Pupil Premium Strategy
Pupil Premium Funding is allocated to schools in addition to the school budget. Funding is received for all students who are eligible for Free School Meals. Schools have the freedom to spend this extra income as they see fit but are accountable for its use. The aim of Pupil Premium Funding is to support students from disadvantaged backgrounds in making progress and achieving their potential. At Christ the King Catholic High School we are totally committed to meeting all aspects of our students’ development.
Pupil Premium Funding helps the school to address some of the barriers to learning faced by our students. These include: low levels of literacy and numeracy on entry to the school, a high proportion of EAL students, students with additional pastoral needs, students with low levels of aspiration and students requiring specific interventions (e.g. Study Support) in order to meet their Minimum Target Grades. The school has a strong track record of implementing strategies to address barriers to student learning and is confident that the strategies outlined will have a positive impact.
2015-16 Pupil Premium Review
In 2015-16 Christ the King received £115938 through the allocation of Pupil Premium Funding; this enabled the school to provide an increased level of intervention and support. During the 2015-16 academic year these interventions included:
- Higher Level Teaching Assistants in English and Maths,
- Higher Level Teaching Assistant in Science,
- One-to-one support programmes in English and Maths,
- Additional curriculum time allocated to English, Maths and Science at both key stages,
- Alternative curriculum programmes for individual students,
- Use of iPads to enhance learning opportunities across both key stages,
- Functional Skills programme at KS3 & 4, Study Plus and subject specific workshops (e.g. Maths Revision Day, Able and Talented workshop at Cardinal Newman College, RE Day at Cardinal Newman College, University and College visits),
- Study Support after school and during school holidays,
- Support for students with English as an Additional Language, including intervention and support from bi-lingual Teaching Assistants,
- A range of pastoral support measures including Attendance Officer, School Counsellor, Orchard Programme, Fire Cadets programme and student mentoring,
- Learning Support Department intervention and in-class support, lunch time and after school clubs and reading programmes,
- CEIAG Professional – raising aspirations, one to one CEIAG interviews, partnership work through Business in the Community and University/College visits and talks,
- Peripatetic and in-house Music tuition for Pupil Premium and other students,
- Support for Pupil Premium students as appropriate in relation to school trips, transport to school and school uniform,
- Rewards and Sanctions Policy aimed at improving attendance and punctuality and reducing low level disruption.
The impact of these additional programmes in 2015-16 was evident for Pupil Premium students but also had an impact on other students:
- Reduction in fixed term and permanent exclusions,
- 84% reduction in referrals from class since September 2014,
- Increased attendance to 96.55% (2015 96.45%) and a reduction in persistent absentees,
- Reduction in the attainment gap for students making 3 levels of progress in English and Maths between Key Stages 2 and 4,
- Reduction in the attainment gap for students making 4 levels of progress in English between Key Stages 2 and 4,
- In English 73% of students (66% PP students) made 3 levels progress and 38% (32% PP) made 4 levels progress,
- In Maths 78% (62% PP) of students made 3 levels progress and 40% (32% PP) made 4 levels progress,
- The school achieved a Progress 8 score of +0.11 (National Average 0.0) for progress between Key Stage 2 and Key Stage 4. For disadvantaged students the Progress 8 score was -0.33,
- In Year 9 the number of students at or above target at the end of the school year increased by 4 compared to the previous year. The increase for Pupil Premium students was 2,
- In Year 8 the number of students at or above target at the end of the school year increased by 12 compared to the previous year. The increase for Pupil Premium students was 4.
Pupil Premium Funding 2016-17
The school expects to receive a Pupil Premium grant for 2016-17 of £115940. This will be used to maintain the levels of support and intervention outlined above. Additionally in 2016/17 the school will provide the following:
- Enhanced programmes to further develop KS2-3 transition and primary liaison,
- An increased level of student mentoring,
- Further development of the use of iPads to support differentiation and increase learning opportunities,
- Staff development to enhance the quality and consistency of homework set,
- Library provision to support literacy development and to encourage reading for pleasure.
The impact of The Pupil Premium Strategy will be reviewed in September 2017 using the following as a measure of impact:
- Percentage of students achieving Grade 4 and Grade 5 and above in 2017 GCSE Maths and English (Pupil Premium and all students)
- Progress 8 score for Pupil Premium students
- Progress 8 score for all students
- At Key Stage 3, comparisons with the previous year of the number of students at or above target at the end of the school year,
- Progress towards a whole school attendance target of 96%
- Progress towards a whole school Persistent Absentee target of <5%,
- Review of exclusions and incidents of low level disruption.
Key Stage 2-3 Transition Funding
2015-16 Transition Funding Review
In 2015-16 the school received £8000 to support students joining at the Key Stage 2-3 transition stage without having achieved Level 4 in English or Maths. This enabled school to implement a range of support strategies which included:
- One to one, group and whole class intervention from HLTAs in Maths, English and Science,
- In-class support for targeted students working at Level 3 and below across the Year 7 curriculum,
- Learning Support Department intervention during Tutor time, break, lunch time and after school – individual reading programmes, numeracy intervention, handwriting, spelling, EEAL support, self-esteem intervention, homework support,
- Key Stage 3 Homework Club.
The impact of these strategies has been an increase in the number students achieving Level 4 in English, Maths and Science over the course of Year 7.
|% Achieving Level 4
|% Achieving Level 4
Term 3 Year 7
Key Stage 2-3 Transition Funding 2016
In 2016/17 the school plans to continue to provide a similar level of support for students who arrive at the school without having achieved Level 4 in English or Maths. The impact of the strategies used will be reviewed in September 2017.