Pupil Premium Statement 2019 – 2020
As a school we seek to meet the individual needs of all students in order for them to develop their God given potential. We manage all forms of funding carefully to enable us to offer personalised support for children using wide range of strategies. This statement summarises how the funding is used to support students who are eligible for Pupil Premium funding.
Support and Advice
Advice for students in Y11 through SLT Interviews, regarding their targets and future destinations. This support also includes individual careers advice to all students by a trained adviser who is employed by the school for one day each week, with additional support being provided to those who at risk of becoming NEETs.
Curriculum Enrichment Opportunities
A broad and varied enrichment programme to offer experience outside the classroom and to help build a supportive community. Financial support to ensure that students do not miss educational opportunities due to financial hardship.
School Based Counsellor
The school employs our own trained counsellor who also acts as a mentor meeting students individually on a weekly basis to discuss any issues that they have. They are also in regular contact with teachers and with parents/carers in order to ensure that all parties are aware of progress and issues that will influence future success.
The sophisticated data systems that we have in school, along with our extensive knowledge of each individual, enable us to identify the students who will benefit from one to one, or small group support in key subject areas, for example English and Maths. The funding allows the school to provide this support, therefore enabling an increased number of students to achieve their potential. The funding has enabled the school to increase staffing in Maths and English to further enhance intervention and facilitate smaller group sizes.
We have a culture of continuous review and improvement in school that enables us to evaluate the impact of all strategies used to meet the needs of students, including the strategies funded by the Pupil Premium. While we firmly believe that we can always improve, the following points outline some of the evidence that individual needs are being addressed in school:
- Higher levels of attendance, along with positive responses from student surveys tell us that children enjoy coming to school and feel safe and supported.
- High standards of behaviour demonstrated by students and low exclusion rates. This shows that students are positively engaged in school, as a result of the support provided.
- Students progress on to appropriate further education, employment or training after their time at Holy Family School. We believe that this is due to the close links that we have with Colleges, Training Providers and the Careers Service as well as the knowledge that we have on each individual, ensuring that we provide detailed information, advice and guidance.
- We have very high levels of participation in extra-curricular activities. This includes lunchtime activities, involvement in sporting and performing arts activities, local and national competitions and educational visits. The richness of these activities is enhanced by the involvement of students of all abilities and from a wide social background.
|School Improvement Team monitors effectiveness of class strategy through sampling DA student voice and DA work scrutiny.||Differences in the outcomes between DA students and others will decrease.|
|Training on metacognition for all staff and HLTAs.||DA students are able to demonstrate strong skills in metacognition|
|Teachers ensure homework for DA students is set at the appropriate level and supports students to at least good progress.||The homework of DA students evidences strong engagement with the curriculum and the use of homework as a tool by the teacher to ensure that DA students can make at least good progress.|
|Training on Questioning for all staff and HLTAs.||Skilled teacher questioning is evident in promoting thinking and enquiry in class.|
|Ensure all staff understand how to use 4Matrix to measure progress of DA students in their classes.||Differences in progress made between DA groups of students and ‘other’ in school and nationally diminishes|
|Implement Achievement Unlocked strategy through a school improvement looking at academic, behaviour and attendance data to identify students underperforming. This included Boxall Profiles, 1-to-1 and extra-curricular opportunities, including mentoring from internal and external providers. Curriculum revision tailored to their needs.||Some of the students identified have already made significant progress in key areas.|
|Teachers give written feedback that enables the student to improve their learning and ensure students respond.||The exercise books/files of PP students evidence a learning dialogue between student and teacher that supports good progress.|
|The School Improvement Team undertakes an analysis of disadvantaged learning through work scrutiny’s.|
|Teachers actively model new learning in lessons and show examples of excellence to students. Ensuring that all DA students understand before moving on to independent learning.||Learning walks evidence clear teacher modelling of new learning for DA students|
|Breakfast and reward clubs established for students who lack motivation in class to be developed to enhance the impact and be more strategic.||DA students that are not responding to standard intervention are prioritised to have regular opportunities to receive rewards.|
|Progress Leaders act on PP gaps so that they can monitor these gaps over time and develop effective intervention.||School Improvement Team leads and coordinates progress data on DA student achievement and ensures information is acted upon to make differences diminish.|
|Progress leaders can use 4Matrix effectively to monitor progress and understand and be able to articulate the specific need of their year group to the School Improvement Team.||Intervention plans are in place for each faculty following data collections|
|Heads of Faculty ensure all members of their team can use 4Matrix to understand DA data for their classes.||All staff use 4Matrix to analyse class data in order to move student progress in the right direction|
|Progress Leaders will work with the EWO to implement strategies to remove barriers, real or perceived, preventing Pupil Premium students from attending school.||School Improvement Team leads on and coordinates on attendance of DA students and ensures it is acted upon to make differences diminish.|
|Progress Leaders and the Attendance Officer will focus on all Pupil Premium students below 94%, in an attempt to prevent them from becoming persistent absentees.|