2016-17 Pupil Premium

Pupil Premium Report 2016/2017

1.    Summary information 2016/17

School

  Holy Family Catholic High School

Academic Year

 2016/17

Total pupil premium (PP) budget

 £202,895

Date of most recent PP Review

 Sept 2017

Total number of pupils

 837

Number of pupils eligible for PP

 217

Date for next internal review of this strategy

 May 2017

2.    Headline measures for Pupil Premium/Disadvantaged students 2017

 

HFHS pupils eligible for pupil premium funding

National average non-pupil premium figures

 Number of disadvantaged students in the Progress 8 score

46

 

 % Achieving a standard (4) pass in English & mathematics

50.0%

Awaiting figures

% Achieving a strong (5) pass in English & mathematics

30.4%

Awaiting figures

 Progress 8 score for disadvantaged pupils

-0.55

Awaiting figures

 Average Attainment 8 grade per disadvantaged pupil

39.94

Awaiting figures

 % Disadvantaged student entered for E-BACC

26.1%

Awaiting figures

 % Disadvantaged students achieving standard E-BACC

13.0%

Awaiting figures

3.    Barriers to future attainment of the pupil premium students, in-school barriers;

A.    

Lack of home support with homework, revision and independent learning.

B.    

Inability to access extra-curricular and enrichment activities that may lead to fewer disadvantaged students going onto 6th form.

C.    

Limited stretch and challenge for the most able disadvantaged students with high academic targets.

D.    

Lower literacy at the start of Year 7.

E.    

A greater percentage of behaviour issues for these disadvantaged students in KS4.

 Barriers to future attainment of the pupil premium students, external barriers;

F.

Attendance of the pupil premium students is lower than their non-pupil premium peers.

4.    Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.    

To improve the frequency and quality of homework and independent learning so that disadvantaged students are able to make progress from work completed outside the classroom.  

Tracking data and GCSE results which will show that disadvantaged students make good progress. Where they are not, interventions are put into place and the impact of these are regularly monitored.

Monitoring of homework provision, regularity, appropriateness, quality of provision and quality of feedback is in line or better than those pupils who do not qualify for pupil premium.

Support with and the monitoring of the provision of homework including providing access to ICT both in and outside school.

Monitoring of intervention and homework club take-up by disadvantaged students.

B.    

More students who are eligible for pupil premium funding are able to access extra-curricular activities and enrichment specifically to promote further and higher education.

More pupil premium students take part in these types of activities and the student evaluation is positive.

C.    

Improved rates of progress across the school for the high attaining pupils eligible for pupil premium.

Progress 8 scores for the most able disadvantaged is improving so that it is closer to non-disadvantaged students nationally.

Pupils eligible for pupil premium identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across the school, so that they are on or above track to achieve their high targets and the end of KS4. Where they are not, interventions are put into place and the impact of these are regularly monitored.

D.    

The increase in the literacy skills means that this is no longer a barrier to the learning of the disadvantaged students.

The reading and spelling ages of this cohort of students is in line with those of the non-disadvantaged students.

E.    

Improved behaviour of disadvantaged students both in and outside of the classroom.

Fewer behaviour incidents recorded for these pupils on the school system.

F.     

Improved attendance for all the disadvantaged students.

Overall attendance among students eligible for pupil premium improves so that it is at least as good as non- disadvantaged students nationally (>95%).

 Academic year

 2016 to 2017

 

 Desired outcome A

 Chosen approaches

 Evidence and/or rationale for this choice

 Staff lead

 Date for review

 Impact after the review

To improve the frequency and quality of homework and independent learning so that disadvantaged students are able to make progress from work completed outside the classroom.  

Through lesson observations, learning walks, book scrutinies and other feedback instruments.

Provide improved home-school communication by launching Show My Homework.

At lunchtime and after school provide support for assisting in the completion of homework tasks, including access to ICT.

