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 2018-2019 financial year is £209,297.

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, including:

• Attendance Officer
• 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
• 1-2-1 options guidance from a member of the leadership team
• 1-2-1 support in Maths
• 1-2-1 support in English
• "Mastery" programme for middle ability students
• "Read to Succeed" reading skill sessions with the librarian
• 1-2-1 personal tutoring in Maths and Science for GCSE students
• 1-2-1 support in English for GCSE students
• Small group and 1-2-1 sessions on exam technique and extended writing for GCSE students
• 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
• 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 1:1 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

The amount of Pupil Premium allocated to St. Mary Redcliffe and Temple School during the 2017-2018 financial year was £210,795. The Pupil Premium was spent on the strategies and interventions above.

Our three year trend for both the attainment and the achievement of disadvantaged students continues to rise. This is highlighted by the fact that 2018 there was a significant increase in the achievement of the disadvantaged cohort in terms of Progress 8 scores: up from -0.29 in 2017 to -0.04 in 2018.

Because this cohort had much lower prior attainment than the 2017 cohort, there was a fall in the percentage of disadvantaged students attaining grades 4 and 5 in English and Maths. In 2017, our disadvantaged students achieved above the national average for non-disadvantaged students with 75.7% of our disadvantaged students attaining a grade 4 or above in Maths and 83.8% a grade 4 or above in English and 72% of our disadvantaged students attaining a grade 4 or above in both English and Maths. In 2018, 69% of our disadvantaged cohort attained a grade 4 or above in English, while 51.7% attained a grade 4 in Maths and 51.2% attained a grade 4 or above in both English and Maths.

Similarly, in 2017, 50% of our disadvantaged cohort attained a grade 5 or above in both English and Maths compared with a national average of 39.10% for all students and higher than the 49% attained by non-disadvantaged students nationally. In 2018, 31.03% attained a grade 5 in both English and Maths.

We are particularly proud that our female disadvantaged students outperformed non-disadvantaged students in terms of overall Progress 8 scores. Our disadvantaged BME students outperformed non-disadvantaged BME students and our disadvantaged low prior attainment students outperformed their non-disadvantaged counterparts. This has helped us to review our provision and to increase the focus on middle ability boys in particular. For example, introducing additional blocks of one-to-one tutoring in Maths in Years 10 and 11 and the Sixth Form mentoring programme in Year 11 English.

We saw particularly strong Progress 8 outcomes in History (+0.67), Chemistry (+0.35), Geography (+0.35), Science (+0.28) and RE (+0.21) all of whom had large disadvantaged cohorts. We have used our INSET days, staff meetings and development planning process to share this strength across departments where the outcomes of disadvantaged students were not as strong and monitor this through link meetings, learning walks and data analysis.

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. 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.

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.

As a school, we continue to be at the forefront of sharing and developing good practice in this area. Our Headteacher, Elisabeth Gilpin, is involved in the Bristol Scholars project (link to information page over the words) and the speech she made at the launch of this initiative can be seen below:



All of our students selected by Bristol University for a Bristol Scholars offer and support were successful in gaining the grades they needed to take up the place. 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.

In addition to this, teachers and senior leaders from across Bristol have participated in the “Leading with Moral Purpose” project, which is led by Mrs Gilpin. The project has allowed 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. As part of the project we developed a programme at SMRT, specifically aimed at disadvantaged students from BME backgrounds called “Inspiration, Aspiration and Perspiration”. The programme included additional academic interventions as well as inspirational inputs from the mayor, Marvin Rees and local MP Thangam Debbonaire. The programme had a profound effect on the attitudes to learning and the eventual exam success of the seventeen students who participated.

We will continue to support individual students using an appropriate selection of the 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".


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