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    Pupil Premium

    Pupil Premium

                                                                                                                                                                                

    Pupil premium strategy statement - September 2017 Excludes new Yr 7 data. 

     

    Summary information

    School

    Trinity School, Belvedere

    Academic Year

    2017/18

    Total PP budget

    £237,022

    Date of most recent internal PP Review

    January 2018

    Total number of pupils

    874

    Number of pupils eligible for PP

    254

    Date for next internal review of this strategy

    March 2018

     

    2.

    3.   Current attainment

     

    Pupils eligible for PP

    33

    Whole cohort

    (174)

    Bexley Inc. Grammar Schools

    % achieving 5A* - C incl. EM (2016/17 only)

    Strong pass      39.4

    Standard Pass  51.5

    Strong pass           42.9

    Standard pass       61.8

     

    % achieving expected progress in English / Maths (2016/17 only)

    Strong pass      39.4

    Standard pass  58.0

    Strong pass           43.0

    Standard pass       67.0

    49.7

    67.1

    Progress 8 score average (from 2016/17)

    0.20

    0.24

    -0.04

    Progress 8 score English (2016/2017)

       0.28

     

    0.15

     

    -0.02

     

    Progress 8 score Maths (2016/2017)

    0.15

    0.14

    0.07

    Progress 8 score EBACC (2016/2017)

    -0.11

    0.10

    -0.16

    %  achieving EBACC (2016/2017 only)

    Strong pass        12.1

    Standard pass    12.0

    Strong pass       25.0

    Standard pass   29.0

    28.4

    29.9

    Attainment 8 score average (2016/17)

    44.12

    47.67

    48.8

    Attainment 8 score English (2016/2017)

    9.7

    10.09

    10.4

    Attainment 8 score Maths (2016/2017)

    8.24

    8.95

    9.7

     

     

    4.   Barriers to future attainment (for pupils eligible for PP including high ability)

     

     In-school barriers

    A.  

    70% of pupils of PP have SEN needs, 28% EAL, 12% English is not the home language

    B.  

    Low levels of literacy and numeracy for some pupils

    C.

    29% of Yrs 9-11 and arrived with no KS2 data (no KS2 for 7 and 8 LWL) so measure of progress made not uniform comparison to rest of whole school cohort. 

     External barriers

    D.

    Some pupils have limited access to online tutoring at home and are unable to use in-school facilities after school because of family commitments. 

     

    5.   Outcomes

     

    Desired outcomes and how they will be measured

    Success criteria

    A.  

    Higher levels of progress in literacy and numeracy for Year 7 pupils eligible for PP.

    Pupils eligible for PP in Year 7 make more progress by the end of the year than ‘other’ pupils so that at least 50% exceed progress targets and 100% meet expected targets. Evidenced through data collections and success of phonics/numeracy booster programmes. 

    B.  

    Improve % of Pupils achieving 5A*-C inc. EM and convert more < 3 levels progress in E + M into at least 3 levels progress

     

     

    Regular analysis of data collections to identify those on target and those not. Strategies put in place early to ensure quick and effective intervention.

     

    C.  

    Improved rates of progress across KS3 for high attaining pupils eligible for PP

    Pupils eligible for PP identified as high attaining (HAP) from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across Key Stage 3, so that 85% or above are on track for 4 levels of progress by the end of KS4.

    D.  

    Improve attendance of pupils eligible for PP bringing them closer in line with the rest of the school cohort (2016/2017 92.4% PP, 96.8% non PP)

    PP pupils will continue to attend well but there are individual cases of poor attendance. Targeted intervention alongside Education Welfare Support should ensure PP pupils attend in line, if not better than the rest of the cohort.


     

    6.   Planned expenditure

    Academic year

    2017/18

     

        i.   Quality of teaching for all

    Desired outcome

    Chosen action/approach

    What is the evidence and rationale for this choice?

    How will you ensure it is implemented well?

    Staff lead

    When will you review implementation?

    Teaching is at least good, if not outstanding across all subject areas.

    Rigorous methodology implemented for Quality Assurance of teaching standards. Joint observations between SLT and HoD for all teaching staff.

    Whole staff ‘buddying up’ for observations, sharing good practice.

    Areas of weakness in teaching identified quickly. CPD and internal support put in place. Positive impact for whole school cohort.

    ·         Quality of Teaching and subsequent CPD line managed by a member of SLT.

    ·         Observation schedule in place for both SLT/HoD and whole staff sharing of good practice observations.

    ·         Outcomes shared initially with SLT and then whole staff.

