blessed john henry newman rc college · benefitting from ppg was ... literacy skills of identified...
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The Blessed John Henry Newman RC College, Oldham
Pupil Premium Grant Spending for the 2016 – 17 Academic Year The Pupil Premium Grant was introduced in April 2011 and is allocated to schools for pupils registered as eligible for Free School Meals, those who are looked after by the Local Authority or whose parents are currently serving in the armed forces. Objectives in spending the Pupil Premium Grant:
1. To narrow the gap in terms of attainment for our pupils eligible for the Pupil Premium Grant and their peers
2. To accelerate progress for our pupils eligible for the Pupil Premium Grant 3. To enable full access to the curriculum and extra-curricular activities for our pupils eligible for the
Pupil Premium Grant Although the funding does not target pupils individually, the allocated grant has been distributed amongst a range of strategies to enable the most disadvantaged to have the best educational outcomes, opportunities and support possible. Number of pupils and pupil premium grant three-year trend:
2014-15 2015-16 2016 -17
Total number of pupils on roll was
1397 1420 1476
Number of pupils benefitting from PPG
was 487 552 597
% of school population 35% 43% 40.5%
Total amount of PPG received was
£482,460 £516,420 £562,206
Given the increasing PP cohort size over the last four years and the fact that it has rested just above 40% for the last two years, in relation to our ‘non-disadvantaged’ pupils, there has been a drive to, continually improve outcomes for the ‘disadvantaged’ pupils in the college across all year groups. PASS surveys As part of our work in raising aspirations of and building confidence in pupils we have utilised PASS (Pupil Attitude to Self and School) Surveys to better inform our work with all pupils, particularly those whose satisfaction levels are low (or moderate at best). In summer term 2017, the cohort of disadvantaged pupils continued to display High Satisfaction with their school experience (31st – 100th percentile), in comparison to the previous year. In 5/9 measures outcomes for this cohort were equal to that of other pupils (self-regard as a learner, attitudes to teachers, general work ethic, attitudes to attendance and response to curriculum demands). In none of the outcomes was there a measure for disadvantaged pupils above that of other pupils. In the other four measures, outcomes for disadvantaged pupils were an average of 9.8% below that of other pupils (feelings about school, perceived learning ability, preparedness for learning and confidence in learning).
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Attainment & Progress of school leavers 2017 (Due to changes to school performance measures, comparisons can no longer be made with previous years)
Progress Overall
2016
2017
Progress 8 Progress 8
PP Non-PP Gap PP Non-PP Gap
-0.34 0.03 -0.31 -0.33 0.03 -0.30
Attainment Overall
2016 2017
% grade C+/4+ % grade C+/4+
English Maths English
& Maths English Maths
English & Maths
61 57 49 69 55 50
Outcomes for disadvantaged pupils in 2017 saw a slight closing of the gap in relation to Progress 8 overall. Progress in Years 9-11 2017/2018:
PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap
-0.83 -0.56 -0.27 -0.71 -0.47 -0.24 -0.52 -0.42 -0.1 -2.18 -2.24 0.06
2019 Estimates (Y10)
P8 P8 P8ENGLISH
2020 Working (Y9)
P8
2017 Actual 2018 Estimates (Y11)
Progress 8 outcomes for disadvantaged pupils, are projected to improve in English, year on year over the next 3 years with a closing of the gap in progress compared to other pupils in the college.
PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap
-0.42 -0.02 -0.4 -0.27 -0.14 -0.13 -0.73 -0.53 -0.2 -2.71 -2.83 0.12
MATHS
2017 Actual 2018 Estimates (Y11) 2019 Estimates (Y10) 2020 Working (Y9)
P8 P8 P8 P8
Progress 8 outcomes for disadvantaged pupils, are projected to improve in Mathematics over the next 2 years with a closing of the gap in progress compared to other pupils in the college up to 2019.
PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap
-0.41 -0.14 -0.27 -0.83 -0.87 0.04 -1.26 -1.26 0 -2.25 -2.37 0.12
SCIENCE
2017 Actual (Additional)2018 Estimates (Combined)
(Y11)2019 Estimates (Y10) 2020 Working (Y9)
P8 P8 P8 P8
The college projects there to be a closing of the gap in progress in Science over the next 3 years between disadvantaged and other pupils in the college. The strategies employed are having an impact, not only in securing Progress 8 improvements for disadvantaged pupils, but that the gaps are closing across a range of subjects. Estimated outcomes for disadvantaged pupils are projected to improve year on year in general, at better than the national average, and there is evidence in a number of subjects that the gap between our disadvantaged pupils and other non-disadvantaged pupils is closing. In Key Stage 3 there continues to be a focus on literacy, especially in relation to ‘disadvantaged’ pupils entering the college below the National expectation in reading. Reading programmes remain effective. Corrective Reading Programme – two timetabled lessons each week. Class of 2020 (Year 9):
Pupil Premium Students: 24 (50% of intervention cohort)
Percentage of PPG RA improvement:
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On average, students’ Reading Ages improved by 2 years and 2 months. Paired Reading - Year 10 students support year 8 students and Year 9 students support year 7 students once a week during form time, offering guided reading. Year of 2020 (Year 9)
Pupil Premium Students: 11 (61% of intervention cohort)
Percentage of PPG RA improvement: 72% showed an improved Reading Age which was greater than the chronological time (10
months) spent on the intervention. 18% showed an improvement of 4 years from the 10 month intervention. 9% showed an improvement of 3 years from the 10 month intervention. 18% showed an improvement of 2 years from the 10 month intervention.
Literacy Mentor - delivering a literacy intervention programme aimed at increasing reading ages and literacy skills of identified cohorts of pupils for Class of 2021 (Year 8) In Year 9 pupils engage in a curriculum which introduces learning and assessment which is aimed at preparing the pupils for the revised new GCSEs which they will study at KS4. Work by the English and maths department, along with the Numeracy Leader and Numeracy Mentor will attempt to address progress and the gaps that exist, as pupils move into year 10. Across all year groups the academic coordinators work with disadvantaged pupils to support their progress, especially in their Core Subjects of English, Maths and Science. Pupil Premium Attendance and Persistent Absenteeism All Key Stages
College National average
Gap
Whole school attendance 94.7% 95.0% -0.3%
PPG attendance 93.5% 93.5% 0%
Year All pupils PPG Gap
7 96.1% 94.7% -1.4
8 96.0% 94.0% -2.0
9 96.0% 92.6% -3.4
10 94.6% 92.8% -1.8
11 95.9% 93.1% -2.8
Attendance panels and the relentless work of the attendance officer has seen attendance of disadvantaged pupils at the college in line with the attendance of disadvantaged pupils nationally, but below that of the non-disadvantaged pupils and that of other pupils nationally in 2017. Year Leaders, the Academic Co-ordinators and attendance team, work relentlessly throughout each academic year and hold attendance panels each half term to ensure that the gaps between disadvantaged pupils and non-disadvantaged pupils has remained in line with the national average. The panels work often involves home visits, parental meetings, extra support, advice and guidance, PN and Fast Track to Attendance processes. Medical evidence request letters, attendance concern letters and punctuality letters are sent home to encourage an improvement to attendance. There has also been the purchasing of Bus tickets so that some pupils could attend the college.
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Behaviour Codes Analysis
Number of pupils with 1 or more incidents of fixed term exclusion
Number of pupils permanently excluded from college
All pupils 76 2
PPG 45 1
Non PPG 31 1
% of
achievement points
% of behaviour incidents
% of detentions
issued
Average ATL score in KS3
Average ATL score in KS3
PPG 43 56.2 48.5 12.1 4.7
Compared to last years’ cohort of disadvantaged pupils (which was 43% of the college population) the percentage of total behaviour incidents has decreased by 0.8% and the percentage of total detentions issued has decreased dramatically by 12.5%. The percentage of all achievement points awarded disadvantaged pupils compared to last year has also increased by 3%. The average scores for Attitude to Learning awarded to disadvantaged pupils in KS3 and KS4 were only 0.4 and 0.2 less than that of all pupils in the college.
Record of PPG spending by item 2016/17
Item/project Cost Objective Outcome
Improving the
Quality of Teaching and
Feedback
ADOLS and Lead Teacher
Roles
Iris Connect – Collaborative Professional
Development System
£103,416
£5,000
Teachers to reflect on their planning for disadvantaged pupils and provided with a
range of strategies to use in the classroom to advantage
these pupils. Line management conversations to
promote discussion of strategies and the assessment
and feedback processes required to help pupils make
better progress.
CPD to ensure that pupils have high quality feedback to
support them in their progress as the EEF identifies that
feedback can add 8 months to pupils’ progress.
