is co-ordinated
well across the
curriculum so as to
improve disadvantaged
pupil’s literacy skills
(POAP 1.5).
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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.
Areas highlighted for
improvement in most recent
Ofsted inspection. Ofsted February
2016
Monitored half termly by HoDs,
Line managers and Leadership
Team during learning walks and
targeted work scrutinies.
Literacy and reading were not
promoted well across the
college; pupils’ skills were
underdeveloped.
Monitored Termly by
Governors at Governors
Monitoring Meetings and
individual meetings with Link
Governors.
RCK
RCK, HoDs
Reviewed at half
termly Governors
Monitoring Committee
Meetings
RCK,
RCK
RCK
All staff
Leadership
Team
5
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).
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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
Areas highlighted for
improvement in most recent
Ofsted inspection. Ofsted February
Monitored half termly by
Leadership Team.
2016
Monitored Termly by
Governors at Governors
monitoring meetings and
individual meetings with Link
Governors.
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 mostable pupils.
Teaching did not always
capture pupils’ interest and
encourage a thirst for learning.
PES/KLP
Reviewed at half
termly Governors
Monitoring Committee
Meetings
PES
PES
PES
HoDs
Classroom
Teachers
PES/KLP
PES/BPR/GFS/
KFY
Total budgeted cost £49,948.34
6
ii. Targeted support
Desired
outcome
Chosen action/approach
Evidence & rationale
for choice
Ensuring Good
Implementatio
n
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).
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Areas highlighted for
improvement in most
recent Ofsted
inspection. Ofsted February
Monitored half
termly by HoDs,
Line managers
and Leadership
Team following
TRIP/DCP data
analysis.
PES/PDS
At each half termly
Governors
Monitoring
Committee
Meetings
Monitored Termly
by Governors at
Governors
Monitoring
Meetings and
individual
meetings with
Link Governors.
PES/KLP
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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
2016
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 and
English. 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.
PES/KLP
Leader
Group
HODs
CoLs and
KSCoLs
Form Tutors
KLP
JLD
LRN
SMD
LHH/RPE
GFS
LRN/LSIP
DCS
7
To improve
Literacy and
Numeracy
levels of post
catch up
Disadvantaged
pupils in Y8-11.
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To support all
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Looked after
and Post Care
Pupils
emotionally,
socially and
educationally by
providing
specific support,
to raise their
attainment and
address their
wider needs
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.
Areas highlighted for
improvement in most
recent Ofsted
inspection. Ofsted February
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.
2016
Pupils’ achievement
required improvement.
Too many pupils, over a
number of years, had
not made enough
progress in
Mathematics and
English. Current pupils’
progress (February 2016)
was not improving
swiftly enough.
Monitored half
termly by SENCO,
Literacy and
Numeracy Coordinators and
Leadership Team
following
TRIP/DCP data
analysis.
SMD
SMD/MMN
At each half termly
Governors
Monitoring
Committee
Meetings
RCE
NMR
Monitored Termly
by Governors at
Governors
Monitoring
Meetings and
individual
meetings with
Link
Governors.
Monitored
by
Virtual
Headteacher
externally and
ACT/SCN/KLP
Internally
ACT/SCN
KLP
At each PEP
meeting with Social
Worker/Virtual
Headteacher
Total budgeted cost £106,276.19
8
iii. Other approaches
Desired outcome
Chosen action / approach
Evidence &
rationale for
choice
Ensuring Good
Implementation
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)
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Areas highlighted for
improvement in most
recent Ofsted
inspection. Ofsted February
Monitored half termly by
SENCO, Literacy and
Numeracy Co-ordinators
and Leadership Team
following TRIP/DCP data
analysis.
SMD/KFY
Reviewed at each
half termly
Governors
Monitoring
Committee Meetings
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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 selfreview, 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.
2016
Leadership of support
for pupils who have
special educational
needs or disability
required improvement.
Pupils did not always
receive appropriate
support.
SMD/KFY
SMD
MBK
Monitored Termly by
Governors at Governors
Monitoring Meetings and
individual meetings with
Link Governors.
PES
SMD
LRN
LHH/SMD
PES/SMD/
KLP/JLD
All Staff
9
To create good opportunities for
pupils and learners to read
widely and often across the
college (POAP 1.6)
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To increase attendance rates for
Disadvantaged students. (POAP
4)
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To Increase engagement/selfesteem of Disadvantaged
students.
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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
RPE
JLD
RCE
Reviewed at each
half termly
Governors
Monitoring
Committee Meetings
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
KFY
GBR/EWO
At each half termly
Governors
Monitoring
Committee Meetings
and Link Governor
Meetings
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,
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
Weekly at pastoral and
Leadership meetings.