    Assistant Principal responsible for Quality of Teaching

    Termly

    Maintain “Behaviour of pupils is outstanding” (Ofsted 2016) in all lessons ensuring a productive working environment.

    MI5

     

     

     

     

     

     

    Whole school behaviour policy

     

     

    Holistic approach to shared responsibility for behaviour and classroom expectations.

    Continuation of good practice and a staff whom support each other.

     

     

     

    Calm environment created throughout the school both in and out of lessons.

     

     

     

    Feedback from staff, HoDs holding all staff in their departments accountable.

     

     

    Assistant Principal responsible for Pupil Behaviour and Well-being.

     

    Staff meetings

     

    Curriculum Leader meetings

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Spiritual and wellbeing guidance 

     

    In school Chaplain on hand to provide spiritual and emotional wellbeing for pupils. The Chaplain is available for pupils both on an individual and group workshop basis. This has already had a positive impact whereby pupils have a different point of contact to discuss matters arising outside of the school environment. The Chaplain is trained in areas of safeguarding and the Prevent Agenda and whilst mindful and respectful of confessional settings, she is also fully aware of duties and responsibilities information sharing on safeguarding matters.

    Pastoral meetings with the Chaplain whereby pupils’ information is shared helps us obtain an overall picture of the welfare of the pupils. Attendance for some individuals has improved as a result.

     

    Assistant Principal responsible for Pupil Behaviour and Well-being.

    Chaplain

     

    Ongoing and at least half termly

     

     

    Class councils

     

     

     

     

     

     

     

     

     

     

     

    Selected staff gather to discuss individual pupils and progress across a range of subjects where concerns may arise. Successful implementations for individuals shared. Staff adopt a consistent approach towards tackling any challenging behaviour. This consistent approach ensures pupils both understand and appreciate the same classroom expectations across all subject areas. Greater communication amongst staff evolves as a result.

     

    Regular analysis of data collections could highlight areas requiring discussion, either from a departmental aspect or from the pupil aspect.

     

     

     

     

     

     

     

    .

     

    Vice Principal and Data Team

     

    Following data collections.

     

     

     

     

     

     

     

     

     

     

     

    Class charts software

    Class charts makes it easy for staff to identify whom may be PP, SEN, LAC, behaviour concerns etc. within their classes. Seating plans are planned accordingly.

     

    Currently active and in use by all staff. Impact has already been significantly positive. Pupils with specific requirements are easily, yet discretely identified ensuring staff are fully aware of the individuals in front of them

     

    Ongoing and at least half termly

     

     

     

     

     

     

     

     

     

    Total budgeted cost

     

     

     

     

     

    £120,000


     

     

     

     

     

    ii.Targeted Support

    Desired outcome

    Chosen action/approach

    What is the evidence and rationale for this choice?

    How will you ensure it is implemented well?

    Staff lead

    When will you review implementation?

    Early identification of LAP Year 7 PP pupils to ensure they make greater progress in literacy and or numeracy

    Ensure all KS2 data in place either from feeder schools or in-school baseline assessments for ALL Yr 7 pupils.

    Early identification of under achieving pupils inc. PP pupils.

     

    Phonics programme 8.30 – 9.00am

     

    High % of pupils arrive with no KS2 data, which means any measure of progress is not necessarily accurate from the start.

    Early identification ensures pupils can receive booster sessions in phonics, literacy and numeracy classes. This information informs both the teaching/support staff and aids appropriate setting of pupils.

    Early morning sessions mean that progress in other subjects is not hindered.

    Meeting to be held early in September with the following:

    KS3 co-ordinator for English and Maths

    Literacy co-ordinator

    Transition Manager

    Head of Year 7

    SENCO 

    Results of CATS tests used to establish LAP, MAP, HAP

    SENCO updates and monitoring of progress in English

    Assistant Principal responsible for Pupil Premium

     

     

     

     

    Assistant Principal and SENCO

    Early September for identification and implementation.

     

    Following each Yr 7 data collection for progress analysis.

     

     

     

    Higher % of Pupils achieving 5A*-C inc. EM and convert more < 3 levels progress in E + M into at least 3 levels progress

     

    Early identification of pupils under achieving in English and/or Maths following data collections. Priority KS4. HAPs identified and stretched also.

     

    KS4 booster classes with sixth form subject mentor (SFSM) and/or subject teacher via non-lesson time subject seminars. Wherever possible SFSM could be available to work with individuals in lessons.

     

    Seminars for smaller groups of pupils offers a more targeted approach for particular topics a pupil may be struggling with.SFSM are approachable and often more readily available for support in lessons and before/lunchtime/after school.

