Premium Grant Spending Report
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The Blessed John Henry Newman RC College, Oldham
Pupil Premium Grant Spending for the 2018 – 19 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:
| 2016 -17 | 2017-2018 | 2018-2019 | |
| Total number of pupils on roll was | 1476 | 1507 | 1497 |
| Number of pupils benefitting from PPG was | 597 | 621 | 643 |
| % of school population | 40.5% | 41% | 43% |
| Total amount of PPG received was | £562,206 | £565,003 | £559,280 |
Over the last 3 years the population of disadvantaged pupils at the college has increased by a small percentage each year. 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 2019 compared to the previous two years
| 2017 | 2018 | 2019 | |||||||
| % grade C+/4+ | % grade C+/4+ | % grade C+/4+ | |||||||
| English | Maths | English & Maths | English | Maths | English & Maths | English | Maths | English & Maths | |
| 69 | 55 | 50 | 51 | 49 | 38 | 50 | 55 | 43 | |
Outcomes for disadvantaged pupils in 2019 saw a decrease in attainment at grades 4+ in English albeit small and an increase in grades a 5+ in maths. This was in line with the dip in attainment seen by other 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 2019 compared to the previous two years:
| 2017 | 2018 | 2019 | ||||||
| Progress 8 | Progress 8 | Progress 8 | ||||||
| PP | Non-PP | Gap | PP | Non-PP | Gap | PP | Non-PP | Gap |
| -0.35 | 0.00 | -0.35 | -0.24 | 0.14 | -0.38 | -0.49 | -0.09 | -0.40 |
Progress 8 outcomes for disadvantaged pupils decreased in 2019, but due to the underperformance of the other pupils also, a similar gap exists to that of the previous year.
Progress for school leavers in 2020 and 2021 based on current estimates:
| English | 2019 Actual | 2020 Estimates | ||||
| P8 | P8 | |||||
| PP | Non-PP | Gap | PP | Non-PP | Gap | |
| -0.86 | -0.48 | -0.38 | -0.61 | -0.14 | -0.47 | |
Progress 8 outcomes for disadvantaged pupils, are projected to improve in English next year but there is a need to ensure that the gap does not widen with that of other pupils in the college.
| Maths | 2019 Actual | 2020 Estimates | ||||
| P8 | P8 | |||||
| PP | Non-PP | Gap | PP | Non-PP | Gap | |
| -0.38 | +0.08 | -0.46 | -0.04 | +0.23 | -0.27 | |
Progress 8 outcomes for disadvantaged pupils, are projected to improve in Mathematics next year and with closing of the gap in progress compared to other pupils in the college.
| Science | 2019 Actual | 2020 Estimates | ||||
| P8 | P8 | |||||
| PP | Non-PP | Gap | PP | Non-PP | Gap | |
| -0.76 | -0.82 | +0.06 | -0.65 | -0.49 | -0.16 | |
Progress 8 outcomes for disadvantaged pupils, are projected to improve in Science next year but with improvements in other pupils also projected there is a need to ensure the gap does not widen with that of other pupils in the college.
From Year 7 onwards all KS3 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
| College | National average | Gap | |
| Whole school attendance | 92.3% | 94.8% | -2.5% |
| PPG attendance | 89.9% | 92.4% | -2.5% |
Lat year attendance of disadvantaged pupils at the college moved further away from the attendance of disadvantaged pupils nationally. Even though this trend was seen across the whole school the gap between attendance of disadvantaged and all pupils at the school has widened.
| Year | All pupils | PPG | Gap |
| 7 | 95.6% | 93.9% | -1.7% |
| 8 | 94.3% | 93.8% | -0.5% |
| 9 | 94.2% | 92.8% | -1.4% |
| 10 | 94.4% | 92.9% | -1.5% |
| 11 | 95.6% | 92.0% | -3.6% |
| Year | All pupils | PPG | Gap |
| 7 | 95.4% | 94.4% | -1.0% |
| 8 | 93.9% | 90.0% | -3.9% |
| 9 | 92.8% | 90.8% | -2.0% |
| 10 | 92.9% | 89.9% | -3.0% |
| 11 | 86.3% | 84.1% | -2.2% |
The gap in attendance between PPG and All pupils has improved in years 7 and 11 during the last academic year. Attendance of disadvantaged pupils has improved in year 7 compared to the last academic year.
