The Pupil Premium was introduced in April 2011; it was allocated to children from low income families who were known to be eligible for Free School Meals and children who have been looked after continuously for more than 6 months, and other target groups.
St Leonard’s Catholic School received a total of £189,820 (2017/18 Academic Year) to support the education of these young people.
Nationally children from low income families often do not progress in their education as quickly as other groups. The funding is spent on a number of initiatives to ensure that these students are able to make the same excellent progress as the rest of their peers.
It is up to schools to decide how they spend the pupil premium. However, we have a responsibility as to how this funding is used to support the educational progress of the target groups. Owing to the importance of this area you will notice that the School spends more on this allocation than the specific targeted funding.
Download the Pupil Premium Support Application Form 2017-18
Date of most recent PP Review: April 2018
Date for next internal review of this strategy: September 2018
Download the Pupil Premium Strategy Report 2016-17
This amount is summarised as follows:
QUALITY OF TEACHING FOR ALL: £141,486 INCLUDING:
TARGETED SUPPORT: £53,800 INCLUDING:
OTHER APPROACHES: £4,529.25 INCLUDING:
TOTAL COSTS: £199,815.25
IN-SCHOOL BARRIERS (issues to be addressed in school, such as poor literacy skills)
| A. | Behaviour issues for a small group (mostly eligible for PP) are having detrimental effect on their academic progress and that of their peers. |
| B. | Some pupils face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning. |
| C. | Some pupils with higher prior attainment need additional help to enable them to fully achieve their potential. |
| D. | Some pupils have limited aspirations for the future and so do not understand the need to do well in examinations in order achieve their potential. |
| E. | School uniform can cause significant challenges for some families. |
| F. | Transport can cause significant challenges for some families. |
| G. | All pupils need the highest quality of teaching in every classroom. |
EXTERNAL BARRIERS (issues which also require school action, such as low attendance rates)
| H. | Some pupils struggle to attend regularly and these some are persistently absent. |
| I. | Some pupils need extensive pastoral support for a variety of reasons. |
OUTCOMES
| Desired outcomes and how they will be measured | Success criteria | |
| A. | Improved rates of progress across KS3 for high attaining pupils eligible for PP. | Pupils eligible for PP identified as high attaining 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. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of departments (HOD) and senior team. |
| B. | Behavioural issues of Year 8 and 9 addressed | Fewer behaviour incidents recorded for these pupils on the school system (without changing recording practices or standards). |
| C. | Increased attendance rates for pupils eligible for PP. | Reduce the number of persistent absentees (PA) among pupils eligible for PP to 10% or below. Overall attendance among pupils eligible for PP improves from 91% to 95% in line with ‘other’ pupils. |
| D. | Improved GCSE outcomes for PP pupils in Year 11 | Gap between ‘all’ ‘other’ and ‘disadvantaged’ is closed |
St Leonard’s Catholic School is committed to excellence in all and for all and staff and Governors work tirelessly to raise the attainment for all pupils and to close any gaps. The deliberate allocation of funding into the five areas outlined above has to ensure that these are gaps are closing and that all pupils are equally successful when they leave the School. Governors regularly review the spending of the Pupil Premium allocation to ensure that this targeted funding is aimed at improved outcomes for the disadvantaged pupils at St Leonard’s.
The school received £15,500 in ‘Catch Up’ funding.
The Literacy and Numeracy catch-up premium (CUP) allows schools additional funding to support year 7 pupils who achieved below level 4 in Reading or Mathematics (or current equivalents) at the end of Key Stage 2 (KS2).
At St Leonard’s Catholic School we closely monitor all pupils literacy and numeracy skills and intervene on an individual basis to ensure all pupils make maximum progress in Literacy and Numeracy. For some pupils this may involve extra paired reading lessons or withdrawal lessons where they will be taught either one to one or in a small group situation. Every individual pupils needs are taken into account and every effort is made to support our pupils to ‘catch up’.
Intervention is provided in many ways to help pupils to ‘catch up’.
In September 2017 the school began a new initiative:
‘Year 7 Nurture Group’. This small group of Year 7 pupils was identified based upon prior attainment. They are taught as a small group by a small group of teachers. The pupils are in Tutor Groups with the rest of their peers but are taught all lessons as a discrete group.
Pupils in receipt of Catch Up Premium also receive additional ‘study skills’ work in Maths and English to support progress. In Year 8 and Year 9 these pupils receive small group teaching for Maths and English in Year 7 this is replaced by the Nurture Group.
Pupils requiring ‘catch up’ follow a reading intervention programme on a weekly basis. Learning Support Assistants work with pupils during morning registration one day per week, listening to pupils read and assisting with decoding.
In Year 8 those pupils who need additional literacy and numeracy support currently follow a ‘Study Skills’ programme rather than an additional Modern Foreign Language. This programme is design to support and develop literacy and numeracy skills.
As the Nurture Group is a new initiative, pupils in Year 8 and Year 9 have smaller group work in English and Mathematics taught by Special Educational Needs teachers. This provision is reviewed on an annual basis.
In February 2018 our progress data showed that:
Year 7:
3 out of 8 have made the required progress in English
3 out of 8 have made the required progress in Maths
0 out of 8 have made the required progress in both
Year 8:
9 out of 15 have made the required progress in English
12 out of 15 have made the required progress in Maths
8 out of 15 have made the required progress in both
If, as a parent / carer of a pupil attending this school, you require a paper copy of the information on this website, we shall provide this free of charge.