    Meet with Head of Sixth Form, HoD both English and Maths.

     

    Meet with sixth form mentors (SFSM)

     

    Establish feedback from pupils involved.

     

    Analyse progress from data collections

    Assistant Principal responsible for Pupil Premium

     

    Head of English and Maths

     

    Head of Sixth Form

    Half termly

    Following each data collection

    Ensure all PP pupils are achieving at or exceeding expected rate of progress across all subject areas.

    Analysis of progress following data collections

     

    Class Councils

     

     

    KS4 Booster classes before/after school in English and Maths

     

     

     

     

     

     

     

    reqreqren/strengths.

    Early identification of any areas of concern. Early identification of HAPs pupils

     

    Sharing good practice and holistic approach to managing behaviour/progress of individuals.

     

    Smaller classes allow an environment where individualised targeted support can be undertaken.

    Meet with HoY/Form Tutors

     

     

    Summary of progress/concerns provided in Curriculum Leaders meetings

     

    Pupils identified, parents informed and in full collaboration to encourage their child. Feedback on progress from pupils and staff.

    Weekly attendance registers

     

     

     

     

    Assistant Principal responsible for Pupil Premium

    Following each data collection.

     

     

     

     

     

     

    Ensure all Form Tutors are aware of PP pupils within their tutor group

    Greater involvement of Form Tutor to engage in conversations with relevant PP pupils on how they feel they are progressing. Identify any areas requiring support.

    Daily interactions allow greater opportunities for conversation and a first point of contact with parents should the need arise. Pupils often develop effective relationships with their Form Tutors whom they can go to for guidance and support.

    Form tutors provided with a confidential list of individuals with explanations of how the school can support such individuals

    Form Tutors, Heads of Year

    Assistant Principal responsible for Pupil Premium

    Annually and whenever new pupils arrive on roll.

    Ensure PP pupils attend in line with the rest of the non PP cohort.

    Continue to work alongside Education Welfare Officer (EWO) to identify lo poor attendees. Discussions with individuals as per difficulties attending.

    Whole school attendance figures have been above 96% for a number of years now. Targeted engagement with parents has proven beneficial in the past towards improving the attendance of individuals. In-house communication systems to continue.

    Termly RAG rated letters sent to all parents updating them on their child’s attendance figures.

    Weekly meetings with EWO to identify and monitor attendance levels. Implement intervention and strategies for improvement.

    RAG letters sent termly, which will highlight any changes throughout the year.

    Assistant Principal responsible for Pupil Premium and Attendance, EWO

     

    Weekly

    All staff aware of whom PP pupils are in their classes

    Ensure up to date register on SIMS. PP pupil information discretely available on class register via Class Charts software

    Staff have greater awareness of PP pupils. Staff will be aware of whom may be involved in additional booster (phonics/numeracy/literacy/GCSE) input.

    Data team ensure latest listings are downloaded from DfE and in-school system is fully up to date

    Assistant Principal responsible for Pupil Premium

    Data Team

    SIMS Manager

    Termly checks

    Awareness and appropriate intervention for pupils’ welfare and wellbeing

    The Learning Support Centre continues to provide a haven whereby pupils facing particular difficulties are able to access strategic support. Mentors are available for pupils whom may require additional support both physically and mentally

    Records of mentoring maintained. Pupil progress and attendance levels monitored. Parental engagement and other professionals where relevant.

    Learning Support Centre Manager monitors productivity of the department closely and this feeds into the positive outcomes for individuals.

    Minutes from LSC meetings, whilst remaining confidential, provide a detailed record of interventions and strategies.

    LSC Manager

    Half termly

    Total budgeted cost

    £91,000

     iii.   Other approaches

    Desired outcome

    Chosen action / approach

    What is the evidence and rationale for this choice?

    How will you ensure it is implemented well?

    Staff lead

    When will you review implementation?

    Pupils not excluded from extra curricular activities/events educational resources through a lack of funding. Aim to raise aspiration and broaden horizons

    Funding for educational trips, theatre, museums, lectures, university seminars, educational resources, musical instrument lessons, singing lessons.

    Access to the wider aspects of courses, such as performing arts skills, compulsory field trips, performances of texts and the provision of revision guides and books ensures pupils do not miss essential aspects of the courses being studied. Thus ensuring pupils are able to apply their wider knowledge within the exam setting.

    Whole school impact from visiting speakers will  help to raise aspiration/assist with future planning and IAG for the whole cohort.

