Pupil Premium

St Marys High School, Leyland

Pupil premium strategy statement: 2019/20

 

1.     Summary information

School

St Mary’s Catholic High School, Leyland

Academic Year

2019-20

Total PP budget

 

Date of most recent PP Review

Feb ‘18

Total number of pupils

644

Number of pupils eligible for PP

 

Date for next internal review of this strategy

Termly

 

2.   Current attainment

School Progress 8 score        -0.  24                                                                                                 (30/109 pupils)

School Attainment 8 score    45.09       LA average 45.7          England average 44.6

Pupils eligible for PP

(your school)

Pupils not eligible for PP

(national average)

Progress 8 score average

 

 

Attainment 8 score average

 

 

English & maths at grade 5 or above

 

 

English & maths at grade 4 or above

 

 

Progress 8 score by subject area: English

 

 

Progress 8 score by subject area: Maths

 

 

Attainment 8 score by subject area: English

 

 

Attainment 8 score by subject area: Maths

 

 

 

 

 

 

 

 

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

 

Academic barriers

 

A.

Outcomes lower for PP students resulting in a widening of gaps when comparing to non-PP in a number of subject areas in the school.

 

B.

Engagement of Curriculum ‘pathways’ which do not always cater for PP.

 

Levels of Literacy, numeracy and oracy are often lower in PP students.

 

C.

Low Aspirations

 

D.

Attendance is this still an issue

Rates of exclusion for PP are higher than for non-PP (FTE and PX)

 

PP are also more likely to spend time in our internal Inclusion facility –impacting on progress.

 

 

PA rates higher in PP students.

 

2017/18

2018/19

Whole school

95.06

 

PP

92.39

 

Non-PP

96.17

 

PP Girls v Non-PP Girls

92.35 v 96.41

 

PP Boys v Non-PP Boys

92.45 v 95.90

 

 

E.

Parental support

 

F.

Lack of opportunities

 

 

 

 

 

 

 

 

4.   Intended outcomes

How measured

Success criteria

A.      

Ensure that disadvantaged pupils achieve in line with non-disadvantaged St Mary’s pupils according to benchmark starting points

Use current data to track performance in both key stages

Analysis of data following GCSE exams

Trends show evidence that gap outcomes are narrowing in a climate of continued improvement for all. (PP outcomes need to improve at a faster rate than for non-PP)

B.      

Ensure that disadvantaged pupils’ attendance rates and PA rates are in line with non-disadvantaged St Mary’s pupils.

Use internal data and compare to national rates

Trends show evidence that gap outcomes are narrowing where overall school attendance stays above national.

C.      

Ensure that disadvantaged pupils’ rates of exclusion are in line with non-disadvantaged St Mary’s pupils.

Use internal data and compare to national rates

Trends show evidence that gap outcomes are narrowing where overall school FTE and PX stays below national.

D.      

Destination data for disadvantaged pupils comes in-line with that for non-disadvantaged

Use internal data and compare to national rates

Trends show evidence that gap outcomes are narrowing where school rates stay above national. Case studies illustrate success for individuals.

E.      

Ensure that the spread of disadvantaged pupils across sets in core subjects stays consistent with ability rather than by outcome of assessment over time.

Each year group to be audited and checked to assess if this is an issue for St Mary’s. Create a profile for each year group to be used at Academic Board meetings as a guide prior to set changes.

Profile stays consistent to Yr7 starting points.

Where changes are made, a case study explanation follows.

F.      

Ensure that disadvantaged pupils fully receive the Parents’ Evening feedback

Record for all cohorts. Pastoral support to make 100% with parents who did not attend in 2018/19. Follow up meting arranged after the event for non-attendees.

100% cohorts academic progress given to parents achieved.

 

 

 

 

 

 

5.   Planned expenditure

·         Academic year

2019-20

     i.   Quality of teaching for all

Action

 Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Monitor the use of best practice strategies given to staff in 2018 via observations to ensure disadvantaged pupils receive quality first teaching.

embed awareness among all teachers of their responsibility to disadvantaged pupils. Continue to upskill teachers on recognised strategies with proven success when used effectively with Pupil Premium Pupils.  Monitor the use of INSET.

PP review in Jan. 2018 identified this as a weakness, this continues to be a weakness in some areas 2019 May data.

· Monitored as a routine part of LO.

· Standard question in feedback discussion.

· Use as a standardised T&L target for all in Performance Management

CLF

March 2020

Appointment of a KS2-3 teacher to narrow the gaps for pupils entering St Mary’s at below expected progress in maths and English.

Increase impact of intervention in Maths and English

Confusion over responsibilities for this. Improved accountability necessary.

PP lead to meet with Curriculum Leaders for Maths and English each half term to monitor strategy and impact.

