Virgo Fidelis Convent Senior School
Pupil premium strategy statement
(Please refer to the separate sheet for details of costs)
1. Summary information
School
VIRGO FIDELIS CONVENT SENIOR SCHOOL
Academic Year
2016/17
Total PP budget
£214,334
Date of most recent PP Review
n/a
Total number of pupils
659
Number of pupils eligible for PP
125
Date for next internal review of this strategy
Second
Week after
Easter 2017
PUPIL PREMIUM EXPLAINED
Introduced in 2011, the Pupil Premium Grant (PPG) is Government funding that is allocated to assist disadvantaged children in maximising their potential
whilst in education. This funding is issued to schools for children who have registered for free school meals in the last six years from Reception to Year 11,
are in care, or have parents in the Armed Forces. In 2012/2013 the National PPG funding was £623 per eligible pupil. In 2013/2014, due to Government
interventions, the funding rose to £900 per eligible pupil and £300 for children of Armed Forces families. The PPG has further increased for the 2014-2015
academic year to £935 per Pupil Premium child and to £1,900 per LAC child - although LAs do not release all LAC funds to a school. 2016-2017 received the
same allocation.
At Virgo Fidelis Convent Senior School, we work hard to ensure that all pupils have access to quality-first teaching in each and every lesson. We strive
to enhance and accelerate their progress and achievements whilst ensuring that they encounter an overall enriched educational experience. Historically,
through the use of the Pupil Premium Grant, the progress made by these pupils has been demonstrating year-on-year improvement. This is because we help
pupils – whether inside or outside the classroom - to benefit from the essential intervention tools that equip them to fully experience and achieve in their
time at Virgo Fidelis Convent Senior School.
Our aims are:
• to provide additional educational support/intervention to improve pupils’ progress. Furthermore, to accelerate the rate of their ongoing progress so that
they achieve their challenging end of key stage/year targets.
• to remove barriers which could impede pupils’ progress in order that the attainment gaps between PPG students and non PPG students are eliminated,
both within Virgo Fidelis Convent Senior School and in comparison to non PPG pupils nationally.
• to ensure that all disadvantaged pupils are provided with the opportunities and support to achieve their absolute best.
• to ensure that funding is used strategically, based on the barriers to learning for PPG pupils through ongoing analysis of data, ongoing formal and
informal quality assurance of teaching and learning, as well as ongoing evaluation of pupils’ progress based on these different sources of evidence.
2. Current attainment
Pupils eligible for PP (your school)
Pupils not eligible for PP
% achieving 5A* - C incl. EM (2015/16 only)
51.0%
61.0%
% Achieving EBacc (2015/16)
17
19
Progress 8 score average (from 2015/16)
-0.16
0.1
Attainment 8 score average (from 2015/16)
46.50
51.20
3. Barriers to future attainment (for pupils eligible for PP including high ability)
In-school barriers
A.
1 .Literacy and numeracy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress in Year 7.
Developing pupils’ literacy in lessons to ensure that low literate pupils (those with KS2 below level 4) and also those that are EAL category A&B are able to learn well
because they can access the Curriculum fully. (Year 7-11)
B.
2. Teachers preparing differentiated tasks/activities as part of everyday lesson planning especially for low, middle and higher ability PPG students - linked to the School
improvement plan and develop the use of RAP sheets (Year 7-11). Teachers to prepare differentiated tasks/activities as part of everyday lesson planning especially for
low, middle and higher ability PPG students. Targeting the progress of PPG pupils who are at risk of not achieving target grades (Year 10 &11). Attendance issues for
some pupils who are eligible for PP cause them to make less progress than pupils across Key Stage 3 and 4. This prevents sustained high achievement through KS3 and
KS4.
C.
