St. Mary’s Catholic Academy Disadvantaged Pupils Strategy 2016-17 Review

Total PP Budget £305,875 Total PP Pupils 352

2017 Academic Performance Figures

All PP Non PP SEND Non-

SEND Male Female Upper Middle Low LAC EAL

Attainment 8 45.78 37.14 45.78 31.07 45.92 41.70 43.44 55.45 39.45 24.59 23.44 49.90

5 A*-C inc Eng & Ma (5+) 36.23 26.67 41.67 17.39 41.61 39.13 33.91 74.24 22.12 3.45 0.00 45.00

5 A*-C inc Eng & Ma (4+) 56.04 44.00 62.88 23.91 65.22 57.61 54.78 89.39 48.08 6.90 0.00 65.00

3 A*-A 14.49 8.00 18.18 2.17 18.01 13.04 15.65 34.85 5.77 0.00 0.00 25.00

EBACC 3.38 1.33 4.55 0.00 4.35 1.09 5.22 7.58 1.92 0.00 0.00 5.00

P8 Data – School P8 -0.32

PP v NPP Headlines

PP NPP

All -0.70 -0.06

Lower Band -0.36 0.2

Middle Band -0.96 -0.03

Upper Band -0.68 -0.19

English -0.91 -0.16

Maths -0.49 0.12

EBACC -0.59 0.09

Open -0.99 -0.29

Number of Pupils in Year 11 Band

Band Total PP NPP Ratio

Rounded PP / NPP

Upper 57 8 49 1 : 6

Middle 96 30 66 5 : 11

Lower 46 26 20 5 : 4

2017 Attendance Data

%

Year 7 PP 95.07 Year 7 NPP 96.76 Year 7 PA 7.40 Year 7 PA for PP 14.7 Year 7 PA for non PP 4.00 Year 8 PP 93.00 Year 8 NPP 95.56 Year 8 PA 11.60 Year 8 PA for PP 20.80 Year 8 PA for non PP 6.90 Year 9 PP 91.81 Year 9 NPP 95.42 Year 9 PA 12.00 Year 9 PA for PP 25.90 Year 9 PA for non PP 6.60 Year 10 PP 90.17 Year 10 NPP 95.32 Year 10 PA 15.00 Year 10 PA for PP 26.40 Year 10 PA for non PP 8.90

Whole School Percentage: 94.9%

PP Whole School Attendance: 92.8%

NPP Whole School Attendance: 95.9%

Summary of Pupil Premium Spending

Quality of Teaching for all: £121,075

Targeted Support £110,300

Other approaches: £ 72,500

Key Summary

• The gap between PP and NPP P8 has widened. • The gap between A8 PP and NPP has reduced slightly. • PP Progress concerns exist in areas of English, middle band, upper band and open subjects. • Persistent absence remains a key focus for the Academy for PP and specifically FSM pupils. • Comparing historical data from previous examination key performance indicators distorts a direct year

on year judgement of academic data.

Review of Interventions

In-school barriers

A. Prior Attainment at KS2 and gaps in knowledge reduce the attainment of pupils.

B. Social, emotional and practical barriers to learning for our disadvantaged pupils.

C. Lack of opportunity to engage in learning outside school/in the home environment

D. The Behaviour of some disadvantged pupils is limiting some students’ access to the curriuculm. External barriers

E. Attendance of PP / FSM group.

A. Prior Attainment at KS2 and gaps in knowledge reduce the attainment of pupils.

Numeracy intervention teacher to support disadvantaged pupils in Maths at KS 4.

CPO worked with 32 identified PP pupils to support additional maths. 8 of these pupils received additional breakfast maths support.

National Maths Partnership support including: HEM Catch up Maths (Yr 7 ), Method Maths (Yr11) and JustMaths. Specific curriculum development to support the transition of Maths from KS2 to KS3 in place including the use of Manga High across Year 5 – 8. Method maths used effectively to support learning. Justmaths not extensively used. The Maths department will introduce Heggerty Maths during 2017- 18 to replace Method Maths and JustMaths. Core Subject – KS3 PP Coordinators MA / EN / RS / SC Initial meetings and specific departmental developments through the coordinators role actioned Sept 2016. Due to a number of staff promotions and resignations these roles were not maintained as a focus of KS3 PP intervention as planned. DAFITAL leaders maintained the first response in all subjects to address the progress of all PP cohorts. KS3 coordinators will not be implemented as unique positions during 2017-18. TA Training to meet the specific needs of SEND/PP pupils in Numeracy and Literacy HDS leads the development and SEND provision to ensure SEND PP pupils had appropriate support. Training through CPD is continually managed through support staff appraisal. This will continue in 2017-18. Assistant Headteacher (HEM) to coordinate numeracy across KS2 and KS3 targeted at the needs of PP pupils. Times Table Rock stars to develop basic skills in Yr 7. Numeracy Ninjas to consolidate basic skills in Yr 7/8. Spiral maths curriculum in place across the BEBCMAT Trust. This will continue to be developed and adapted throughout 2017-18. Cross Trust calculations policy implemented by SCO and HEM. Times