College evaluation of teaching and learning
across all faculties evidenced:
+8% for Reflection +9% for Planning
+9% for Practice & Pedagogy
+6% for Marking & Feedback
+4% for Assessment & Progress
These were facilitated by an
increase in the use of IRIS Connect in the classroom.
The frequency of use increased from an average
of 104 per term in 2015/2016 to an average of 128 per term in 2016/2017.
Year Leaders PPG focus, including
Attendance panels –
£57,529
Year lead focus their attention on disadvantaged pupils and their attendance and attitude
to learning.
Disadvantaged pupils’
attendance is in line with the national average.
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PiXL Club Membership
and Resources
£3,200
To keep up to date with all of the news and information with regards to improving outcomes
for pupils. To access the CDP and meetings to explore
different ways to enhance the learning experience of PPG
pupils.
Core faculties have all attended conferences this
year. The impact can be seen in 2017 pupil
outcomes. English and Maths broadly in line with
National averages regarding 5+ and 7+.
ECDL Qualification
Entry
£17,500
To ensure that key pupils are able to secure 5 good GCSEs
and improve their overall Progress 8 score which allow
them to go on a study at college.
38 disadvantaged pupils completed and achieved a P8 figure of +2.23 in this qualification. This had
significant impact on their overall P8 figure.
Targeted Curriculum
£106,322
Targeted Curriculum works with key pupils who are at risk of being permanently excluded from the college at some time during KS4. These pupils are
amongst the most likely to be NEET.
80% of TC pupils in Year 11 were disadvantaged. It is
estimated that 5/8 of these pupils are currently in
Education, Employment or Training (2 of these 3 were persistently absent during
year 10 and 11).
1 to 1 mentoring
provided by staff in Years 7-
10
£24,995
Assertive mentoring for disadvantaged pupils in Years 7
to 10 (indicated by a low ATL and a low PASS score)
• 51% of KS3 pupils who attended mentoring improved their average Attitude To Learning (ATL) score • 68% of KS3 pupils who
attended mentoring improved their Homework ATL
• 75% of KS4 boys have improved their attendance
• 50% of KS4 boys have improved their average ATL
• 50% of KS4 boys have improved their working grades in 2 or more subjects
The targeted group of middle ability boys
improved their P8 score by +0.48 during the
duration of the mentoring.
All pupils who attended mentoring achieved a positive PASS in 2017.
Pupils who did not attend and therefore did not
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benefit from the support and guidance offered
moved into moderate or low/moderate satisfaction
in 3 factors related to school – Feelings about
school, attitudes to attendance & response to
curriculum demands.
Faculty after school and
holiday intervention
£7,345
Subject based interventions
including ‘disadvantaged’ pupils
A variety of objectives were set
in these interventions and based on pupil need, most of which were very challenging.
Across Year 11, there were 422 intervention places
handed out to disadvantaged students
(42.12% of all intervention places). Of the
disadvantaged students to take part in interventions
72.03% met, or were working towards their
objectives. The progress 8 score (based on the
October ’17 coefficients) of disadvantaged students improved from -0.57 to -
0.33. Progress made through English and Maths
interventions helped to make significant gains.
Community Engagement
Officer
£24,633
To help parents and students who are INA and EAL to gain
understanding of school systems and subsequently use
appropriate procedures for their needs. These relate to
attendance , share feedback re new arrivals , assess home
circumstance low deprivation – Support students & Parents with attainment , behaviour,
safeguarding, cultural/religious understanding, travel expense,
use of mobile
Parents are informed and understand course contents
and the long-term benefits to pupils of study.
Maximised attendance at parents evening. All INA and EAL
experienced a smooth transition/settling in school
with new friends and teachers.
All pupils have understood the importance of
attendance and improved. EAL students have attended intervention as requested
with a GCSE grade achieved where entered. Behaviour
improved working alongside the PACOs YLs
after carrying out parental meetings and phone calls.
All low deprivation families supported. Students made
progress and well-being improved. EAL students
accessed ESOL.
All EAL PPG cohort received at least one interventions (where 31% of PPG cohort
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are EAL students.
EAL co-ordinator &
Teaching Assistant
£28,858
To improve outcomes for EAL students. To track and monitor
EAL progress after each progress check and put
appropriate interventions in place where necessary.
The interventions had significantly impact upon
the progress of pupils. Also engagement in lessons. All
the pupils who accessed EAL intervention
progressed by at least 2 NASSEA steps by the end of the academic year. Of the
cohort that accessed interventions, 66% were
disadvantaged pupils.
