2017-18 Pupil Premium Report (Unvalidated/pre-release data)

Pupil Premium Report 2017/2018 

1.     Summary information 2016/17

School

  Holy Family Catholic High School

Academic Year

 2017/18

Total pupil premium (PP) budget

 £217,030

Date of most recent PP Review

 Sept 2017

Total number of pupils

 845

Number of pupils eligible for PP

 230

Date for next internal review of this strategy

 May 2018

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%

Awaiting figures

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

30%

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 resilience to regularly complete homework, revision and independent learning in out of school hours.

B.     

Limited achievement of highest grades by the higher attainers / most able disadvantaged students with high academic targets.

C.     

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

D.     

High proportion of current disadvantaged Year 7 students have not met KS2 expectations on entry

E.     

Lower aspirations for post-16 and beyond due to limited experience or exposure to the range of employers or FE opportunities.

 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 resilience of disadvantaged students so that quality of homework and independent learning improves so that they make progress from work completed outside the classroom.  

Tracking data and GCSE results which will show that disadvantaged students make good progress.

Monitoring ClassCharts shows disadvantages students complete homework regularly.

ClassCharts indicates that homework is set regularly, appropriately, and that pupil premium students complete it regularly.  Where homework completion has been an issue, intervention has impact by improving the number of negative homework points.

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.     

The disadvantaged higher attainers / most able students achieve their high academic targets.

Progress 8 scores for higher attaining disadvantaged students are improving so that they are closer to all 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.

C.     

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

Fewer behaviour incidents recorded for disadvantaged pupils on ClassCharts.  Where behaviour is recorded, intervention impact is seen by an improvement in behaviour.

D.     

Disadvantaged Year 7 students, who have not met KS2 expectations on entry, catch-up so that they are able to meet the demands of the secondary curriculum.   

Internal assessment indicates that disadvantaged students have begun to catch-up with their peers.  The reading and spelling ages of this cohort of students is in line with those of the non-disadvantaged students.  Where they haven’t, intervention and SEND assessment has taken place. 

E.     

Disadvantaged students have a broad and balanced understanding of their post-16 options and have an ambitious career plan.

All Y11 disadvantaged students have completed the Steps 11 programme and have an individual career plan in place.

Increased DP students attending 6th form or higher apprenticeships, increased uptake of the 16-19 bursary funding.

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

 2017 to 2018

 

 Desired outcome A

 Chosen approaches

 Evidence and/or rationale for this choice

 Staff lead

 Date for review

 Impact after the review

To improve resilience of disadvantaged students so that quality of homework and independent learning improves so that they make progress from work completed outside the classroom.  

Improved behaviour management system includes a detention management module so that sanctions are consistent and recorded, and immediately communicated to parents.

Progress Leaders and tutors more rapidly follow-up patterns of poor engagement with homework and apply a coordinated whole-school approach

Provide improved home-school communication through the early intervention parents meetings.

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


Progress Leaders

Subject Leaders

Termly Governors Standards meeting.

All DP students logged onto ClassCharts.

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

Detailed actions:

1.     Ensure all DP students have access to the new behaviour management system

2.     Ensure all DP parents have accessed the behaviour management system parent account. Share information with parents at parents’ evenings, information evenings and through flyers sent home in reports.

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

4.     Provide a computer room and study room at lunchtime for DP Y11 students and monitor use.

5.     Progress Leaders to analyse homework information and ensure behaviour systems and mentoring support is put into place where appropriate.

 Desired outcome B

 Chosen approaches

 Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

The disadvantaged higher attainers / most able students achieve their high academic targets.

Provide regular professional development for all teachers to develop classroom practice that stretches the most able students.

Provide teachers with access to specific resources for the highest attainers for example; PiXL ‘Thinking hard’ project

Develop more transparent target setting using the new behaviour management system so that teachers are fully aware of the highest attainers in each class and plan accordingly.

Ensure that the progress of disadvantage high attainers is linked to appraisal targets for all teachers, where appropriate.

Newly developed extended leadership team to rotate meetings allowing a regular scrutiny of the progress of all disadvantaged students.

Our data indicates that high prior attaining students do not make sufficient progress, on average, to meet the aspirational targets that we set them. 

Students must achieve to the best of their ability, and this includes the highest ability students.   

KPA / CAM

ELT standards meetings every three weeks.

Termly Governors Standards meeting.

Student voice from more able indicates increased challenge in lessons.

Improved outcomes for more able.

Proportions of A*-A grades increase.

Detailed actions:

1.     DP High attainers identified as whole-school priority, tracked by subject leaders and progress leaders after every data cycle.

2.     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.