    Staff have greater awareness of PP pupils and are aware of funding options available. PP Lead to monitor educational visit applications and ensure funding available for individuals. Teaching staff to identify and ensure pupils have copies of relevant educational materials/resources/texts/peripatetic music lessons etc.

     

    Investigate availability of guest speakers for whole year group delivery, tailor made to particular needs of the cohort.

    Assistant Principal responsible for Pupil Premium

    Heads of Dept

    Teachers

    Pastoral leaders

    Tutors

    Pastoral Assistants

    Ongoing

    Improve access to online Home Tutoring System

    40 free Tassomai  licences have been acquired. Offered to PP pupils whom would benefit from such a license and are currently have online access via smart phone/tablets/PC.

     

    March 2018 – Further licenses purchased for Yrs 9 and 10.

    Whilst pupils have access to computers before, during and after school, pupils often benefit from access to online tutoring at home or whilst travelling. A free license would assist online out of school access for eligible pupils.

    11K tutor group for respective individuals to work on Tassomai during tutor time with a designated Science teacher.

     

    Following the success of the Yr 11 Tassomai intervention, pupils in Yrs 9 and 10 will be able to access this software outside of lesson time. Licences available to purchase for Non-PP pupils, but via self-funding.

    Establish which pupils would benefit from additional online access out of school. Target Yr 11 pupils.

     

     

     

     

     

     

    Monitoring and dissemination within the Science Dept.

    Assistant Principal responsible for Pupil Premium

     

    Network Manager

     

     

    Head of Science

     

    Annually

     

     

     

     

     

     

     

     

    Annually

    (£1164.00)

     

    Total budgeted cost

    £24,000

                 

     

     

    7.   Review of expenditure

    Previous Academic Year 2016/2017

     

        i.   Quality of teaching for all

    Desired outcome

    Chosen action/approach

    Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

    Lessons learned

    (and whether you will continue with this approach)

    Cost

    Pupils make progress in GCSEs, especially English and/or Maths

    Pupils identified and before/after school intervention booster classes delivered.

    Pupil responded very well to the smaller group setting. Other pupils not PP were able to attend and actively encouraged each other

     

    Pupils’ Progress 8 data was higher in some subjects as well as in English and Maths compared to the whole school cohort. This suggests that PP pupils make more progress and from lower starting points.

    Pupils did not achieve as highly on Attainment 8, so focus going forward to try and attain higher grades for PP pupils.

     

    £100, 067

     

       ii.   Targeted support

    Desired outcome

    Chosen action/approach

    Estimated impact: 

    Lessons learned

    Cost

    Improve levels of meeting or exceeding  expected progress in E + M for literacy and numeracy pupils

    FOR KS3 phonics and numeracy

     

    Pupils working in smaller classes with TA support for targeted intervention

     

    Easier identification of PP pupils on main class register

    40% achieving at or above expected in 2016/2017. However, the gap needs to be reduced or those not achieving at this level.

     

    Earlier intervention with lunchtime/after school booster lessons in smaller groups where required. Effective and encouraging for the pupils, notion of VIP treatment. We will start this process earlier, during Yr 10 and indeed make it more fluid. Those exceeding target can opt back out if they wish.

     

    Greater parental engagement and subsequent encouragement of child to attend – Continue with formal letter and follow up phone call but individual parental meetings available if required.

     

    Close scrutiny of attendance to sessions. Contact home made for those not attending and this helped ensure pupils attended.

     

    Engage with Sixth Form Subject Mentors SFSM to attend/work with individuals both in and out of class.

     

     

     

     

    £90,855

     iii.   Other approaches

    Desired outcome

    Chosen action/approach

    Estimated impact: 

    Lessons learned

     

    Cost

    Pupils not excluded from extra curricular activities/events educational resources through a lack of funding. Aim to raise aspiration and broaden horizons

    Funding for educational trips, theatre, museums, lectures, university seminars, educational resources, musical instrument lessons, singing lessons.

    Access to the wider aspects of courses, such as performance arts skills, compulsory field trips, performances of texts and the provision of revision guides and books ensured pupils did not miss essential aspects of the courses being studied. Thus ensuring pupils were able to apply their wider knowledge within the exam setting.

    Whole school impact from visiting speakers helped to raise aspiration/assist with future planning and IAG for the whole cohort.

    Staff have greater awareness of PP pupils and are aware of funding options available. PP Lead to monitor educational visit applications and ensure funding available for individuals. Teaching staff to identify and ensure pupils have copies of relevant educational materials/resources/texts/peripatetic music lessons etc.

     

    Investigate availability of guest speakers for whole year group delivery, tailor made to particular needs of the cohort.

    £28,296