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:

  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:

2016 -172017-20182018-2019
Total number of pupils on roll was147615071497
Number of pupils benefitting from PPG was597621643
% of school population40.5%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

201720182019
% grade C+/4+% grade C+/4+% grade C+/4+
EnglishMathsEnglish & MathsEnglishMathsEnglish & MathsEnglishMathsEnglish & Maths
695550514938505543

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:

201720182019
Progress 8Progress 8Progress 8
PPNon-PPGapPPNon-PPGapPPNon-PPGap
-0.350.00-0.35-0.240.14-0.38-0.49-0.09-0.40

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:

English2019 Actual2020 Estimates
P8P8
PPNon-PPGapPPNon-PPGap
-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.

Maths2019 Actual2020 Estimates
P8P8
PPNon-PPGapPPNon-PPGap
-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.

Science2019 Actual2020 Estimates
P8P8
PPNon-PPGapPPNon-PPGap
-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

CollegeNational averageGap
Whole school attendance92.3%94.8%-2.5%
PPG attendance89.9%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.

YearAll pupilsPPGGap
795.6%93.9%-1.7%
894.3%93.8%-0.5%
994.2%92.8%-1.4%
1094.4%92.9%-1.5%
1195.6%92.0%-3.6%
YearAll pupilsPPGGap
795.4%94.4%-1.0%
893.9%90.0%-3.9%
992.8%90.8%-2.0%
1092.9%89.9%-3.0%
1186.3%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 exclusionNumber of pupils permanently excluded from college
All pupils837
PPG555
Non PPG292

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 year2018-2019
i. Quality of teaching for all
ActionIntended outcomeImpact 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:
  1. Consistently meeting all college standards = 76% compared to 63% in HT1
  2. Consistently meeting all college and Teachers Standards = 100% compared to 96% in HT1

The gap in attainment between DP and Non-DP has closed this year in:

  • Year 7, 8 and 9 English
  • Year 8 Science
  • Year 10 Maths at grade 4+

The gap in attainment between DP and Non-DP has not widened in:

  • Year 8 Maths
  • Year 10 English at grade 4+
  • Year 10 Maths at grade 5+
Cost: £253,425
ii. Targeted support
Action Intended outcomeImpact made
  1. Strategies to address underperformance, slow progress and a lack of motivation – including Elevate Education study skills, ILM, SPARK, ReachOut Mentoring and PiXL programmes
To increase the pace of progress made by DP in their subjects so that attainment is in line with that of other pupils nationallyThe 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%.

  1. Literacy schemes to address underperformance at KS2 (those DP <100 score for Reading on entry) – including the Indirect Dyslexia Learning, Lexia, Skills Academy and Key Skills (reading, writing and technical accuracy) programmes
To increase the pace of progress made by DP in their literacy skills so that reading ages in line with or above chronological ageSince October 2018:
  • There are 27% DP who have moved from Basic to Elementary level of Literacy
  • 77% of DP in the ‘catch-up’ classes are now at Elementary level
  • 39% have improved their Reading and Spelling Age by 12 months or more
  1. Maths schemes to address underperformance at KS2 (those DP <100 score for Numeracy on entry) – including Passport Maths and PiXL Numeracy programmes
To increase the pace of progress made by DP in their numeracy skills so that they are in line with or above age-related expectationsOf the 23 DP in Year 7 Numeracy classes who ended KS2 below the 100 score:
  • 61% of pupils have improved their P1 Numeracy score from that achieved in their KS2 SATs.

Of the DP pupils consistently attending Weds Pm Numeracy Intervention sessions:

  • 100% of pupils have improved their P1 score from KS2 SATs
  • 66% of pupils have improved their P1 score by over 10%.