CLF but directing the work of Eng and Mat CLs

Dec 2018  & April 2019

Ensure that disadvantaged pupils are fully prepared for assessments. Development of revision skills classes targeting these pupils.

Improve internal assessment outcomes for disadvantaged pupils.

Consideration of working lunches for PP pupils for revision so that this will drive achievement in subject areas. Pupils to be fed and watered at these sessions.

Disadvantaged pupils do not approach exams with the same focus as non-disadvantaged and do not have the same resources at home to achieve this.

Creation of a calendar of such interventions for pupils in each year group. Metacognitive approaches used to support disadvantaged pupils improve as independent learners.

Ensure that all PP pupils have access to revision materials for all subject areas, whether this is certain texts, revision guides to visits to places. Ensure that transport and food is supplied for all PP pupils in attendance at revision sessions to encourage their attendance.

CLF

July 2019

Total budgeted cost

39,000

    ii.   Targeted support

Action

 Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve parental engagement at Parents’ Evenings among disadvantaged pupils.

100% cohort engagement

Current rates show a gap between PP and non-PP.

The data on attendance by all at these events will be monitored and reported on to all Governors. The non-attendance of PP parents will result in the Pastoral Leader with the support from the assistant for that year group completing a Home Visit to build relationships and trust and to highlight the progress of their child, so that they know how to support further from home.

GRE & subsequently SLT

April 2019

Improve attendance rates among disadvantaged pupils.

Trends show evidence that gap outcomes are narrowing where overall school attendance stays above national

School data shows significant gaps.

National PP %’s are currently at 92.5% so the schools target must be to reach at least this, of which it fell slightly below this last year at 92.39%.

Absence rates are to be monitored very closely with the implementation of a new Attendance Framework that focuses on each Pastoral Assistant monitoring closely the PP attendance data for their year groups. Introduction of the new 3,2,1 strategy as of September 2018.

The school minibus strategy will run daily across the whole of Leyland to collect PP pupils for a range of attendance related concerns. The inclusion room to be used effectively with restorative work being completed before exclusions. Home visits will be carried out immediately for all PP pupils who are absent without a legitimate reason.

 

GRE

June 2019

PP TA

Support for PP students with anger management and emotional health and wellbeing.

School data shows an increasing need for support with SEMH within the PP cohort. This coincides with an increased to 40+ week waiting time for CAMHs support.

Reporting to governor’s panel every term to show the impact of support. Through case studies as every pupil is dealt with as on an individual basis.

CLF with GRa  and APi

April 2019

TA led Breakfast club

PP pupils are able to have access to a nutritionally balanced breakfast if needed.

Pastoral staff are seeing an increased number of PP pupils arriving at school without having eaten at home. This allows pupils to start the day well and not at a disadvantage due to food insecurity within the home setting.

TA staff keep a register of who attends and monitor patterns e.g Wednesday before benefits day or new children joining without pastoral referral.

GRE with TAs

April 2019

TA led lunch club

Vulnerable PP pupils are able to have access to a friendly environment to socialise and take part in planned activities. 

Evidence suggest that Vulnerable PP are likely to have had times when they haven’t felt safe – and end up reacting to all sorts of triggers in order to keep themselves safe or feel safe. Similarly, they have often experienced multiple rejections. Many will have accompanying attachment issues and sometimes will “reject” before they can be rejected. By acknowledging this, and recognising that what a student needs more than anything is to build relationships that help them feel safe, we may be able to adjust our reactions appropriately.

 

TA staff keep a register of who attends the lunch sessions and refers concerns on through COPOMs. Pastoral staff to monitor behaviour patterns of vulnerable PP students send referrals through GRe based on pupils needs.

Ensure PP students have access to a ‘safe’ environment to learn how to socialise with others effectively.

GRE  and pastoral team with TAs

April 2019

Targeted Careers Provision

To support PP pupils in accessing the correct pathway to take the next step.

National statistics show a need to provide wider access to opportunities in investigating careers pathways for disadvantaged pupils.

Via the school’s self- emulation form and reports to governors and other stakeholders as relevant. National NEET data

LPi

Apr 2019

Family Support Worker

To support pupils and their families in overcoming barriers to learning by providing all aspects of pastoral support to achieve agreed targets.

School data shows an increasing need for support with SEMH within the PP cohort. This coincides with an increased to 40+ week waiting time for CAMHs support as well as other waiting lists to access outside support.

Reporting to governor’s panel every term to show the impact of support. Through case studies as every pupil is dealt with as on an individual basis.

CLF with GRe  and LTu

April 2019

Total budgeted cost

73000

 

   iii.   Other approaches

Action

Intended outcome

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

 

 

 

 

 

 

 

 

 

 

 

 

Total budgeted cost

57545