As a church school we are committed to justice for all and diminishing disadvantage is central to both our mission and our ALIVE values. We aim to achieve this through top quality classroom teaching with high staff awareness of the needs of individuals combined with carefully focussed and targeted interventions that respond to what the data is telling us. It is also through our approach that puts hope at the heart of all we do.

The Department of Education introduced the Pupil Premium in April 2011. The Pupil Premium is additional funding provided to enhance the education of the most socio-economically deprived (namely those students entitled to free school meals and looked after children).

The amount of Pupil Premium allocated to St. Mary Redcliffe and Temple School during the 2016-2017 financial year is £182,585.

The Pupil Premium will continue to be spent to ensure that entitled students receive the opportunity for additional support, use of facilities and extracurricular opportunities. Our aim is to improve attainment and achievement for this group of students. The funding will therefore be used to support a number of strategies and interventions to continue to improve outcomes for disadvantaged students, for instance:

• 1-2-1 personal tutoring in Maths and Science for GCSE students
• Breakfast club provision
• Small group and 1-2-1 sessions on exam technique and extended writing
• Providing additional staffing so that English and Maths staff can do 1-2-1 target setting and progress reviews with disadvantaged students in KS4
• Providing 1-2-1 support in improving extended writing for disadvantaged students with EAL
• Support to enable students to participate in Music tuition
• Homework Club/coursework catch ups (Mon-Thurs)
• Specific homework club for Year 7 (2 lunchtimes per week)
• Numeracy and Literacy Boosters for Years 7, 8 and 9
• Small group English boosters for targeted Year 11 students with a senior examiner
• Year 11 “Revise It!” support with revision
• Year 11 staff mentoring and support with 6th Form Applications
• Support for students to participate in a week of school activities
• Lunchtime support for vulnerable students
• Work with external agencies (e.g. on circle time/self-esteem/identity)
• Parent/Carer workshops/programmes
• Attendance Officer
• Individual Learning Mentors for vulnerable students
• A dedicated Learning Mentor for children in care
• A Learning Mentor with a specific focus on achievement
• Counselling service
• Summer School programme for Year 6 students identified as vulnerable on transition
• Increased support on transition to Post 16 courses
• Guaranteed 1:1 interviews with our independent careers consultant, with follow-up as required

The amount of Pupil Premium allocated to St. Mary Redcliffe and Temple School during the 2015-2016 financial year was £180,755. The Pupil Premium was spent on the strategies and interventions above.

The impact in educational attainment from the 2015-16 financial year’s Pupil Premium was demonstrated with improvements in reading, writing and attendance across both Key Stage Three and Key Stage Four.

Over the past three years our disadvantaged students have continued to achieve above the national average and in 2015, even out-performed non-disadvantaged students with a value added score of 1012.9 compared to 975.9 for disadvantaged students nationally and 1008.8 for other students nationally.

In 2016, many of our disadvantaged Year 11s benefitted from a modified curriculum which best met their learning needs. As a result some of those students did not achieve a high score on the new Progress 8 measure. For the majority of disadvantaged students, who sat the full range of subjects and who benefitted from our Progress Plus programme the Progress 8 score was the same as for the school as a whole: +0.05

We are particularly pleased with the progress made by our more able disadvantaged students, in particular the two students who each achieved 6A* grades. In fact, in 2016, our higher ability disadvantaged cohort outperformed their non-disadvantaged peers on a wide range of different measures including Progress 8 and Attainment 8.

Clearly, there is still work to be done with the middle and lower ability cohorts of disadvantaged students. A common problem for some of these students was securing some of the key concepts in Maths. In response to this we have introduced a new intervention this year using private one-to-one maths tuition for students with the specific purpose of addressing any gaps in understanding. We have also redesigned our staff INSET programme so that teachers are allocated to Learning Communities, which have a particular focus on disadvantaged students from across the age range, in order that staff have a regular forum for developing strategies and resources to improve further the attainment and achievement of these students with the goal of continuing to diminish disadvantage.

We are immensely proud of the enthusiasm with which our students engage with these opportunities and the impact that it has on the life chances of disadvantaged students. This is reflected in our strong track record of making sure that, through a combination of good exam results and excellent advice and guidance, our disadvantaged students make the right choices when they finish Year 11. Our nationally recognised work on revision has meant that the Year 11 disadvantaged students are extremely well prepared for their forthcoming GCSE exams, while our intensive support for these students as they apply to our Sixth Form and elsewhere has led to the majority of these students making successful applications to continue their education with us into Year 12 and 13. The most recent data shows that 92% of our disadvantaged students go on to a sustained education or employment or training destination. This figure is significantly higher than the national figure for disadvantaged school leavers of 85% and is equal to the figure for all students nationally.

As a school, we continue to be at the forefront of sharing and developing good practice in this area. Our Head Teacher, Elisabeth Gilpin, is involved in the Bristol Scholars project and the speech she made at the launch of this initiative can be seen below:


In addition to this, teachers and senior leaders from across Bristol are participating in the “Leading with Moral Purpose” project, which is led by Mrs Gilpin. The project allows staff from across the city to share ideas and resources focused on diminishing disadvantaged, while encouraging the participants to reflect on their own values as leaders within education.

We will continue to support individual students using an appropriate selection of the above strategies and interventions mentioned above as well as seeking additional support measures for a wider group of students. The key to continued success is having the right strategies matched to individual students based on analysis of data combined with the passionate commitment to helping every young person be "Fully Alive".