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.




School name

St Mary Redcliffe and Temple School

Pupils in school


Proportion of disadvantaged pupils


Pupil Premium allocation this academic year

£238,535 (2019-2020)

Academic year or years covered by statement


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


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


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


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


2018 31.03%



Strategy aims for disadvantaged pupils



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


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



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



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




Wider strategies for current academic year



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




Monitoring and implementation



Mitigating action


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


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
• A dedicated Learning Mentor for children in care
• Counselling service
• Staff training on maximising outcomes for disadvantaged students
• Specific homework club for Year 7 (2 lunchtimes per week)
• Numeracy and Literacy Boosters for Years 7, 8 and 9 specifically targeted at disadvantaged students
• Summer School programme for Year 6 students identified as vulnerable on transition
• STEM club for Year 8
• "Masterclass" Programme for more able students in Maths, English and Science
• Booster programme for lower attaining disadvantaged students in Years 7,8 and 9
• Year 7 "Engaged?" programme to support Parents and Carers
• one-to-one options guidance from a member of the leadership team
• one-to-one support in Maths
• one-to-one support in English
• "Mastery" programme for middle ability students
• "Read to Succeed" reading skill sessions with the librarian
• one-to-one personal tutoring in Maths and Science for GCSE students
• one-to-one support in English for GCSE students
• Small group and one-to-one sessions on exam technique and extended writing for GCSE students
• Providing additional staffing so that English and Maths staff can do one-to-one target setting and progress reviews with disadvantaged students in KS4
• Providing one-to-one support in improving extended writing for disadvantaged students with EAL
• Small group English boosters for targeted Year 11 students with a senior examiner
• Year 11 “Revise It!” support with revision, including providing revision guides and resources.
• SLT mentoring and support with 6th Form Applications for disadvantaged Year 11 students
• A Learning Mentor with a specific focus on the achievement of disadvantaged students
• Guaranteed one-to-one interviews with our independent careers consultant, with follow-up as required
• Geography Sixth Form Mentoring resources
• Specific History Booster Sessions
• PE revision library and booster programme
• Science Revision Materials
• English Sixth Form Mentoring programme
• Business Studies Outreach Project
• "Inspiration, aspiration and perspiration" - Bristol University Workshop
• Providing revision guides for students in key subjects
• "Inspiration, aspiration and perspiration" - visiting speakers.
• Year 10 and 11 small group boosters in English
• Increased support on transition to Post 16 courses
• Post 16 literacy support.

• 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.



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