Of all pupils targeted:

  • 57% have now achieved the 110 score (in line with the Non-DP cohort)
  • 57% improved by 10% (in line with the Non-DP cohort)
  • 91% improved by 5% (33% more than the Non-DP cohort)
  1. Strategies and projects to address persistent absence and poor punctuality to college
To improve the attendance and punctuality to school for DP so that it is line with that of other pupilsEach Year Leader was given a cohort of disadvantaged pupils who were persistently absent by HT2.
  • Of the targeted cohort in Year 7: 69% of the 39 pupils targeted improved their attendance since the end of HT2 2019
  • Of the targeted cohort in Year 8: 45% of the 47 pupils targeted improved their attendance since the end of HT2 2019
  • Of the targeted cohort in Year 9: 48% of the 60 pupils targeted improved their attendance since the end of HT2 2019
  • Of the targeted cohort in Year 10: 63% of the 51 pupils targeted improved their attendance since the end of HT2 2019
  • Of the targeted cohort in Year 11: 58% of those targeted improved their attendance since the end of HT2 2019

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.

  1. Strategies and projects to address persistent poor behaviour and low levels of attitude to learning
  2. Ensuring appropriate referrals to LINK Support are implemented, recorded and appropriate actions of support are taken
To improve the behaviour and attitude to learning of DP so that recorded figures are in line with that of other pupils55% of the pupils referred to The Link were disadvantaged.
  • 4 of the 17 pupils returned to mainstream during the academic year
  • All pupils reduced their Behaviour Points accrued each HT during their support (53% reduced these by over 50%).
  • 41% reduced On Call actions and 47% reduced Exits during their support
  • 53% improved or maintained their academic progress during their support
  1. Identify and agree DP causes for concern using appropriate data
  2. Ensuring appropriate referrals to FOLD Support are implemented, recorded and appropriate actions of support are taken
To meet the well-being needs of all DP62% of the pupils referred to The Fold were disadvantaged.
  • 50% (of the 99 pupils) achieved the targets set during their support
  • 52% improved or maintained their academic progress during their support
Cost: £408,190
iii. Other approaches
ActionIntended outcome Impact made
  1. Develop effective methods of contact with parents and carers of DP causes of concern regarding success and celebration
  2. Develop effective methods of contact with parents of DP to help them support their child with areas for development
To build stronger relationships with parents and carers of DP; including greater use of MyEd App and the college websiteThis 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.
  1. A range of activities and projects that are appropriate and ‘fit for purpose’ in relation to building cultural capital and widening experiences – including:

· 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
  • Year 7 Retreat Experience (40% DP)
  • Year 7 Oldham Sixth Form College Careers and Aspirations Session (All DP attended)
  • Year 8 Manchester Metropolitan University Experience Day (47% DP)
  • Year 8 My Kinda Future Careers Experience Day (86% DP)
  • Year 9 Soccer/Sport Career Opportunities (45% DP)
  • Year 9 Changing Horizons Oldham Aspirations Event (100% DP)
  • Years 7 – 10 Hargreaves Engineering Young Talent Programme (42%)
  • Years 7-9 TeenTech Future Careers Assemblies and Workshops (All DP attended)
  • Year 9 and 10 Geography Trip to Blackpool (All DP in Year 10 attended, 52% of DP attended in Year 9)
  • Year 10 Geography Trip to Salford Quays (All DP attended)
  • Year 11 Self Esteem Theatre Workshop (60% DP)
  • Year 11 Boys Manchester Metropolitan University Experience Day (100% DP)
  • Year 11 Employability Masterclass Sessions (All DP attended)
  • Year 11 IAG Careers Interviews through Positive Steps and offered post-16 provision (98% of DP, 98% Non DP)
  • Year 10 and 11 Theatre Trips to Macbeth, West Side Story, Death of a Salesman, Bronte Howarth (average of 45% DP)
  1. A range of activities and projects that are appropriate and ‘fit for purpose’ and in line with The Newman (and Oldham) Pledge – including:

· 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
  • Combined Cadet Force (59 pupils with 41%)
  • Debate Mate (12 pupils with 74% DP)
  • Duke of Edinburgh Award Scheme (112 pupils with 20% DP)
  • Eco Club (10 pupils with 30% DP)
  • Big Dream Sports including Basketball, Futsal, Dance and Cheerleading (251 pupils with 46% 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
SchoolThe Blessed John Henry Newman RC College
Academic Year2019-2020Total PP budget£586,105Date of most recent PP Review3rd May 2018
Total number of pupils1492Number of pupils eligible for PP614Date for next internal review of this strategy3rd 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 rationaleSuccess 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 termReading 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 termNumeracy 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 yearProgress 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 groupPersistent 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 figuresAll 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 collegeAll pupils to have taken part in at least two opportunities in developing cultural capital and/or enrichment of the curriculum offer
Planned expenditure
Academic year2018-2019
i. Quality of teaching for all
Action & rationaleIntended outcomeMonitoring
  1. Staff CPL and developments in teaching and learning focussed on our Universal Offer developed from Tom Sherrington’s ‘Rosenshine’s Principles in Action’:
    1. Modelling and scaffolding.
    2. Daily review, low stakes quizzing and checking for understanding.
    3. Dual coding and deliberate practice.
    4. Independent practice

+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 outcomeMonitoring
  1. Strategies to address underperformance, slow progress and a lack of motivation – including Flipped Tuition, Tutor Trust, aspiration trips, the PiXL Build Up programmes (Maths Whiz, Renaissance and Tassomai) in Year 11 and ReachOut Mentoring in Year 9

+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 nationallyProgress Check on progress made every term in (especially in English, Maths and Science), pupil voice/feedback, pupil work and assessments
  1. Literacy schemes to address underperformance at KS2 (those DP <100 score for Reading on entry) – including the Indirect Dyslexia Learning, Lexia, Skills Academy, Key Skills (reading, writing and technical accuracy), Reading Award, Class Reader and Reading Partners programmes

+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 ageLiteracy Leader Reporting on progress made every half term
  1. Maths schemes to address underperformance at KS2 (those DP <100 score for Numeracy on entry) – including Passport Maths and PiXL Numeracy programmes

+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 expectationsNumeracy Leader Reporting on progress made every half term
  1. Strategies and projects to address persistent absence and poor punctuality to college (in conjunction with appointment of an Associate AHT i/c Attendance and use of modules within the ‘Achievement for All’ programme for schools

+3 months: Behaviour interventions

To improve the attendance and punctuality to school for DP so that it is line with that of other pupilsPastoral Leader and AHT Reporting on attendance and punctuality figures every half term
  1. Strategies and projects to address persistent poor behaviour and low levels of attitude to learning
  2. Ensuring appropriate referrals to ‘Pastoral Care Centre’ Support are implemented, recorded and appropriate actions of support are taken

+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
  1. Identify and agree DP causes for concern using appropriate data (including a Y6-Y7 Transition Summer Camp and subsequent Mentoring programme)
  2. Ensuring appropriate referrals to ‘Link for Learning’ Support are implemented, recorded and appropriate actions of support are taken

+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
ActionIntended outcome Monitoring
  1. Develop effective methods of contact with parents and carers of DP causes of concern regarding success and celebration and to help them support their child with areas for development through modules within the ‘Achievement for All’ programme for schools

+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 websitePastoral Leader Reporting every half term
  1. A range of activities and projects that are appropriate and ‘fit for purpose’ in relation to building cultural capital and widening experiences – including:
    1. Hargreaves Engineering Young Talent Programme
    2. PWC & Enabling Enterprise Scheme
    3. Aspirational, Careers and Enterprise activities
    4. Experiences to improve engagement
    5. Experiences to reward engagement
    6. Employer and employee engagement activities
    7. Careers Education with Independent Advice & Guidance

+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 DPRecord of attendance and outcomes of DP in the activity/project using SIMS Provision Map, pupil voice/feedback
  1. A range of activities and projects that are appropriate and ‘fit for purpose’ and in line with The Newman (and Oldham) Pledge – including:
    1. ECO Club
    2. Debate Mate
    3. Duke of Edinburgh Award Scheme
    4. Young Enterprise Business Challenge
    5. Essential Life Skills Sports Clubs

+ 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 DPRecord of attendance and outcomes of DP in the activity/project using SIMS Provision Map