EEF

Feedback; High impact for low cost, based on moderate evidence. +8

Homework; Moderate impact for very low cost or no cost based on moderate evidence. +5

KPA
PWE

CMU

Subject leaders

Termly meetings after each round of tracking data.

GCSE Review.

All PP students logged onto SMHW and GCSEPod.

Teacher records and work samples show improved quality and frequency of homework.

Detailed actions:

1.    Launch Show-my-homework and GCSEPod to all students.

2.    Ensure all PP students are logged on and can access it at home.

3.    Share information with parents at parents’ evenings, information evenings and through flyers sent home in reports.

4.    Monitor homework club, make sure all PP students with ‘below expectation’ for homework are asked to attend.

5.    Provide ICT at lunchtime for PP Y11 students and monitor use.

6.    PL to track homework by PP students after each data cycle and put students onto homework report if problem persists.

7.    Ensure class teachers monitor homework closely and follow department processes if homework isn’t done well.

 Desired outcome B

 Chosen approaches

 Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

More students who are eligible for pupil premium funding are able to extra-curricular activities and enrichment specifically to promote further and higher education.

All PP students surveyed.

Subject leaders to audit attendance of PP students at extracurricular activities.

Student one to one meetings with discussions around the provision of these activities and remove any barriers stopping the students attending.

To offer all those in receipt of pupil premium the opportunity to participate in extracurricular activities at school which may incur a cost (e.g. Peripatetic music lessons, DoE).

The school to contribute to the cost of either hire of specialist equipment or for the actual instruction itself if appropriate.

To ensure these students have access to funding for sporting activities, curriculum trips, year group trips, residential trips and for other opportunities outside the classroom.

EEF

Aspirational interventions; Very low or no impact for moderate cost based on very limited evidence. Impact 0.

Sports participation; Low impact for moderate cost based on limited evidence. Impact +2.

PWE

Subject leaders

Half termly review of the extracurricular registers analysing those disadvantaged students who have attended as well as matching these names with the interviews previously undertaken.

Survey Monkey Survey results.

Discussions with the pupils/students about the activities they have participated in.

Increased uptake of extra-curricular activities.

Higher proportion of disadvantaged students stay onto 6th form.

Detailed actions:

1.    Ensure all students have access to trips, visits and all enrichment activities. 

2.    PL to monitor uptake by PP students and ensure students area aware of the financial contributions available

3.    Ensure all PP students, through CAIEG provision, access 1-2-1 interviews with 6th form team to increase uptake of 6th form in 2017.

4.    Provide range of motivational speakers and talks from employers, to broaden horizons

 Desired outcome C

Chosen approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Improved rates of progress across the school for the high attaining pupils eligible for pupil premium.

The sharing of good practice across the school which includes the interventions and strategies that work for individual students, the interventions that work across departments.

Focussed and relevant events at any outside establishments as well as promotion activities by our own 6th form.

Individualised and relevant academic targets for the students concerned.

 

PWE

Subject leaders

Termly meetings after each round of tracking data.

GCSE Review.

Student voice from more able indicates increased challenge in lessons…

Improved outcomes for more able.

Proportions of A*-A grades increase.

Detailed actions:

1.    High attainers who are also PP identified and shared with staff as key group, to be highlighted on seating plans – ‘star’ group

2.    Progress of this group monitored by PL after every data cycle and underachieving students identified.  Groups identified given high priority amongst all relevant staff and focused intervention used to raise progress.

3.    PL learning conversations with students to discuss effort, homework, and challenge, parents informed.

4.    6th form interviews to share entry requirements and discuss options.

5.    Whole school CPD to share good practice to particularly focus on strategies most likely to gain maximum impact in as short a time as possible.

 

 Desired outcome D

 Chosen approaches

 Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

The increase in the literacy skills means that this is no longer a barrier to the learning of the pupil premium students.

Analysis of CATS data, reading ages, and spelling age data.  Identify those of low literacy skills

Paired reading for pupil premium students who have literacy skills below their expected ages.

1-2-1 Intervention using SSENIS (Sefton) as well as internal sessions.

