Disadvantaged students

St James Pupil Premium Strategy 2020-21

Introduction – What is Pupil Premium?

Pupil Premium funding is a national initiative, launched in 2011, designed to raise attainment for all disadvantaged pupils.

‘Closing the attainment gap between disadvantaged children and their peers is the greatest challenge facing English schools. The gap is stubborn because its causes are entrenched and complex, and most lie beyond the control of schools and educators. However, it is clear that schools can make a difference.

In England, the gap has closed in both primary and secondary schools since the introduction of the Pupil Premium, and in every part of the country schools have demonstrated how great teaching and careful planning can make a huge impact on the outcomes of disadvantaged children.’

Education Endowment Foundations – The EEF Guide to Pupil Premium Funding

For further details visit: https://educationendowmentfoundation.org.uk/public/files/Publication_s/Pupil_Premium_Guidance_iPDF.pdf

Strategy – A tiered approach

At St James School we have adopted a tiered approach to Pupil Premium spending which allows the school to focus on a series of targeted strategies which will have the greatest impact. These are:

  1. Teaching

Spending on improving teaching and providing professional development opportunities is at the forefront of our approach. Ensuring that every pupil is receiving the best quality experience in the classroom that we can offer is essential to success, and it is therefore the top priority for our Pupil Premium spending.

  1. Targeted academic support

Evidence consistently demonstrates the positive impact of well-planned and delivered targeted academic support. We use a variety of support mechanisms including 1:1 and small group support as a key part of our strategy, to supplement effective classroom teaching and learning.

  1. Wider strategies

The final element of our approach is to provide support in tackling the most significant, non-academic barriers to success at school, including attendance, behaviour and social and emotional support.

 

 St James School – A Tiered Approach

  1. Teaching
  • Coaching programme of teacher development and training
  • Refinement of the Behaviour Policy
  • Development of a Common Curriculum and resource development
  • Development of the literacy and numeracy tutor programme
  • Sparx program in maths
  • MFL Hub School and EBacc focus
  • NPQ courses available for middle and senior leaders
  • Explicit vocabulary focus across the curriculum
  • PIXL school
  • Quality assurance reviews
  • Knowledge Organiser homeworks
  • Use of Classcharts
  • Enrichment opportunities
  • The JBacc

 Targeted Academic Support

  • Small classes for additional literacy and numeracy
  • TA support in lessons
  • Emotional focussed mentoring and support
  • Academic focussed mentoring based on rigorous analysis of testing
  • 1:1 academic tutoring
  • 1:1 bought-in mentoring
  • Aspiration-raising mentoring such as Coachbright, Exeter Scholars and Brilliant Clubs
  • Early Help support

 3. Wider Strategies

  • Free Breakfast Club
  • Summer School for new Year 7 PP pupils
  • Independent Study Club
  • Extra-curricular clubs (C19 permitting)
  • Additional pastoral interventions as ‘waves of support’
  • School productions
  • Independent Careers Advice for Year 11
  • Careers South West and Next Steps South West input for PP pupils
  • Early Help for Mental Health
  • Social skills and life skills interventions
  • Investment in IT support

 

Contextual Information

Metric

Data

 School name

St James School

Pupils in school

972

Proportion of disadvantaged pupils

29.5%

Pupil premium allocation this academic year

£292,650

Academic year or years covered by statement

2020-21

Publish date

October 2020

Review date

October 2021

Statement authorised by

Lindsay Skinner

Pupil premium lead

Tamar Busby

Governor lead

Belynda Jenkinson

Disadvantaged pupil performance overview for last academic year

Progress 8

unpublished due to C19

Ebacc entry

unpublished due to C19

Attainment 8

unpublished due to C19

Percentage of Grade 5+ in English and maths

unpublished due to C19

Strategy aims for disadvantaged pupils

Aim

Target

Target date

Progress 8

+0.15

September  2021

Attainment 8

46

September 2021

Percentage of Grade 5+ in English and maths

50

September 2021

Ebacc entry

38

September 2021

Teaching priorities for current academic year

Barriers to learning that we aim to address through these priorities:

  • That PP pupils are more likely make poor progress and leave with poorer results than their peers and this is likely to have been exacerbated by the lockdown period
  • That PP pupils are more likely to be sanctioned repeatedly and are more likely to be identified as being less engaged in lessons than their peers
  • That PP pupils are more likely to have lower prior attainment compared to their peers and that we believe this is linked to weaker learning habits and vocabulary skills
  • That the curriculum is increasingly knowledge focussed and we believe that PP pupils are likely to have had less prior exposure to this knowledge than their peers

 

 

