2019-2022 School Overview
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 and distanced 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. However, we recognise that there is still much to be done to diminish disadvantage both within our school and in the wider community and so we continue to review our practice and trial innovative approaches to narrowing the gap.
Metric |
Data |
School name |
St Mary Redcliffe and Temple School |
Pupils in school |
1706 |
Proportion of disadvantaged pupils |
13.7% |
Pupil Premium allocation this academic year |
£238,535 (2019-2020) |
Academic year or years covered by statement |
2019-2022 |
Publish date |
March 2020 |
Review date |
September 2020 |
Statement authorised by |
Elisabeth Gilpin |
Pupil premium lead |
Emma Cottell |
Governor lead |
Liz Thackeray |
Disadvantaged pupil performance overview for last academic year
Progress 8 |
-0.22 Particularly pleasing were the Progress 8 outcomes in: Science (+0.47) Geography (+0.59), RE (+0.38) and Music (+0.24) all of whom had large cohort of disadvantaged students. |
Ebacc entry |
8.33% Recent data shows that 92% of our PP 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. |
Attainment 8 |
37.85 We’re particularly proud of track record of our female disadvantaged students out-performing non-disadvantaged in terms of overall Progress 8 scores. This is also true of BME students. |
Percentage of Grade 5+ in English and maths |
16.67% 2018 31.03% |
Strategy aims for disadvantaged pupils
Aim |
Target |
Target date |
Progress 8 |
Achieve excellent progress for PP students in excess of national averages. |
September 2022 |
Attainment 8 |
Achieve national average for non-PP pupils |
September 2022 |
Percentage of Grade 5+ in English and maths |
Attain average English and Maths 5+scores for non-PP |
September 2022 |
Other |
Improve school to parent/carer communication Monitor the participation of PP students in extra-curricular activities as well as develop the school’s input in PP students’ preparedness for adult life. |
September 2022 |
Ebacc entry |
Move towards an increased Ebacc entry and outcomes for all disadvantaged pupils. |
September 2022 |
Teaching priorities for current academic year
Measure |
Activity |
Priority 1 |
Effective differentiation within the classroom to meet needs of all PP learners. Embedded use of new SMRT teaching model (ABCDE) and building consistently ALIVE classrooms in line with SMRT SDP |
Priority 2 |
Development of Maths to improve outcomes for PP students. Increased P8 and A8 in Maths. |
Barriers to learning these priorities address |
Retention of staff. Attendance of students. Training needs and capacity. |
Projected spending |
£38, 535 |
Targeted academic support for current academic year
Measure |
Activity |
Priority 1 |
Numeracy interventions across KS3 and Maths GCSE in KS4 for low attaining disadvantaged pupils. |
Priority 2 |
Improving parental engagement and relationships with school. |
Barriers to learning these priorities address |
Attendance to numeracy sessions. Quality and quantity of parental support. |
Projected spending |
£100,000 |
Wider strategies for current academic year
Measure |
Activity |
Priority 1 |
Audit and evaluation of current range of extra-curricular activities and PP participation. |
Priority 2 |
Widening take-up of financial help with school opportunities and determining need for broader offer of opportunities. |
Barriers to learning these priorities address |
Time. Staffing needs. Accuracy of historic record keeping. |
Projected spending |
£100,000 |
Monitoring and implementation
Area |
Challenge |
Mitigating action |
Teaching |
Embedding new curriculum structure around Assessment, Behaviour, Content, Differentiation and Engagement. |
Use of INSET days and directed meetings being provided by senior leaders. |
Targeted support |
Subject interventions; targeted revision breakfasts; one-to-one mentoring sessions; pre GCSE booster sessions; one to one and small group literacy, numeracy and EAL interventions; sixth form mentoring; Year 9 options interviews; Year 11 guidance meetings for Post 16 and parental revision evening for Year 11s. |
Consistency of staffing. Allotted timetable time for delivery. Communication between providers. PP students’ attendance to school and targeted sessions. Home/school relationship in supporting. |
Wider strategies |
Engagement of middle leaders to develop new curriculum models. Developing parental engagement through better communication, admin processes and highlighting what the school offers in terms of assistance and opportunity. Conducting a KS3/KS4 Pupil Premium review internally. |
Look at good and outstanding practice and provide models. Senior Leaders being critical friends to Middle Leaders.
|
Review: last year’s aims and outcomes
Outcome |
Achieved with a 0.3 increase in attendance. 2017-2018 PP attendance 94% (95.8% Non-PP) 2018-2019 PP attendance 94.3% (95.5% Non-PP) In 2018-2019 there was no difference between the number of authorised absences for PP and Non-PP students. In 2017-2018 was a 1.6% difference in Non-PP favour. 2018-19 saw more authorised absences for all students so the small increase from 22.4% to 23.6% is contextually not significant. |
2018 to 2019 exclusion data revels that the percentage of PP student exclusions 65.9% to 50.6% |
Partially achieved – results in English and Science were strong, notably for PP students with English -0.10 and Science with -0.02 |
The Pupil Premium provided the additional facilities in 2018-19: • Individual Learning Mentors for vulnerable students • We also take part in the “Future Quest” project which is aimed at supporting students from postcodes in Bristol which are underrepresented at university, to access opportunities to improve their chances of succeeding at gaining higher education opportunities 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. |