ESOL and Step into English
Qualifications
£643
To enable EAL students to leave school with a tangible
qualification that gauges accurately their level of written and spoken English. ESOL skills
for life gives pupils a foundation to progress their learning in Post 16 provision.
100% of the pupils achieved the ESOL qualification
ranging from Entry Level 1 to 3.
Of the ESOL cohort, 40% were disadvantaged pupils.
Academic coordinators x5
£119,441
One-on-one mentoring with an Academic Coordinator. The
objective is to provide specific and targeted revision and 1-1
mentoring for students are underperforming.
The aim is to improve
outcomes for disadvantaged pupils and narrow the gap
between our disadvantaged students and the whole cohort.
In the Year 11 cohort the pupils moved form an
average P8 score of -0.23 at the start of the process to an average of +0.01 at the end (an improvement on
average of +0.24).
Improvements were mostly seen in English, Maths, and
Ebacc subjects for this cohort.
1:1 Mentoring of Year 11 by teaching staff
£6,249
This took place for around 12 weeks of the school year
starting in late February. The mentors were a variety of post-holders, subject teachers and
support staff.
The aim is to improve outcomes for disadvantaged
pupils and narrow the gap between our disadvantaged
students and the whole cohort.
In the Year 11 cohort the pupils moved form an
average P8 score of -0.45 at the start of the process to an average of -0.25 at the end (an improvement on
average of +0.20).
English, Maths, Ebacc and Other subjects all improved
for this cohort.
Activities
focussed on raising
aspirations and improving the motivation of pupils across the college.
£18,834
This objective of this fund is to raise aspirations by buying in
external motivational speakers, external providers, study skills revision workshop, university
trips and study resources. Trips have ranged from those
to Siemens, Hargreaves, FE Colleges and Oxford University.
100% of all disadvantaged
pupils in years 7 & 8
attended two or more
activities/events
More than 70% of all
disadvantaged pupils in
years 9 & 10 have attended
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two or more
activities/events
A greater percentage of dis.
pupils have attended three
or more in all 4 year groups
in comparison to other
pupils
Outcomes of a sample
pupil voice survey
evidences that activities
and events are having a
positive impact on
disadvantaged pupils. In
June 2017 67% of year 10
pupils said they had
choices or secure ideas
about careers and
aspirations compared to
30% in Sept 2016. Also,
when asked to rate how
they feel about their
career plans and
aspirations 56% gave a
rating of 7/10 or higher in
June 2017 compared to
only 77% in Sept 2016.
58% of KS3 pupils said
they had choices or
secure ideas about
careers and aspirations
compared to 32% in Sept
2016. Also, when asked
to rate how they feel
about their career plans
and aspirations 58% gave
a rating of 7/10 or higher
in June 2017 compared to
only 27% in Sept 2016.
Literacy
£21,166
Develop intervention programmes to support students who have less
developed literacy skills. Establish a common
mechanism for monitoring and evaluating the positive impact
See separate Literacy data on page 4
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of the school’s literacy strategy on students’ literacy skills.
School Counsellor and
Key Workers providing
support for our most vulnerable
children, including those eligible for the Pupil Premium
Grant
£39,258
To support, including external agency support, where
necessary to ensure any barriers to attainment and
progress are removed, providing our most vulnerable children with the best chance of achieving their potential.
The interventions and counselling significantly
impacted on the wellbeing of our young people. They became more engaged in lessons and attendance
improved and pupils overall feeling of inclusion
increased. Pupils physically and socially increased their
well-being and new skills were mastered in order to allow them to access this.
Of the 254 pupils accessing the keyworker and
counselling provision 122 of these were disadvantaged
meaning 48% of pupils.
Pastoral Coordinators
£115,222
To ensure all students including our most disadvantaged and
vulnerable students are supported so that they have the best chance of accessing
learning and reaching their full potential
All vulnerable students were supported and any
existing barriers to learning were removed or
minimised.
There were 7170 separate actions led by PACo’s
during the year to support disadvantaged pupils. This
figure was 58% of all actions completed across the 5 year groups and is
positively disproportionate to the % of disadvantaged pupils across the college.
Disadvantaged pupils’
attendance is above the 2016 National average.
Pass Survey
£9,000
Pupil Attitudes to Self and School (PASS) is an all-age
attitudinal survey that provides a measurement of a pupil’s
attitudes towards themselves as learners and their attitudes
towards school. To ensure negative attitudes to school are
used to inform pupil involvement in strategies to
improve outcomes.