Use of literacy software with selective students to support with improving literacy skills.

EEF

Reading comprehension strategies; moderate impact for very low cost, based on extensive evidence.+5

Small Group Tuition; moderate impact for moderate cost based on limited evidence. Impact +4.

Improving literacy improves student outcomes overall - increases GCSE attainment and thereby life choices.

 JK

 JWi

 JT 

January 2017

Improved literacy seen in increased reading ages and improved outcomes in all subject areas.

Detailed actions:

1.    Full literacy strategy with one area of development on literacy of PP students

2.    PP students with low CATS or scaled scores to receive catch-up intervention, including with SSENDIS

3.    Paired or small group reading in extended tutor time, using 6th form students

 

 

 Desired outcome E

 Chosen actions/approaches

 Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Improved behaviour of the pupil premium students both in and outside of the classroom.

Progress leader analysis of tracking data – attitudes to learning.

Meetings with the careers advisor, motivational speakers and ‘growth mindset’ activities.

Trips to colleges in school time.

Discussions re future behaviour after any fixed term exclusions.

Further develop strategies to reduce exclusion of pupil premium students.

Improved SIMS behaviour system and monitoring reports to improve behaviour monitoring.

Provide incentives / rewards to promote good behaviour as a replacement for Rewards Trips which have had no measureable impact.

EEF

Behaviour interventions; Moderate impact for moderate cost, based on extensive evidence. +4 months.

“it is clear that reducing challenging behaviour in schools can have a direct and lasting effect on pupils’ learning.” (EEF Toolkit)

“Interventions which target social and emotional learning seek to improve attainment by improving the social and emotional dimensions of learning, as opposed to focusing directly on the academic or cognitive elements of learning.” (EEF Toolkit)

Mentoring; Low impact for moderate costs based on moderate evidence. +1

School-based mentoring programs have on average been less effective than community-based approaches, possibly because school-based mentoring can result in fewer opportunities for young people to develop more lasting and trusting relationships with adult role models. However, positive benefits such as improved attitudes to school, better attendance and improved behaviour have been reported. (EEF)

PWE

ABR

JB

Progress Leaders

Subject leaders

Careers advisor

PSHCE co-ordinator

Termly meetings after each round of tracking data.

Half termly review of the data, analysing those disadvantaged students who may have any patterns in their poor behaviour as well as any patterns in their good behaviour.

 Reduced numbers of detentions and behaviour incidents across all years.

Detailed actions:

1.    Reduced fixed term exclusions

2.    Motivational speaker programme, growth mindset themed assemblies and PSHE activities, tutor themed activities

3.    Rewards improved with support from Specialist Leader of Education

4.    Trips to colleges and interviews with 6th form team to discuss options post-16

5.    Behaviour contracts, parental involvement through PL team

6.    POD support and mentoring, with external agencies if necessary

 

Desired outcome F

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Improved attendance for all the pupil premium students.

First day response provision. Particular focus on the attendance and rigorously following procedures for the pupil premium students.

One to one sessions

Mentoring programme.

Progress leader absence catch-up report cards to allow students to more effectively get back on track after an absence.

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

PWE

ABR

JBA

JK/JMcK

Progress Leaders

Attendance Officers

After every half term.

 Reduced absence.

Detailed actions:

1.    Attendance high priority at SLT meetings, and PL team meetings, attendance of PP students monitored weekly by PL’s and attendance officers

2.    Allocation of NPQH project to improve PP attendance

3.    Assembly push, message to parents at all parents evenings and information evenings

4.    Tutor improved attendance push, regular 1-2-1 mentoring with

5.    Back-on-track PL cards for all students with attendance below 95%

Search

Our Address

Mr M Symes,

Holy Family Catholic High School

 Virgins Lane.

Thornton,

L23 4UL

Contact Us

sample0151 924 6451

   School Contact Mrs S Harris (Head’s PA):
         Tel: 0151 932 6106
         Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Contact Us

How to Find Us

Find Us on Google Maps

Link to Google