St Thomas More Catholic School Pupil, Catch-up and Service Children Premium Funding 2016-2017 At St Thomas More Catholic School we are clear that the most important gains in student progress are made in classrooms through excellent teaching. For this reason we have an ongoing and relentless focus on innovative teaching and learning for all students, specifically those who are vulnerable and may require additional support. Context Pupil premium funding was introduced in April 2011. This has been allocated to schools to address the underlying inequalities between children eligible for free school meals and their wealthier peers, by ensuring that funding to tackle disadvantage reaches those pupils who need it most. The funding is allocated to the following groups of students: Looked After Children - who have been continuously looked after for the past six months, have left care under a Special Guardianship or Residence Order, or who are adopted from care under the Adoption and Children Act 2002 ( 1,900) 1 Free School Meals (FSM) - who are currently in receipt of free school meals (FSM) ( 935) Ever 6 - who have been in receipt of free school meals (FSM) at any point in the past 6 years ( 935) Service Children - for children whose parents are currently serving in the armed forces, or whose parent /guardian is in receipt of a pension from the MoD ( 300) Financial (1st April - 31st March) April 15 - March 16 April 16 - March 17 April 17 - March 18 Status Complete Complete Estimate Allocation 179,520 178,585 160,820 Students 192 191 172 Total Expenditure 180,182 190,660 As a school we are directly accountable for how this additional funding is utilised, not only for the methods of academic and pastoral intervention but the impact that such intervention has on these students. For each FSM student in 2016/17 we received 935.00. We are also required to publish online information about how we have used the funding. We are committed to ensuring that parents are fully aware of the ways in which students benefit as a result of this funding and the positive impact of this expenditure through specific intervention strategies. 1 500 of this allocation is held centrally by LEA at the discretion of the respective Virtual Headteacher responsible for LAC.
Each intervention strategy follows a clear structure of setting specific and manageable targets linked to one of the four Core : Core : 1. Potential: to close the progression and attainment gap for Pupil Premium students to ensure that potential is maximised through exceeding expected levels of progression 2. Literacy & Numeracy: to maintain the reading scheme intervention to improve the reading age of students whose reading age is below national average 3. Engagement: to improve curriculum engagement and academic achievement for PP students whilst addressing the attendance gap between and non PP students 4. Opportunities: to ensure that financial limitations on a student s context never limits their ability to grow academically, socially or spiritually Intake Disadvantaged pupils attend St Thomas More Catholic School from a number of of diverse entry points. We have a school wide commitment to raise the achievement of these students and to pay attention to the needs of this particular group. Curriculum Focus Improving the core areas of literacy and numeracy to enable disadvantaged pupils to quickly access the full curriculum. This is achieved through a consistent approach to literacy and numeracy across the curriculum and through a strong emphasis on the core skill of reading. This core skill is supported through, amongst other initiatives, the Accelerated Reading Programme in Key Stage 3. The process of our decision-making for our disadvantaged students with regards to which Intervention Pathway best meets their individual learning needs is embedded in the belief that we have extremely high expectations and extremely high ambitions for every pupil, regardless of background. Constant quantitative and qualitative information is used to analyse the progress of all Pupil Premium students in each Key Stage is used to identify underachieving individuals and to respond with appropriate support from the pastoral care teams including all members of the Senior Management Team, Heads of House, Tutors/Co-Tutors, Pastoral Mentors, Teaching Assistants and Education Welfare Officers. Monitoring of this progress is led by the Director of Pupil Premium in close partnership with a dedicated Link Member of the Senior Management Team. Monitoring of the impact and success of implemented strategies is carried out by the Governing Body through the Senior Management Team (SMT). Expectations of all class teachers to deliver excellent lessons includes the use of information to highlight students eligible for the Pupil Premium and to target them for support as needed. It is the responsibility of all class teachers to provide differentiated learning opportunities that will aid academic progression. Interventions, when required, will be monitored, progress assessed and impact evaluated in all cases.