Behaviour and emotional issues for a small group of pupils (mostly eligible for PP) are having detrimental effect on their academic progress and that of their peers. PPG
pupils who are continually poorly behaved in many lessons especially in Year 8 and in Year 11 to be targeted for additional intervention to reduce the number of incidents
linked to poor behavior. This will result in a reduction in the number of fixed-time exclusion for PPG pupils by giving them constructive activities and Community service.
a) Regular attendance: to ensure an ongoing improvement in attendance among PPG pupils to be in line with national 2016 is 95% – (Virgo Fidelis overall attendance in
2015/16 was 94.7% (Year 7-11)
b). Reduce persistent absence (PA) figures (percentage of pupils with overall attendance of 90% and below) so PPG pupils’ PA figures need to reduce and move towards
conformity with the National 2016 PA figure which is 12.4% – (Virgo Fidelis Convent Senior School FSM PA in 2015/2016 was 20.8%, % Non FSM 11.7% (Year 7-11)
External barriers (issues which also require action outside school, such as low attendance rates)
Attendance rates for pupils eligible for PP are lower than for other pupils. This reduces their school hours and causes them to fall behind on average.
D.
4. Outcomes
A.
Desired outcomes and how they will be measured
Success criteria
At least expected levels of progress in literacy and numeracy for Year 7 pupils eligible for PP.
Pupils eligible for PP in Year 7 make more progress by the end of the
year than ‘other’ pupils so that at least 50% exceed progress targets
and 100% meet expected targets.
Other pupils still make at least the expected progress. This will be
evidenced using accelerated reader assessments and English and
Mathematics written assessments in January, March and June.
Improved rates of progress across KS3 and KS4 for pupils eligible for PP.
B.
Pupils eligible for PP identified as high attaining from KS2 levels / raw
scores make as much progress as ‘other’ pupils of similar prior
attainment across Key Stage 3 and KS4 so that 85% or above are on
track to meet their targets by the end of KS3 and KS4.
Where they are not, departments are putting in place wave 1
interventions, monitored by heads of departments (HOD) and senior
leadeship team.
C.
Behavioural and emotional issues of identified pupils addressed.
Fewer behaviour and emotional incidents recorded for these pupils on
the school system (without changing recording practices or
standards).
D.
Increased attendance rates for pupils eligible for PP.
Reduce the number of persistent absentees (PA) among pupils
eligible for PP to 10% or below. Overall attendance among pupils
eligible for PP improves to levels in line with ‘other’ pupils.
Breakdown
Breakdown of the pupils at Virgo Fidelis Convent Senior School who are in receipt of the Pupil Premium Grant as of December 2016
Year
Year 7
Number
on roll
89
84
79
101
113
Pupil
Premium
23
20
22
23
37
%
Current
Year
Groups
26
24
28
23
33
Year 8
Year 9
Year 10
Year 11
Reviews
1st PP
Internal
Review
January 2017
began ongoing
February.
Next
External
Review
Second week after
the Easter holiday
2017
Next
Internal
Review
Second week after
May half term
2017
Next
Internal
Review
First week in July
2017
PPG internal review the progress of actions taken towards
implementing the four desired outcomes stated above in
this document. Staff to be contacted with regard to actions
taken so far. Tracking sheet shared with all staff. The
findings will also inform whether changes to the proposed
actions stated in this plan will need to be amended. A
further review will take place after Easter with the support
of an External consultant.
With support of an external consultant, the SLT in charge of
PPG will review the progress of actions taken towards
implementing the four desired outcomes stated above in
this document. A brief written report of the finding of the
review will be shared with SLT and Governors. The findings
will also inform whether changes to the proposed actions
stated in this plan will need to be amended.
With support of an external consultant, the SLT in charge of
PPG will review the progress of actions taken towards
implementing the four desired outcomes stated above in
this document. A brief written report of the finding of the
review will be shared with SLT and Governors. The findings
will also inform whether changes to the proposed actions
stated in this plan will need to be amended.
With support of an external consultant, the SLT in charge of
PPG will review the progress of actions taken towards
implementing the six desired outcomes stated above in this
document. A brief written report of the finding of the review
will be shared with SLT and Governors. The findings will
also inform whether changes to the proposed actions stated
in this plan will need to be amended.
