Premium Grant Spending Report
The Blessed John Henry Newman RC College, Oldham
Pupil Premium Grant Spending for the 2017 – 18 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:
- To narrow the gap in terms of attainment for our pupils eligible for the Pupil Premium Grant and their peers
- To accelerate progress for our pupils eligible for the Pupil Premium Grant
- 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:
|Total number of pupils on roll was||1420||1476||1507|
|Number of pupils benefitting from PPG was||552||597||621|
|% of school population||43%||40.5%||41%|
|Total amount of PPG received was||£516,420||£562,206||£565,003|
Over the last 3 years the population of disadvantaged pupils at the college has been relatively static, sitting just above 40% of our total number of pupils. There has remained, over the last 3 years, a drive to continually improve outcomes for the disadvantaged pupils in the college across all year groups using a variety of strategies.
Attainment of school leavers of 2018 compared to the previous two years:
|% grade C+/4+||% grade C+/4+||% grade C+/4+|
|English||Maths||English & Maths||English||Maths||English & Maths||English||Maths||English & Maths|
Outcomes for disadvantaged pupils in 2018 saw a decrease in attainment at grades 4+ in both English and maths although this is more pronounced in English. The decrease in English was also evident, albeit less so, when compared to other pupils. Other pupils in the college saw an increase in grades 4+ in maths which was not evidenced by disadvantaged pupils. Both English and maths remain a huge focus in relation to the work done with disadvantaged pupils across all year groups.
Progress of school leavers 2018 compared to the previous two years:
|Progress 8||Progress 8||Progress 8|
Progress 8 outcomes for disadvantaged pupils has improved but a gap in progress still exists when compared to progress of other pupils.
Progress for school leavers in 2019 and 2020 based on current estimates
|English||2018 Actual||2019 Estimates||2020 Estimates|
Progress 8 outcomes for disadvantaged pupils, are projected to fluctuate in English over the next 2 years with a closing of the gap in progress compared to other pupils in the college for 2019.
|Maths||2018 Actual||2019 Estimates||2020 Estimates|
Progress 8 outcomes for disadvantaged pupils, are projected to decrease in Mathematics over the next 2 years but with a closing of the gap in progress compared to other pupils in the college for 2019.
|Science||2018 Actual||2019 Estimates||2020 Estimates|
Progress 8 outcomes for disadvantaged pupils, are projected to decrease in Science over the next 2 years but with a closing of the gap in progress compared to other pupils in the college for 2019.
From Year 7 onwards all pupils now 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 all subject departments, along with the Leaders of Literacy and Numeracy are attempting to address progress and the gaps that exist, as pupils move into year 10.
Pupil Premium Attendance and Persistent Absenteeism All Key Stages
|Whole school attendance||94.8%||94.6%||0.2%|
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 2018. This is an improvement on the 0.9% gap against national that existed in 2017.
The gap in attendance between PPG and All pupils has improved in year 8 and year 9 during the last academic year. Attendance of disadvantaged pupils has improved in years 9 and 10 compared to the last academic year.
Year Leaders, the Pastoral/Academic Co-ordinator’s 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 been the purchasing of Bus tickets so that some pupils could attend the college and the college minibus has been sent out to target year 11 pupils who had a record of persistent absence.
Fixed Term and Permanent Exclusions
|Number of pupils with 1 or more incidents of fixed term exclusion||Number of pupils permanently excluded from college|
The number of disadvantaged pupils with one or more fixed term exclusions and those permanently excluded from the college remains disproportionate to that of other pupils, even though there was a reduction of FTE’s compared to the previous academic year. Every effort is made to reduce these incidents for pupils at the college, which follows a firm and fair process of reaching such decisions after behaviour incidents are escalated.
Pupil premium strategy self- evaluation 2017-2018
QUALITY OF TEACHING FOR ALL
|Action||Intended outcome||Impact made|
|To embed the new Teaching & Learning Policy based on the six pedagogical principles of ‘Great Teaching’ (Challenge, Explanation, Modelling, Practice, Feedback and Questioning all of which are scaffolded appropriately.)|
The common thread through all aspects of Continuous Professional Learning (CPL) is ‘Know your learners, plan and teach well.’
|Continually further develop the quality of teaching for all learners and ensure that they receive quality first teaching in all aspects of the curriculum.|
To raise standards of pupil progress and attainment and close existing gaps (including the PPG gap).