Governors In order to ensure transparency and oversight, in the monitoring of activities and strategies being employed, a member of the Governing Body formalised as its Pupil Premium Representative. Regular evaluation and analysis are prepared as a specific section within the Headteacher's Report [to Governors] which encompasses all aspects of progression and achievement. This ensures that the Governing Body is able to consistently and qualitatively assess the actions of the St Thomas More Pupil Premium Board. The Pupil, Catch Up and Service Child Premium are the principal sources of funding for the following programmes: Pupil Premium Expenditure Budget 2016-2017 Curriculum Programs - focussed on potential 1:1 Tutors to support literacy and numeracy 10,879 Dedicated and targeted interventions in 1-2-1 as well as small groups in the lead up to the examination process. Sixth Form ( 12/13) Mentors used to enable wider impact on the Pupil Premium Cohort more consistently. Arts / Sports Tutors 350 Objective 1 PP specific staff training 1043 Subject specific revision/study guides / resources 2081 IT Provision/Support 3527 School Trips - Curriculum 625 Enrichment Programmes - Enhanced Curriculum School Trips - Whole School Participation 1931 Objective 2 By removing financial barriers for parents/carers we increase participation and enrichment in both pastoral and curriculum events. KS2 Summer Transition Experience 150 Objective 3 By enabling 6 Pupil Premium students to engage with the expectations and culture of 7 and act as an academic bridge to identify future learning needs. KS2-5 & 6 Arts in the Community 200
Objective 4 Enrichment activities (Arts) 517 Objective 4 Breakfast clubs 305 Pastoral Programme - Behavioural and Emotional Objective 3 Inspiration Programmes Inspiring Futures 500 Objective 4 School uniform provision - for FSM eligible pupils 1185 Objective 4 Subsistence / Student Catering 215 Total Pupil Premium non-staffing expenditure 23,508 Pupil Premium Staffing Budget 2016-2017 Pastoral Support (allocation) Objective 1 & 3 Senior Management Team (SMT) (10%) 8,425 Objective 1 2 x EWO on a full time basis (40%) 18,529 The Education Welfare Officers manage the Welfare Suite where support is given to students with social, emotional, behavioural and medical issues. It provides a safe and supportive environment for those students who require bespoke support solutions. 1, 3 & 4 4 x Head of House (20%) 46,116 Increase attendance of all students Pupil Premium pupils showing a 1.52% improvement over the course of the previous academic year. Curriculum Intervention & Strategy (allocation) 1-4 1-4 1-4 Senior Management Team (SMT) Link (10%) 7,800 Director of Pupil Premium (75%) 45,736 LAC Administrative Support (50%) 11,174
Objective 2 2 x Literacy & Numeracy Teachers (33%) 16,785 Specialist literacy and numeracy support in Key Stage 3. This includes the implementation of the Accelerated Reader programme along with curriculum time allocated for pupils in year 7 who have been identified with reading ages significantly below chronological age. Curriculum Pastoral Support (allocation) Objective 1 & 2 Progress Leaders KS3/4 & Pastoral Mentors KS3/4 (20%) 21,675 Total Pupil Premium staffing expenditure 190,660 Evaluating Impact and Progression The nominated member of the Senior Management Team, alongside the Director of Pupil Premium, regularly and consistently track the progress of these students and evaluate the effectiveness of current, past and forthcoming intervention activities. Individualised Curriculum Pupil Premium students have benefited from a specific and tailored curriculum map which sees students accessing a wide breadth of Level 2 courses, at times taking on multiple vocational avenues, which have resulted in 0% NEETs placements. Whilst these curriculum routes rarely give an honest reflection of attainment or progression, often due to repetition of course choice in league tables, we believe it has enabled these students to be fully prepared for their next steps beyond 11. Review of Impact Strategies - Achievement Whilst Disadvantaged students at St Thomas More Catholic School attain less than their peers in achieving all key indicators, there is a noticeably smaller gap compared to how All students achieve nationally. Highlighted specifically in the Grade 4+ in English and Maths. The widest attainment gap is identified between Disadvantaged students achieving the EBacc qualification and that of All students nationally. The internal variation between Disadvantaged students and All students is noticeably smaller, an indication of the open nature of the curriculum offer at St Thomas More Catholic School as well as students being empowered to pick a curriculum path which enables them to excel, as evidenced by the success of the Open element. Review of Impact Strategies - Progress In all 2017 National Percentage Ranks, with the exception of English, Disadvantaged students at St Thomas More Catholic School have made consistent progress compared to the previous academic year. Disadvantaged students at St Thomas More Catholic School matched the national Progress 8 Score for Other students and exceeded the benchmark for All students. Strong scores in Science and the Open element highlight the need for continued efforts within the English, Maths and Languages.
National Attainment and Progression Data Comparison 2 Pupils achieving the English Baccalaureate (Disadvantaged Students) 2017 (28) 18 39 63 71 Pupils achieving grade 4+ English and Maths (Disadvantaged Students) 2017 (28) 61 75 63 71 Pupils achieving grade 5+ English and Maths (Disadvantaged Students) 2017 (28) 21 45 42 49 National Percentile Rank - STM Disadvantaged Students Overall P8 Percentile English P8 Maths P8 Open P8 EBacc P8 2016 (47) 49 39 64 25 72 2017 (28) 17 62 57 2 30 Overall Progress 8 P8 Score Disadvantaged School P8 All Students National P8 National P8 2017 (28) 0.1 0.1 0.0 0.1 School Disadvantaged Progress 8 English P8 Maths P8 EBacc P8 Science P8 Languages P8 Open P8 2017 (28) -0.5-0.4-0.1 0.1-1.3 1.3 2 Numbers in brackets indicate disadvantaged pupils cohort size where applicable.
Attendance Disadvantaged Student Attendance was 94.89% across the 2016-2017 Academic. Indicating a GAP of -1.52% compared to the whole school and a 1.53% narrowing compared to St Thomas More Catholic School Disadvantaged students in 2016. Disadvantaged Student Attendance was 92.9% across the 2015-2016 Academic. Indicating a GAP of -2.55% compared to the whole school and a slight positive of 0.2% compared to the Disadvantaged Students nationally in 2015. (2015 Validated National Assessment Information used for cohort comparison. This will be updated with 2016 Validated figures once released)