5. Planned expenditure
Academic year
2016/17
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support
and support whole school strategies.
i. Quality of teaching for all
Desired outcome
Chosen
action/approach
What is the evidence and
rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation?
A. Improved Year 7 literacy
and numeracy progress
CPD on self-regulated
writing for relevant
teachers.
Deliver high quality teaching to all these
pupils to drive up results. CPD course was
selected which offered a combination of
pedagogical knowledge and subject
knowledge, and involved both external
contributors and peer support.
Course selected using evidence of
effectiveness, cover staff organised well
in advance. Peer observation of
attendees’ classes after the course, to
embed learning (no assessment).
Head of
English and
Mathematics
Jan 17
HOD to oversee resources and scheme
development with KS3 lead for English
and SENCO.
Head of
English
October, March and
June 17
Use INSET days to deliver training.
Peer observation of attendees’ classes
after the course, to embed learning (no
assessment).
Lessons from training embedded in
school feedback policy.
Initial, 3 month and 6 month evaluation of
CPD through moderation and
assessment grades.
Deputy Head
Jan 17
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation?
CPD training on effective use of AfL/FA
and its use in lesson delivery.
A. Improved Year 7 literacy
progress
A. Improved Year 7 literacy
progress
CPD on developing
questioning techniques to
follow up text reviews –
develop a bank of specific
resources to use for
follow-up to assess the
components of language.
Staff training on high
quality feedback to be
delivered by SLE.
B. Improved progress for high
attaining pupils
Components of language identified as an
area of weakness from moderation
Schools in the English network have
successfully trialled this approach.
Accelerated Reader was shown to have a
positive impact in an independent
evaluation.
We want to invest some of the PP in
longer term change which will help all
pupils. Research evidence suggest that
high quality feedback is an effective way
to improve attainment, and it is suitable as
an approach that can be embedded
across the school.
This will focus specifically on effective
assessment of writing for a purpose.
ii. Targeted support
Desired outcome
Chosen
action/approach
What is the evidence and
rationale for this choice?
A. Improved Year 7 literacy
progress
1 to 1 and small group
provision of Read Write
including ‘Fresh Start’ for
struggling Y7 pupils.
Some of the students need targeted
literacy support to catch up. This is a
programme which has been independently
evaluated and shown to be effective in
other schools.
Organise timetable to ensure staff
delivering provision have sufficient
preparation and delivery time.
Consult local school which has used the
programme to identify any potential
barriers to good implementation.
Data tracking of these students to show
impact of the programme.
Teaching Assistant CPD for TAs
delivering Fresh Start.
Head of
English,
SENCO and
Pupil
Premium
Coordinator
Jun 17
Pupil Premium Co-ordinator to liaise with
parents of targeted children.
B. Improved progress for high
attaining pupils
Weekly small group
sessions in Maths and
English for high-attaining
pupils with HOD or
equivalent, replacing tutor
time or assembly.
We want to provide extra support to
maintain high attainment. Small group
interventions with highly qualified staff are
known to be effective. We want to
combine this additional provision with
some ‘aspiration’ interventions such as
talks from successful former pupils.
Extra teaching time and preparation time
paid for out of PP budget, not sought on
a voluntary basis.
Engage with parents and pupils before
intervention begins to address any
concerns.
Track data in English and Maths at 3 key
points, October, March and June
HODs to observe sessions and provide
feedback and support.
Head of
Maths/
English
Mar 17
Desired outcome
Chosen action /
approach
What is the evidence and
rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation?
D. Increased attendance
rates
Monitor weekly
attendance and telephone
or email parent or carer on
the day of absence.
We can’t improve attainment for children if
they aren’t actually attending school. NfER
briefing for school leaders identifies
addressing attendance as a key strategy..
Pupil premium coordinator and deputy
head
will collaborate to ensure that planned
approach is delivered and standard
school processes work smoothly
together.
Pupil
Premium
Coordinator
Jan 17
iii. Other approaches
Same day calls about progress for target
students and reduced timetable
integration programme to ensure
students attend on a regular basis,
building to full timetable. Personalised
support and assertive mentor assigned to
each PA pupil eligible for PP.