To empower and inspire learners to become increasingly independent and ‘learn because they want to, not because they have to’ in line with the college vision for teaching & learning.
The EEF Toolkit places the following as high/moderate impact on pupil progress:
|Global Template HT 6:|
(6% below KPI target and 1% below previous year)
A positive progress 8 score for the college does support an improving trend in the quality of teaching, however there are areas of underperformance that are masked by this measure, most markedly in Computer Science, Food Technology, Geography and Resistant Materials.
External reviews have taken place for Assessment from which staff leads have taken recommended actions in each area subject to the review:
|To develop and establish a culture of ‘Evidence Informed Practice.’|
All teachers to undertake a Disciplined Inquiry to help establish a culture of ‘asking questions’
|To empower teachers to reflect accurately on their teaching in their own context and develop strategies, supported by evidence and research to further develop the quality of teaching.|
Although the prime objective is ‘cultural’, ultimately this must make a difference to pupils and impact on pupil outcomes.
The intention is that teachers drill down into the data and evidence about their pupils and look to close existing gaps in learning as effectively as possible (this includes the PPG gap).
To empower teachers to demonstrate a pro-active approach and be responsible for their own professional learning and development.
|5 Disciplined Inquiries specifically focussed on developing ‘Evidence Informed Practice’ targeted at improving outcomes for PPG pupils.|
A further 11 separate Disciplined Inquiries in which PPG pupils are referred to within the narrative:
The NQT Induction Programme also had 3 groups focussed on the following Lesson Study inquiries:
TDT CPD Quality Audit in Summer Term 2018: Silver Award Achieved (the College had previously been awarded the Bronze Award)
|Action||Intended outcome||Impact made|
|Pastoral and attendance team focus on attendance of PPG pupils as a priority over other pupils||PPG pupil attendance to be above the national average|
Improved average attendance of a targeted group of 17 PPG year 11 pupils
|PPG Attendance 2017/8 was 93.6 compared to 92.2% of FSM pupils nationally and 95.3% of non-PPG pupils at the college.|
The whole college gap between PPG and non-PPG pupils is 0.7% narrower than in 2016/7.
PPG Persistent Absence in 2017/8 = 16.9.% compared to 21.3% for FSM pupils nationally. This represents a 0.8% decrease since 2016/7.
65% of the year 11 pupils targeted improved their average attendance by an average of 1% between Feb Half Term and the start of external exams. 29% of the pupils had improved their average attendance by more than 1% and 12% of pupils by more than 2%. None of the targeted pupils missed an external examination.
|Pastoral coordinators support PPG pupils so they have the best chances of accessing learning||Percentage of all recorded behaviour incidents and achievement points for PPG pupils to be in line with PPG cohort size||Behaviour points sanctioned to PPG pupils represented 57.9% of the total awarded to all pupils. This is a nominal increase of 1.7% compared to 2016/7. This is disproportionately higher than the PPG cohort size. A significant majority of the behaviour points sanctioned to PPG pupils were at Key Stage 3. The college response has to been to put in place an intensive behaviour support provision where pupils receive one to one and small group provision tailored to specific area of need in order to support them in improving their behaviour and levels of engagement.|
Achievement points awarded to PPG pupils in 2017/8 represented 42.6 of the total awarded to all pupils. This is in line with cohort size.
|Motivational support for a cohort of underachieving Year 11 pupils||Improve outcomes for year 11 PPG pupils throughout academic year||For the 44 targeted pupils, between the start of the year and the Summer 2018 Results:|
· 21% of these pupils improved both Progress 8 and Attainment 8 scores and achieved a positive Progress 8 score overall
· 73% improved both Progress 8 and Attainment 8 scores
· These pupils improved their Attainment 8 score by an average of 4.44 and their Progress 8 score by an average of ½ a grade per subject studied
Overall PPG Progress 8 improved from a score of -1.70 to -0.24 and Attainment 8 improved from a score of 23.52 to 38.31, over the year.
|Faculty after school and holiday intervention programme||Improve outcomes for year 11 PPG pupils throughout academic year||50% of all places on interventions pre and post college or during holidays were offered to PPG pupils.|
|Support for PPG pupils who have less developed literacy skills||Improve reading ages for pupils below the National expectation|
Increased evidence of Tier 3 Vocab in extended writing for boys
|21 PPG pupils improved their reading age by an average of 1 year and 2 months. However, this was not as effective compared to the 16 non-PPG pupils who have improved by an average of 2 years and 3 months.|
Prior to the 1st project, with a group of PPG Y7 boys in Maths, none had any evidence of extended writing containing Tier 3 vocab.