KFY
KFY
PES/PDS
CoLs
Form
Tutors
KFY
GBR
KLP
Monitored by Leadership
Group
KLP
KFY/SMD/
LGE/
KSCoLs
Weekly pastoral
meetings
At each half termly
Governors
Monitoring
Committee Meetings
and Link Governor
Meetings
KLP
10

To provide effective CAG and
opportunities to develop good
employability skills for all
Disadvantaged pupils.





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.
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
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.
KFY/BPR/
KS CoLs
Leaders are keen to
develop pupils’
employability skills
Leaders have a strong
grasp on pupils’
aspirations and ensure
that appropriate steps
are put in place to
support successful
destinations of all
pupils. Ofsted 2016
Monitored by Leadership
Group
JLD/ADS
ADS/KFA
Annual analysis of
Destinations
measures and NEET
figures
ADS/KFA
ADS/KFA
ADS/KFA
Destination measures
for Disadvantaged
pupils exceed national
measures in all
categories; It is vital
that this is maintained
Total budgeted cost £91,244.83
11
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
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).
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
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
Pupil Premium
Intervention Coordinator
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).
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.
£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 Y811 is improving.
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
moderate evidence. +2 Months Impact).
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
12
Numeracy Co-ordinator
Revision Materials and
subject specific
support/resources
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).
Contribution to sets 2.5
to address
Maths/Eng./Sc 3 levels
of progress
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 focus has contributed to
this increase.
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.
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
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
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%
% £ contributions will be continued to support additional sets in
Maths/English/Science in Y11
£30,000.00
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%
Curriculum
support/resources to
address 3 levels of
progress
Maths/English/Science
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.
£3,000.00
13
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).
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.
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.
£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
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
Leadership and
management %
contribution
CPD provision for staff
This will be encompassed into Learning
and Teaching and will be provided.
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.
£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.
Lessons learned
(and whether you will continue with this approach)
Cost
14
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
To provide academic
support for disadvantaged
pupils and those who have
special educational needs
or disabilities
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
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
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 approaches
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
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
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
Attendance Initiative
15
To Increase
engagement/self-esteem
of Disadvantaged students.
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
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%
contribution.
Pupil engagement very positive, all pupils confident
in delivering Heartstart, however no discernible
different impact in Disadvantaged pupils compared
to other pupils.
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
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
Contribution towards
Heartstart Initiative
Y7/Y9 refresher
16
To provide effective CAG
and opportunities to
develop good
employability skills for all
Disadvantaged pupils.
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
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).
£500.00
Contribution towards
Future Focus Day
activities
Disadvantaged NEET figures are 50% lower than
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.
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
£500.00
£59,160.00
£249,108.76
17
Internal Impact of 2015-16 Spending Relative to RAISE Priorities
These 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_14
Difference between
DIS and Other
2014_15
Difference between
DIS and Other
2015_16
Difference 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%
2014_15 Disadvantaged
(Ever 6 FSM/PP) 36.0%
2014_15 Other 57.0%
Difference -21.0%
2015_16 Disadvantaged
(Ever 6 FSM/PP) 46.3%
2015_16 Other 60.8%
Difference -14.5%
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
Progress
2013_14 Disadvantaged
(Ever 6 FSM/PP) 38.0%
2013_14 Other 68.0%
Difference -30.0%
2014_15 Disadvantaged
(Ever 6 FSM/PP) 45.0%
2014_15 Other 68.0%
Difference -23.0%
2015_16 Disadvantaged
(Ever 6 FSM/PP) 63.4%
2015_16 Other 70.0%
Difference -6.6%
Average
Total
Capped 8
2013_14 Disadvantaged
(Ever 6 FSM/PP) 253.8
2013_14 Other 309.5
Difference -55.7
2014_15 Disadvantaged
(Ever 6 FSM/PP) 258.2
2014_15 Other 318.8
Difference -60.6 
2015_16 Disadvantaged
(Ever 6 FSM/PP) 266.9
2015_16 Other 319.7
Difference -52.8 
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
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.
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)
Students
with 5 x
A*-C
2013_14 Ever 6
FSM(PP) D
2013_14 Non PP C
Difference -1.0 (full
grade)
2013_14 Disadvantaged
(Ever 6 FSM/PP) 40.0%
2013_14 Other 63.0%
Difference 23.0%
2014_15 Ever 6 FSM(PP)
D+
2014_15 Non PP C+
Difference -1.0 (full
grade)
2014_15 Disadvantaged
(Ever 6 FSM/PP) 50.0%
2014_15 Other 66.0%
Difference -16.0% 
2015_16 Ever 6 FSM(PP)
D+
2015_16 Non PP C
Difference -0.5 (half
grade) 
2015_16 Disadvantaged
(Ever 6 FSM/PP) 46.5%
2015_16 Other 65.6%
Difference -19.1% 
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%
2015_16 Disadvantaged
(Ever 6 FSM/PP) 41.5%
2015_16 Other 52.7%
Difference -11.2%
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
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.
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.
18
Students
in Cohort
Achieving
the
English
Baccalaur
eate
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
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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