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 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. |
Pupil premium strategy interim review 2019-2020
Pupil premium grant allocation: £242,897.50
£181,927.50 PP £60,970 PP+
Given the global pandemic, we are continuing with our key priorities for the remaining two years of the strategy. Below are the areas that we made progress on during 2019-2020.
PP review
We conducted a PP review in January 2020 which involved all stakeholders.
Summary of the main barriers to educational achievement:
1. Further Improve school to parent/carer communication.
2. 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.
3. Further improve 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.
4. Increase Numeracy interventions across KS3 and Maths GCSE in KS4 for low attaining disadvantaged pupils.
5. Further Improving parental engagement and relationships with school.
6. Widening take-up of financial help with school opportunities and determining need for broader offer of opportunities.
Spend to overcome barriers and reasons
• Adapted the School Enabling Fund form to make it more approachable in terms of language and accessibility addressing concerns raised by families.
• Adapted the Parents’ Evening communication to enable PP families to access appointments earlier, improved communication and families contacted if they haven’t made appointments.
• Transport offered and funded for travel to and from school events.
• Monitor the participation of PP students in extra-curricular activities.
• Track the use of library services for PP students.
• Differentiation has an increased presence. During lockdown, targeted differentiation of schemes of work, outcomes and tasks. Specific central templates adapted by departments (Differentiate This! Sheets). Closer working with SEND department in terms of communication and exemplar Differentiate this document.
• During lockdown, both literacy and numeracy interventions were moved online. The Moodle pages had increased hits and EEF resources were also incorporated as per DfE guidance.
• Library loans of e-books was monitored with strong participation. Where internet access was a barrier, physical books were ordered and posted home for those families. Literacy and numeracy co-ordinators maintained contact with home particularly as the lockdown continued.
• 95 Stationery packs were sent home in June including paper, glue, colouring pens, highlighters, scissors, A4 paper/exercise books, calculator, pencil case, pencils and writing pens.
• 27 families regularly received printed copies of set work if they had difficulties accessing digital resources.
• Laptops were handed to 73 students and 2 dongles to students unable to access online learning.
• Food vouchers for PP families for the first two weeks of lockdown.
Measuring the effect of the pupil premium allocation and strategy
• Parents are happy with the education that the school is providing for their children.
• Students are very happy with the education they are receiving in terms of lessons and extra-curricular provision.
• Students are very appreciative of the work of their Learning mentors.
• Lessons are of a good quality with a variety of tasks, regular feedback, good relationships with students and progress is made.
• Leaders have shaped their curriculum content and policies to meet the needs of all students.
• Food vouchers were really positively received and were greatly appreciated by the community. We felt it also was aligned with both our Christian values and our ALIVE ethos as a school and wider community.
Date of the next review: Interim review December 2021