After the first project:
|Provide an alternative curriculum for PPG pupils at risk of PEX||No PPG pupils in the Targeted Curriculum to become NEET||There is currently one pupil in the Targeted Curriculum who is a potential NEET. This pupil is a LAC and did not attend since Oct 2017. Home visits, provider visits and meetings have taken place and a referral made to the next level of support through the LA.|
|Mentoring and 1:1 tuition of PPG pupils||Improved attitudes and progress each PC for a targeted group of Year 8 PPG pupils||29 PPG pupils took part:|
Over the year:
|In class support for PPG year 11 pupils in English||Improve rates of progress in English GCSE (for PPG boys)||DP targeted group improved their P8 score from -1.05 at the start of the year to -0.93 in their Summer 2018 results.|
Whole DP cohort in English improved from 1 -0.75 at the start of the year to -0.48 in the Summer 2018 results
|Support for pupils in Science||Improve rates of progress and engagement (Attitude to Learning) in Science for 2 cohorts of year 9 pupils||Year 9 Ignition students who were T- at the end of Year 8:|
Year 9 Students who had T- and ATL of 3 at the end of Year 8:
|Funding for PPG pupils to attend subject based activities and trips||Support pupils in households where funds are not readily available||PPG pupil involvement was at least in line with the cohort size across the college including:|
|Membership of PiXL||Support for all subjects through curriculum and assessment changes||All opportunities offered by PiXL have been undertook by relevant faculties during the year.|
English, Maths, Science, French, History, Geography and Computer Science have all been signed up to PIXL membership and cover/travel booked for PIXL subject meetings.
All above subjects have also been signed up to membership of PIXL app.
|TLM Qualification||To ensure key pupils attain well in P8 and A8||All 20 PPG pupils entered (74% of the cohort) gained a grade in the TLM and therefore improved their potential P8 score.|
|Community engagement with PPG families||Supporting parents of INA and EAL PPG pupils||There were 2 pupils who were INA supported this year.|
|Support for PPG EAL pupils||Improve outcomes for EAL pupils who are PPG||There were 5 PPG pupils who took the ESOL qualification. This was 46% of the cohort on the course. All gained the qualification successfully.|
|Well-being support for PPG pupils||Appropriate support provided as necessary||43% of the pupils who have accessed Inclusion Support this year are PPG.|
44% of the pupils currently accessing Inclusion Support are PPG. This includes:
|Activities focussed on raising aspirations and ambitions||Increase the confidence of pupils in years 7-10 in relation to aspirations and ambitions for the future|
PPG pupil representation in other activities and trips
|53% of pupils surveyed agreed that they feel more confident talking to other people about their Aspirations and Ambitions. 16% agreed strongly.|
Surveys have identified future focus needed in relation to:
|Music tuition for PPG pupils||To enable PPG pupils with limited performance ability to enjoy and achieve in GCSE Music||There are 9 pupils in year 10 who are making progress towards a solo and ensemble performance who did not play an instrument at the beginning of the year. It is estimated that 2 of these pupils will exceed their target grade in the current unit of work.|
|CEIAG in place for all PPG pupils||Bespoke guidance for all PPG pupils (includes early intervention for pupils in years 9 and 10)||All PPG pupils in year 11 had a Careers Interview and had a planned progression to FE or Training.|
|Total PPG received||£565,003|
|Total PPG expenditure||£767,118|
|Expenditure exceeds PPG received by:||£202,115|
Pupil premium strategy 2018-2019
|School||The Blessed John Henry Newman RC College|
|Academic Year||2018-2019||Total PP budget||£559,280||Date of most recent PP Review||3rd May 2018|
|Total number of pupils||1497||Number of pupils eligible for PP||643||Date for next internal review of this strategy||12th June 2019|
|Barriers to future attainment (for pupils eligible for PP)|
|A.||Low levels of literacy skills and reading ages below that of chronological age|
|B.||Low levels of numeracy skills|
|C.||Slower rates of progress within some subjects compared to that of other pupils, especially of boys|
|E.||Low levels of aspirations and ambition|
|F.||Limited development of cultural capital and breadth of enrichment experiences|
|Intended outcomes and rationale||Success criteria (how they will be measured)|
|A.||Literacy at a standard that enables pupils to fully access the curriculum (EEF evidences that Reading Comprehension Strategies can have high impact on pupil progress) – using data collection of specific classes and tests each term||Reading ages in line with or above chronological age|
|B.||Numeracy at a standard that enables pupils to fully access the curriculum (EEF evidences that Numeracy Strategies can have high impact on pupil progress) – using data collection of specific classes and tests each term||Numeracy skills in line with or above age related expectations|