We have recently appointed an Associate Assistant Headteacher to lead our Year Leaders, Pastoral/Academic Co-ordinator’s and the attendance team, who 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. Requests for medical evidence 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 | |
| All pupils | 83 | 7 |
| PPG | 55 | 5 |
| Non PPG | 29 | 2 |
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. 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 | ||
| Academic year | 2018-2019 | |
| i. Quality of teaching for all | ||
| Action | Intended outcome | Impact made |
| 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 | To ensure that all DP receive first quality teaching and that their individual learning needs are met 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 disadvantaged gap). | Internal evaluation of teaching and learning:
The gap in attainment between DP and Non-DP has closed this year in:
The gap in attainment between DP and Non-DP has not widened in:
|
| Cost: £253,425 | ||
| ii. Targeted support | ||
| Action | Intended outcome | Impact made |
| To increase the pace of progress made by DP in their subjects so that attainment is in line with that of other pupils nationally | The focus for these subject areas has been the quality of teaching and learning during Year 11 English, Maths and Science and a range of intervention sessions outside of lessons focussed on addressing gaps in learning at the start of the year and improving attitudes to their learning. · 26% of the pupils targeted in English improved their estimated grade by +1 or more · This English intervention cohort improved by +0.85 in their P8 score. All other DP and Non DP groups decreased in P8 score during the year. · 40% of the pupils targeted in Maths improved their estimated grade by +1 or more · This Maths intervention cohort improved by +0.25 in their P8 score. All other DP groups decreased in P8 score during the year. · 36% of the pupils targeted in Science improved their estimated grade by +1 or more · This Science intervention cohort’s improvements were in line with other DP and Non DP groups For a cohort of 29 disadvantaged and ‘hard to reach’ boys in Year 11 who were underperforming in relation to Progress 8 outcomes: · 21% improved their grade in English by +1 or more · 25% improved their grade in Maths by +1 or more · 48% improved their grade in Science by +1 or more · 41% improved their Overall Progress 8 Score All 15 disadvantaged pupils entered (65% of the cohort) gained a grade in the TLM and therefore improved their potential P8 score. 67% of DP scored a D or D* grade. Mentoring of 14 KS3 pupils who were underperforming from PC1: · 50% achieved their targets set · 86% improved or maintained their academic progress ReachOut Mentoring of 21 year 8 pupils on year 1 of a 2 year programme: · 31% improved progress in English and Maths and 38% improved their ATL. · Improvements in progress were evidently more substantial where pupil attendance to the programme is above 80%. |
| To increase the pace of progress made by DP in their literacy skills so that reading ages in line with or above chronological age | Since October 2018:
|
| 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 | Of the 23 DP in Year 7 Numeracy classes who ended KS2 below the 100 score:
Of the DP pupils consistently attending Weds Pm Numeracy Intervention sessions:
Of all pupils targeted:
|
| To improve the attendance and punctuality to school for DP so that it is line with that of other pupils | Each Year Leader was given a cohort of disadvantaged pupils who were persistently absent by HT2.
Improvements were most evident in Year 7 and Year 10. An average of 66% of the targeted cohort (309 pupils in total) had improved their attendance since HT2. |
| To improve the behaviour and attitude to learning of DP so that recorded figures are in line with that of other pupils | 55% of the pupils referred to The Link were disadvantaged.
|
| To meet the well-being needs of all DP | 62% of the pupils referred to The Fold were disadvantaged.
