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 2017-2018 financial year is £210,795.

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

• Additional small group and 1-2-1 coaching support from our Personalised Learning Co-ordinator for more able disadvantaged students.

• Homework Club (Mon-Thurs)

• 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

• 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

• 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 2016-2017 financial year was £182,585. The Pupil Premium was spent on the strategies and interventions above.

The impact in educational attainment from the 2016-17 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.

This year, 2017, we are particularly pleased with the attainment of our disadvantaged students in Maths and English: 75.7% of our disadvantaged students achieved a grade 4 or above in Maths and 83.8% a grade 4 or above in English. 72% of our disadvantaged students achieved a grade 4 or above in both English and Maths. This represents a rise of 23% from the previous year and is well above the national average of 63.3% for all students, regardless of whether or not they are disadvantaged and higher than the 71% achieved by non-disadvantaged students nationally. Similarly, 50% of our disadvantaged cohort achieved 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% achieved by non-disadvantaged students nationally.

Last year we identified a common problem for some of our disadvantaged students was in securing some of the key concepts in Maths. In response to this, we introduced a new intervention this year, using one-to-one maths tuition for students with the specific purpose of addressing any gaps in understanding. This led to a significant increase in the progress 8 scores of disadvantaged students in Maths from -0.52 in 2016 to -0.08 in 2017.

We have 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. 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".