|C.||A narrowing of the gap that exists for PPG pupils in relation to both progress and attainment (evidence such as the ISDR and EEF Families Database clarifies these gaps compared to national averages and in performance with other similar schools nationally) – using data collection three times per year||Progress and attainment of PPG in line with national ‘other’|
|D.||A further decrease in the persistent absence for PPG pupils (reflected in the NFER Building Blocks for Success related to addressing the attendance of PPG pupils to improve rates of progress; ‘Pupils have to be in school and able to pay attention before they can access learning’) – using attendance data and actions taken for PA pupils in each year group||Persistent absence for PPG pupils below that of National Average|
|E.||Pupils able to make appropriate choices through a stable careers programme and the provision of cultural capital (the programme is in line with the new 2018 Statutory Guidance and based on the Gatsby Benchmarks and in NFER Building Blocks for Success; ‘More successful schools see pupils as individuals, each with their own challenges, talents and interests’) – using evaluations of aspirations and careers activities, pupil voice and autumn NEET figures||All pupils prepared fully for and progress to appropriate further education, employment or training (0% NEET)|
|F.||Pupils are afforded and embrace a range of opportunities to both fully take part in college life and other experiences within and outside of the college curriculum (Oldham has been identified as an area that needs to afford greater opportunities for its young people. The work of the college is aligned to this principle and that these opportunities will lead to greater life chances, a better quality of life and greater social mobility for our pupils who are disadvantaged) – using our Newman Pledge and the mapping of opportunities for all pupils across the college||All pupils to have taken part in at least two opportunities in developing cultural capital and/or enrichment of the curriculum offer|
|i. Quality of teaching for all|
|a. Staff CPL and developments In teaching and learning focussed on:|
· Effective teacher feedback & pupil responses
· Pupil metacognition and Learning to Learn
· Closing the in class gaps in progress between disadvantaged and other pupils
· Research Based Inquiries focussing on disadvantaged pupil progress
· Improving outcomes for disadvantaged boys across a range of year groups
|To ensure that all DP receive first quality teaching and that their individual learning needs are met||Reporting on the development and evaluation of teaching and learning every half term, pupil voice/feedback, pupil work and assessments|
|ii. Targeted support|
|To increase the pace of progress made by DP in their subjects so that attainment is in line with that of other pupils nationally||Progress Check on progress made every term, pupil voice/feedback, pupil work and assessments|
|To increase the pace of progress made by DP in their literacy skills so that reading ages in line with or above chronological age||Literacy Leader Reporting on progress made every half term|
|To increase the pace of progress made by DP in their numeracy skills so that they are in line with or above age related expectations||Numeracy Leader Reporting on progress made every half term|
|To improve the attendance and punctuality to school for DP so that it is line with that of other pupils||Pastoral Leader Reporting on attendance and punctuality figures every half term|
|To improve the behaviour and attitude to learning of DP so that recorded figures are in line with that of other pupils||Pastoral Leader Reporting on behaviour incidents and attitudes to learning figures every half term|
|To meet the well-being needs of all DP||Pastoral Leader Reporting on health, welfare & well-being referrals and actions every half term|
|iii. Other approaches|
|To build stronger relationships with parents and carers of DP; including greater use of MyEd App and the college website||Pastoral Leader Reporting every half term|
• Hargreaves Engineering Young Talent Programme
• PWC & Enabling Enterprise Scheme
• Aspirational, Careers and Enterprise activities
• Experiences to improve engagement
• Experiences to reward engagement
• ACE themed weeks
• Careers Education with Independent Advice & Guidance
|To enrich the wider experiences, build cultural capital, increase the potential of social mobility and meet the aspirations of DP||Record of attendance and outcomes of DP in the activity/project using SIMS Provision Map, pupil voice/feedback|
• ECO Club
• Debate Mate
• Duke of Edinburgh Award Scheme
• Young Enterprise Business Challenge
• Essential Life Skills Sports Clubs
|To develop and enrich the essential life skills of DP||Record of attendance and outcomes of DP in the activity/project using SIMS Provision Map|