To focus intervention on additional support and to
Over 90% of pupils in years 7-10 took part in this survey
in July 2017, The cohort of
disadvantaged pupils across all year 4 year groups
displayed High Satisfaction with their school
experience (31st – 100th percentile). In 7/9
measures outcomes for this cohort were only an
average of 1.9% below that of other pupils. In one
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enable the measurement of impact.
measure outcomes were equal (self-regard as a learner), however one measure was above by
0.7% (Attitude to teachers)
Subsidised revision guides
for core subjects
£8,000
To raise attainment in these subject areas.
See page 3
Music Tuition
£480
To raise attainment in Music GCSE and facilitate more rapid
progress of pupils who had little or no performance ability
on entry to year 10.
Pupil 1 had zero performance ability at the start of KS4 due to minimal
KS3 time on rotation system. Achieved a high
grade D on his performance unit. This grade was higher
than any overall exam grade he achieved at Newman RC College.
Pupil 2 had zero performance ability at the start of KS4 due to minimal
KS3 time on rotation system. Achieved a grade B
on his performance unit. One pupil did not engage fully with the provision,
despite conversations with pupil and carers, so impact was minimal for this pupil.
Careers Information Advice and Guidance
£19,748
Providing bespoke guidance and support for vulnerable
groups in Years 9 to 11 especially the most
disadvantaged pupils
Pupil participation = 100% of pupils benefited from
IAG. Potential disadvantaged
NEET = 3.4% (include 2 PA pupils) compared to
potential overall NEET = 1.8%
Total PPG received £562,206
Total PPG expenditure £736,839
Expenditure exceeds PPG received by: £174,633
Spending for the 2017-18 academic year: In light of our 2016 Ofsted report and subsequent external peer reviews, we will continue to implement similar strategies, along with similar roles as Ofsted identified that, “Pupil premium funds are spent wisely on intervention work to help pupils ‘catch-up’ with reading, writing and mathematics or socially and emotionally.” The strategies employed, will be monitored and reviewed each term for their costing and impact on pupil progress. Key Stage Lead Assistant Head teachers will be leading Faculty Leaders and Pastoral Teams in identifying key groups of pupils, including those who are disadvantaged, in short term implementation and evaluation
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of strategies to improve outcomes and attitudes to school and self. All teaching staff are fully committed to a process of Continued Professional Learning that focusses on the principle of ‘know your pupils’, plan and teach well’. There are a number of our teaching staff who will focus their development in teaching and learning on a Disciplined Enquiry that will study the support given in advantaging the disadvantaged pupils within their classes. Year Leaders and their support teams will be continue to plan appropriate interventions for selected pupils (either individually or in groups) and gather intelligence when issues arise from pupils who are demonstrating difficulty in their attendance, punctuality or engagement in learning. College Leaders and Lead Teachers will be leading on strategies to further improve the Quality of Teaching and Learning in the classroom, with a continued focus on advantaging our disadvantaged pupils. College Leaders will be identifying and implementing strategies from analysis of their own assessment outcomes in order to further close the disadvantaged gaps, as part of their own Faculty Development Planning. Our Targeted Curriculum, and Horizon Strand elements of the wider curriculum and activities focussed on raising aspirations and improving the motivation of pupils will continue to focus on enabling disadvantaged and vulnerable pupils to grow into responsible citizens and progress beyond Newman RC College into further education, training and employment. Leaders, teachers, academic coordinators and a wide range of support staff at the college will continue to support pupils with mentoring and small group tuition and guidance to improve the well-being and academic outcomes. We are in partnership with ‘ReachOutUK’ in an initiative involving 32 disadvantaged pupils in Year 8 with the aim of improving both academic and non-academic outcomes over the course of this academic year. We are hoping that a similar initiative with 16 Year 7 pupils will begin in January 2018. We will continue to subsidise resources and trips for our disadvantaged pupils so as to create equity in college life for these pupils in comparison with their non-disadvantaged peers. This will include wider curriculum enrichment and support, including curriculum based and aspirational raising trips and motivational speakers. Revision and catch-up sessions will continue to be offered and will fund the involvement of disadvantaged pupils. We continue in our aim to raise the aspirations of all pupils through a range of strategies focussing on building on pupil ‘resilience’ through the development in the principles of ‘The Newman Way’, where pupils take responsibility for ‘do the right thing, at the right time, in the right way’ (3R’s) and ‘aspire to learn’.