Activity

Outcome

Priority 1

To improve teaching and learning by embedding a coaching model

Lessons are well constructed and delivered, leading to improved results

Priority 2

To embed a refined behaviour management strategy and a ‘waved’ provision of support

Behaviour for learning is excellent in all lessons, allowing all students to learn and improving results

Priority 3

To develop a 12 week teaching cycle of teaching, assessment, moderation, intervention and reporting

Teachers will be able to identify gaps in learning and address them effectively to that students can make good progress

Projected spending

Coaching

Behaviour support

c. £107,439

c. £68,705

 

Targeted academic support for current academic year

Barriers to learning that we aim to address through these priorities:

  • That PP pupils are more likely make poor progress and leave with poorer results than their peers
  • That PP pupils are more likely to be sanctioned repeatedly and are more likely to be identified as being less engaged in lessons than their peers.
  • That PP pupils are more likely to have lower prior attainment compared to their peers and that we believe this is linked to weaker learning habits and vocabulary skills

 

 

 

Activity

Outcome

Priority 1

Development of literacy programmes and their embedding through a St James School canon.

Students will develop their reading fluency and ability to employ effective reading strategies

Priority 2

Targeted 1:1 academic tutoring for students who have fallen behind/been especially disadvantaged by the lockdown.

This will target students who were especially disadvantaged by the lockdown period so that they can close the gap in their learning and improve their results

Projected spending

Literacy programmes

1:1 tutoring

 

£10,600

c. £40,500

Wider strategies for current academic year

Barriers to learning that we aim to address through these priorities:

  • That PP pupils are more likely make poor progress and leave with poorer results than their peers
  • That PP pupils are more likely to have lower prior attainment compared to their peers and that we believe this is linked to weaker learning habits and vocabulary skills
  • That the curriculum is increasingly knowledge focussed and we believe that PP pupils are likely to have had less prior exposure to this knowledge than their peers

 

 

Activity

Outcome

Priority 1

Introduction of Knowledge Organisers

Students will have ongoing access to the key terms and homework will have a positive impact on progress, leading to improved results.

Priority 2

Mentoring programmes and support within the ‘waves of support’ behaviour strategy

Students will be in their lessons and better able to complete their learning tasks, leading to improved results.

Priority 3

The development of a plan for daily enrichment to include careers, PIXL Edge and CAS (creativity, activity and service) opportunities

Students will be given the opportunity to access high quality enrichment opportunities

Projected spending

Knowledge Organisers

Mentoring programmes

£6,000

£64,731

 

 

 

Monitoring and implementation

Area

Challenge

Mitigating action

Teaching

Sustaining high quality implementation

Time and resources clearly allocated

Senior and experienced staff allocated to oversight

Trust-wide involvement/accountability

Quality assurance processes in place

Targeted support

Creation of high quality  programmes

High quality implementation

Allocation of experienced SLT to these projects

Recruitment of suitably qualified tutors and regular monitoring

Regular monitoring and reviews

Wider strategies

Lack of student engagement in planned activities

Regular monitoring and feedback on Knowledge Organisers and homework completion

Termly updates of Knowledge Organisers

Regular allocation meetings to allocate students to mentoring provisions and monitoring of outcomes

Review: last year’s aims and outcomes

Aim

Outcome

To improve teaching and learning by embedding a coaching model

Coaches were trained and coaching was taking place and was recorded on PAS. It was not possible to progress it further due to the constraints of lockdown. Further refinements have been made this year, based on learning from what was undertaken last year.

To embed a refined behaviour management strategy

The Reflection, Refocus and Reset rooms were established. The Behaviour Policy has been refined and relaunched with staff and students.

To develop a common curriculum with other Trust schools

 This has begun to be implemented. Again, progress on this was somewhat limited by the lockdown.

Development of literacy programmes and their embedding

Laura Newton has taken on responsibility for this and a new specialist teaching assistant has been recruited. A canon was prepared for use in 2020-21.

Development of mentoring programmes and their embedding

This had limited impact due to the lockdown.

Introduction of Knowledge Organisers

The Knowledge Organiser was introduced in the autumn and spring terms but was of limited use during lockdown. Refinements have been made to the Knowledge Organiser for this year in the light of reviewing and also progress from the development of the common curriculum.

Refinement of Enrichment Week

A programme of activities was developed to offer high quality experiences to enhance mental and physical health, sports, the arts and culture. Unfortunately this had to be cancelled due to the coronavirus pandemic.