|
| Cost: £408,190 | ||
| iii. Other approaches | ||
| Action | Intended outcome | Impact made |
| To build stronger relationships with parents and carers of DP; including greater use of MyEd App and the college website | This year has seen the launch and use of MyEd within the strategy to improve quick and effective links with parents. There has been a steady increase in sign up from parents throughout the year, however only around 50% of DP parents are currently active on MyEd. This has been used along with text messages, phone calls and letters home in instances where Parental Return Contact has not been forthcoming. |
· 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 |
|
· CCF · ECO Club · Debate Mate · Duke of Edinburgh Award Scheme · Essential Life Skills Sports Clubs | To develop and enrich the essential life skills of DP |
|
| Cost: £126,019 | ||
| Total PPG received | £559,280 |
| Total PPG expenditure | £787,635 |
| Expenditure exceeds PPG received by: | £228,355 |
Pupil Premium strategy 2019-20
| Summary information | |||||
| School | The Blessed John Henry Newman RC College | ||||
| Academic Year | 2019-2020 | Total PP budget | £586,105 | Date of most recent PP Review | 3rd May 2018 |
| Total number of pupils | 1492 | Number of pupils eligible for PP | 614 | Date for next internal review of this strategy | 3rd July 2020 |
| Barriers to future attainment (for pupils eligible for PP) | ||
| Academic barriers | ||
| 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 | |
| Additional barriers | ||
| D. | Persistent absence | |
| 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 |
| Planned expenditure | |||
| Academic year | 2018-2019 | ||
| i. Quality of teaching for all | |||
| Action & rationale | Intended outcome | Monitoring | |
+8 months: Feedback +5 months: Mastery learning strategies +8 months: Metacognition and self-regulation +3 months: Individualised instruction | To ensure that all DP receive first quality teaching and that their individual learning needs are met To close the in-class gaps in progress between disadvantaged and other pupils | Reporting on the development and evaluation of teaching and learning every half term, pupil voice/feedback, pupil work and the triangulation of teacher assessment outcomes | |
| ii. Targeted support – based upon outcomes of a new Risk Assessment process employed by leaders within the college | |||
| Action | Intended outcome | Monitoring | |
+5 months: Mastery learning strategies +8 months: Metacognition and self-regulation +3 months: Individualised instruction +8 months: Feedback +1 month: Mentoring | 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 in (especially in English, Maths and Science), pupil voice/feedback, pupil work and assessments | |
+5 months: Reading comprehension strategies +4 months: Small group tuition +3 months: Individualised instruction +8 months: Feedback | To increase the pace of progress made by DP in their literacy skills so that reading ages are in line with or above chronological age | Literacy Leader Reporting on progress made every half term | |
+4 months: Small group tuition +3 months: Individualised instruction +8 months: Feedback | 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 | |
+3 months: Behaviour interventions | To improve the attendance and punctuality to school for DP so that it is line with that of other pupils | Pastoral Leader and AHT Reporting on attendance and punctuality figures every half term | |
+3 months: Behaviour interventions +4 months: Small group tuition + 5 months: Collaborative learning | To improve the behaviour and attitude to learning of DP so that recorded figures are in line with that of other pupils | ‘Pastoral Care Centre’ reporting on support provided including behaviour incidents and attitudes to learning figures every half term | |
+5 months: Social and emotional learning +4 months: Small group tuition + 5 months: Collaborative learning +1 month: Mentoring | To meet the well-being needs of all DP | ‘Link for Learning’ reporting on support for health, welfare & well-being referrals and actions every half term | |
| iii. Other approaches | |||
| Action | Intended outcome | Monitoring | |
+3 months: Parental involvement +3 months: Behaviour interventions +5 months: Social and emotional learning | To build stronger relationships with parents and carers of DP, including a target cohort of DP at both KS3 and KS4; including greater use of the MyEd App, social media and the college website | Pastoral Leader Reporting every half term | |
+5 months: Collaborative learning +2 months: Arts participation | To enrich the wider experiences, build cultural capital, increase the potential of social mobility and meet the aspirations of a greater proportion of DP | Record of attendance and outcomes of DP in the activity/project using SIMS Provision Map, pupil voice/feedback | |
+ 5 months: Collaborative learning +4 months: Outdoor adventure learning +2 months: Sports participation | To develop and enrich the essential life skills of a greater proportion of DP | Record of attendance and outcomes of DP in the activity/project using SIMS Provision Map | |