3.     Teacher appraisal targets linked to progress of DP students, and higher attainers where possible.

 

 Desired outcome C

Chosen approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

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

New behaviour lead introducing revised behaviour strategy.

New system for the monitoring and recording of behaviour data including low-level behaviour incidents.

Use of behaviour management system analytics to support more timely intervention by Progress Leaders.  This intervention to include early mentoring where applicable and parental contact to gain home support. 

Meetings with the careers advisor, motivational speakers and ‘growth mindset’ activities to promote better behaviour.

Further develop strategies to reduce exclusion of disadvantaged students by ‘team around the child’ plan run through student support service. 

Provide new incentives / rewards to promote good behaviour. 

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

JT

AMC

JMC

ELT meetings every three weeks.

Termly Governors Behaviour and attendance meeting.

Reduced numbers of behaviour incidents logged on the behaviour management system.

Reduced fixed-term exclusions.

Detailed actions:

1.     Ensure all DP students have access to the new behaviour management system

2.     Ensure all DP parents have accessed the behaviour management system parent account. Share information with parents at parents’ evenings, information evenings and through flyers sent home in reports.

3.     Newly appointed behaviour lead to review behaviour management systems and analyse DP behaviour, acting to intervene where appropriate.

 

 Desired outcome D

 Chosen approaches

 Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Disadvantaged Year 7 students, who have not met KS2 expectations on entry, catch-up so that they are able to meet the demands of the secondary curriculum.  

Detailed analysis by leader of KS2 scaled scores, CATS data, reading and spelling age data and internal tests identify those with 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

 PWE

GT / HT

Termly Governors Standards meeting.

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

Detailed actions:

1.     Full literacy strategy with new whole-school literacy co-ordinator team.  Each member to focus on one area of development of literacy of DP students

2.     DP students with scaled scores below 100 to receive catch-up intervention run through the SENCO and inclusion team.

3.     Paired or small group reading in extended tutor time, using 6th form students, numeracy catch-up run by KS3 Maths Lead using Y11 students.

4.     Development of Year 7 English and mathematics transition activities including the use of ‘no wasted weeks’ resources from PiXL.

5.     Use of Lexia reading programme with identified catch-up students.

 

 Desired outcome E

 Chosen actions/approaches

 Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Disadvantaged students have a broad and balanced understanding of their post-16 options and have an ambitious career plan.

Careers strategy with increased links to employers and outside agencies. 

Steps-11 programme with increased tutor support.

Student services mentoring for all DP Y11 students every 3 weeks.

Intensive support for any DP students at risk of NEET.

Clear communication of bursary fund and entry requirements to 6th form, including a bespoke tour for DP students by DP students already in 6th form.

Providing access to a range of careers activities ensures ambitious careers plans

Providing high quality mentoring so that students can feel confident in making the right choices.

Understanding next steps should make it clear that grades in mathematics and English are essential as well as good grades in science and languages.

KPA / JMC

Termly Governors Behaviour and attendance meeting.

Destinations data for DP shows no NEET and a high uptake of FE courses including our 6th Form.

Increased access to bursary funding.   

Detailed actions:

1.     1-2-1 careers interview Careers Connect for all Y11 DP students.  Student service mentoring, follow-up support

2.     Employability days and visits using external partners such as Santander, Jaguar Landrover, Sovini Housing

3.     Improved careers programme using Steps-11, rolling out to Y10 and Y9 during the year.

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

5.     Unifrog access for all students in tutor time.

Desired outcome F

Chosen actions/approaches

Evidence and/or rationale for this choice

Staff lead

Date for review

Impact after the review

Improved attendance of disadvantaged students.

Restructure of attendance team with new team meeting structure and more prominent location in school. 

Enhanced analysis of attendance data.

Rigorously following rapid response procedures to engage parents.

Increased EWO engagement

Mentoring programme.

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

JMC

ELT meeting every three weeks. 

Termly Governors Behaviour and attendance meeting.

Reduced absence.

Reduced persistent absence

Improved punctuality.

Detailed actions:

1.     New attendance lead and team to work closely with new EWO and LA team.

2.     Data support for attendance team, improved analysis processes.

3.     More rapid response to poor attendance including home visits and issue of penalty notices.

4.     Student services and external agency mentoring for families, swift early help plans in place.

5.     Year 7 students with prior attendance issues in primary school picked up for early intervention by the attendance team.

6.     Inter-form attendance competitions and rewards, high profile in assemblies and tutor time.

7.     Education of students using guest speakers (Employer activity / careers strategy) to stress the importance of attendance and punctuality, what a reference requires.

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Mr M Symes,

Holy Family Catholic High School

 Virgins Lane.

Thornton,

L23 4UL

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         Tel: 0151 932 6106
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