Attendance and progress discussed at
least fortnightly with PP Coordinator and
mentor.
Reviewed by Deputy
Head
Letters about attendance to parents /
guardians. Also use AFA to engage hard
to engage parents
C. Problem behaviour in
school addressed
Identify a targeted
behaviour intervention for
identified students.
Use the EEF toolkit to inform decisions
made about interventions used to target
students eligible for catch up funding. (or
those with particular needs or behavioural
issues)
Ensure identification of pupils is fair,
transparent and properly recorded.
Use support worker to engage with
parents before intervention begins.
Monitor behaviour but also monitor
whether improvements in behaviour
translate into improved attainment.
Achievement/effort points to be a focus
for all staff through a focus month of
positive praise/effort cards through form
tutors.
Heads of
Years and
SENCO
Jun 17
Monitored by Deputy
Head
6. Review of expenditure
Previous Academic Year
2015/16
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 progress and
attainment across the
curriculum
CPD provision for the use
of effective teaching
strategies and use of
formative assessment.
Training has informed approach to building
aspiration in school in both teachers and pupils.
Staff were positive about the training and believe it has
affected attitudes of staff and students. We will continue
implementing the approach and monitoring pupil
response and student outcomes.
CPD Costs
£2,500.00
Staff observe outstanding
teaching practice across
departments.
We measured the impact on attainment for all
children, not just PP eligible.
Success criteria: not fully met. Approach shows
promise as evident from staff developing
questioning technique as seen in lesson
observation – best practice shared in briefings.
However, Progress 8 data shows that PP students
did less well than other students and did not make
expected progress.
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)
Improved Year 7 and 8
literacy skills
One to one tuition
delivered by qualified
teachers
Good: observed increased progress amongst
participating children assisting them to reach
expected progress, as measured using scores on
the Progress in English test and other assessment
methods.
This seemed to be most effective when the focus area
was determined by the class teacher based on their
observations of the pupil. We will continue next year.
£14,000.00
Success criteria: met.
Improved Year 7 and 8
numeracy skills
One to one tuition
delivered by qualified
teachers
Improved standard. Embedding new
requirements of the Mathematical curriculum in
KS3 and KS4.
Effective in improving understanding and attainment.
£6,000.00
TA support in KS3 and
KS4
In class support by TA to
be targeted strategy.
KS3 and KS4 improved attainment and
behaviour.
Students have the same TA throughout the period of
support.
£29,686.00
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)
a) Half term and term
holiday programmes for
targeted Year 11 students.
b) Whole day programme
for Y11 with intensive
support in Maths and
examination preparation.
c) Two extra smaller
classes in Year 11 for
English, Mathematics
Science and RE
d) ICT support
e)1 to 1 support in KS4
Medium-low: positive impact for students who
attended but many did not. Success criteria: not
met in most cases.
Next year we will try to provide more intensive afterschool support instead, with parental engagement to
encourage attendance.
iii. Other approaches
Desired outcome
KS4
Improved Year 11
outcomes (GCSE) in
Mathematics
KKS4
Also follow up testing to ensure that areas of
weaknesses are addressed.
Use smaller group of students with individualised
programmes of support rather than the large groups
used with more than 1 teacher.
a)Teaching costs
for programme
supporting 30
students - £12,500
b)£15,880.00
c)£9,750.00
d) 4,600.00
e)£7,800.00
……..
7. Additional detail
•
•
•
•
•
•
•
•
•
Extracurricular support and activities
Pixl Meetings and Sessions
Motivational Study Skills
Sponsored Music Lessons
Outdoor educational trips or sponsorship
Behaviour Support and Services
Yes Futures participation
Careers advice and Guidance
Setting up equipment inclusion Centre
Total
£20,215.00
£3,043.00
£2,800.00
£500.00
£2,250.00
£16,500.00
£6,000.00
£ 5,000.00
£25,500.00
_________
£204,624.00