 

Summary information
School St James School
Academic Year 18-19 Total PP budget £253,100 Date of most recent PP Review January 2018
Total number of pupils 905 Number of pupils eligible for PP 281 Date for next internal review of this strategy Jan 2019

We promise to develop students who:

• Inspire each other to achieve and experience great things
• Are confident enough to be individually resilient and collectively interdependent
• Have a sense of self-worth and are respectful to the world around them
• Are open minded, receptive and kind to people, ideas and change
• Enjoy life and want to explore it by experiencing new things

‘The pupil premium spending at St James is designed to ensure our vision and cultural aspirations translate into a reality for all our young people; no young person should be left behind.’

Academic achievement of previous DS students

2018 All 2017 All 2016 All 2017 DS 2016 DS 2017 HPA DS 2016 HPA DS
Progress 8 +0.15 +0.27 -0.11 +0.10 -0.04 +0.17
Progress Eng +0.11 +0.24 -0.22 +0.24 -0.14 +0.08
Progress Maths +0.39 +0.58 +0.25 +0.23 +0.46 +0.28
Progress EBACC +0.32 +0.10 -0.06 -0.45 +0.47 +0.21
Progress open -0.17 +0.23 -0.34 +0.30 -0.81 +0.11
Attainment 8 47.05 53.28 38.06 (47.12) 47,12 53.08 65
% Basics 9-5 45% N/A 25% N/A 63% N/A
% Basic 9-4 68% 77% 45% 62% 88% 100%
% EBACC (standard pass) 39% 43% 16% 26% 37.5% 83.33%
% EBACC (strong pass) 35% N/A 14% N/A N/A

We believe that every student should enjoy a full range of experiences and opportunities, and that whilst they are at St James, they should:

  • Represent the school in a capacity that showcases their talents and interests;
  • Be culturally aware, by for example, visiting an art gallery, going to the theatre or attending a world class sporting event;
  • Be politically aware of the democracy in which we live, by for example, visiting the Houses of Parliament, meeting a politician, contributing to Student Voice, or by taking part in a mock election;
  • Develop their confidence in public speaking by presenting to an audience of peers in an assembly; or by performing in a school production, or taking part in a debate;
  • Engage in the school’s extra-curricular programme which includes a wide variety of sporting, creative and leisure clubs;
  • Prepare for the world of work, by for example, completing meaningful work experience with a local employer; preparing their CV, taking part in a mock interview and being aware of financial products and money issues;
  • Be charitable with their time and efforts by volunteering or raising awareness and/or fundraising for a charity;
  • Be aware of how to stay healthy, both mentally and physically, and the benefits of both;
  • Be confident in communicating effectively, respectfully and responsibly with other people, face to face, by letter, by email and through social media; and
  • Read widely to broaden their knowledge of literature, current affairs and world issues.

‘Believe in yourself, believe in each other, achieve together’

St James’ Key Objectives for Disadvantaged Students:

At St James, we have six key objectives for improving the attainment and cultural experiences of our Disadvantaged Students in 2018-2019:

  1. To develop a curriculum that develops students’ study skills and note taking ability. This includes ensuring all departments plan opportunities for extended writing for all students of all abilities.
  2. Improve outcomes for DS and DS HPA students so it is in line or better than progress of other HPA students in the year and raise aspirations of all DS students.
  3. Embed enrichment fully into the curriculum and ensure that all DS students have an equality of opportunity to participate in all relevant activities.
  4. To ensure the classwork of DS students is effectively assessed to promote progress and that work scrutiny/ data review focuses on the progress of DS students.
  5. To ensure the leadership of the pupil premium strategy is effective and staffing is in place to support specific DS students.
  6. To improve parental engagement of DS students at school events and parent support evening such as parents’ evenings.

Our pupil premium development plan’s implementation and review is overseen by an SLT lead, and promotes a whole school approach to the support of our DS students.

In order to support our key priorities and the development plan, money have been allocated to the following areas:

DS FUNDING PROPOSED SPEND FOR 2018-2019 (rounded to the nearest £250)

Enrichment and cultural activities £15,000
Curriculum support £6,000
Revision Activities £2,000
 Uniform/Equipment support £1,000
Music Tuition £10,000
Transition and summer school £8,000
Parental engagement £3,000
Coachbright £5,500
General £3,000
Wellbeing & Extra Curricular £4,000
1-2-1 English & Maths tutoring £10,000
Inclusion Unit DS contribution £3,000
121 Mentors provision £8,000
Educational Psychologist provision £7,500
CIC academic mentoring £4,500
CIC enrichment and cultural £5,400
Welfare  (staffing) £25,000
Transition (staffing) £25,000
DAF (staffing) £12,000
Parental engagement and attendance (staffing) £12,000
DS SEN support (staffing) £3,000
English staff £32,000
Maths staff £32,000
CIC support £6,200
DS Coordinator £10,000
£253.100.00