Table Rock Stars used as homework in Year 7. Numeracy Ninjas in place across all Yr 7 and 8 lessons. These initiatives will continue in 2017-18. Literacy project established to improve transition of key Literacy concepts form KS2 to KS3 Literacy project completed with work marked by secondary colleagues. Primary staff invited to attend Yr 7 lessons to see impact of the project after the pupils transition to secondary school. Meeting structure has been agreed and a new lead MCA will adapt and review the project through 2017-18. Specialist speakers to deliver content on meta-cognition, self-regulation and exam performance Elevate education provided a session for all PP pupils based on meta-cognition, revision technique and exam performance. Data obtained from the session was strong however sustained improvement was low. This intervention will not be repeated during 2017-18. Other strategies to target PP pupils to be developed. RAP – Focus on PP pupils at RAP meetings to create targeted solutions for pupil groups. Raising Achievement Plan meetings focussed on the solutions available for PP pupils. Due to the revised curriculum requirements the reduction of subjects studied was not implemented. Targeted groups were identified however during 2017-18 this must be done during the end of the first mock season. Focusing on pupils at risk of not completing summer examinations must also be a primary focus during this process. Core subject booster activities. Water park etc. Maths and Science weekends led two residential weekends to promote booster activities for PP pupils identified as upper band but at risk of not achieving their progress targets. Both weekends fully attended. Subject staff to review impact and focus for 2017-18. Super Maths and English program created in academy extra with subsidised places for disadvantaged pupils. This intervention was not used during 2016-17. It remains a possible strategy for consideration in 2017-18. Peer reading program to target disadvantaged students who are behind in their chronological reading age Year 11 prefects used to assist pupils in Year 7 identified as requiring support. This programme will be developed during 2017-18 as part of a whole school intervention to improve reading and access to the curriculum for all pupils. Revision guides and revision planner software. Bespoke revision planners for all Year 11 pupils were distributed. Parents were encouraged to attend a presentation meeting to discuss how they could best support their child. All department PP requests were agreed to support PP pupils accessing high quality revision materials. These strategies will continue and develop throughout 2017-18.

B. Social, emotional and practical barriers to learning for our disadvantaged pupils.

Pupils’ learning and knowledge are monitored and targeted through a whole school DAFITAL system to reduce gaps in learning and to improve teaching quality and impact. Development of disadvantaged pupils cohorts based on current performance from DAFITAL and Mock analysis. DAFITAL systems have continued to be developed and adapted throughout 2016-17. Departmental review systems have been refined and DAFITAL will remain the key driver of assessment, planning teaching and curriculum review. The appointment of a Data Manager drastically improved the flow of data between subject teachers, departmental leaders and senior staff. Identification of PP cohorts continues to be refined and developed. DAFITAL will continue to be central to identifying support for PP pupils in 2017-18.

C+D. Lack of opportunity to engage in learning outside school/in the home environment Pupils’ social, emotional and practical barriers are identified and supported. Improved opportunity to engage in learning outside school/in the home environment. To reduce the number of disadvantaged students reaching stages 4 and above on the B4L system. Learning house pastoral monitoring data was reviewed half termly to target specific pupils and groups of pupils for intervention. B4L data was used by Form Tutors to support pupils and to engage with parents, guardians and external providers. PE collated attendance of clubs by PP pupils and trialled schemes to encourage participation. MPH processed requests from staff to fund a wide range of extra – curricular opportunities including: music, arts performances, residential trips, Academy Extra and Wonderful Week opportunities. Ensuring that pupils have access to opportunities outside of the curriculum will be a key focus again during 2017-18. Behaviour Support Group with disadvantaged pupil focus. NLP counselling service used to support specific disadvantaged pupils. Disadvantaged pupils to receive additional follow up appointments for CEIAG. ANL worked with a number of pupils from KS3 to identify and address behavioural concerns. Support was offered throughout the year as a response to individual need. Roy Blake (NLP) identified and maintained a group of KS4 PP pupils at risk of exclusion or for other specific counselling needs. All KS4 pupils were allocated a CEIAG session with a specialist (ACA). All PP pupils were offered a 2nd appointment. ANL / ACA / Roy Blake to continue intervention in 2017-18 PGI – support of disadvantaged pupils at risk of reaching stage 10 on B4L. Assistant Headteacher (PGI) managed pupils at risk of reaching Stage 10 on the B4L system. Through SLT meetings at key points in the year plans were outlined and of specialist providers (Pupil Referral Units) were actioned where appropriate. In response to the withdrawal of this specialist unit by Blackpool Council and the behaviours of a small number of pupils the Academy will develop an in-school provision to begin Sept 2017-18. Learning House homework club to prioritise disadvantaged pupils who are identified as failing to complete homework pieces (B4L points). Pupils identified through our weekly data systems by Pastoral teams targeting PP pupils who are not completing homework. Sessions extend the school day to support pupils. Homework clubs are an

effective tool to support pupils. Focus in 2017-18 must be on engaging more parent support of homework for all PP pupils using effective communications and key Academy opportunities. Chromebook 50% disadvantaged pupil subsidiary to improve access to high quality personal ICT equipment. 59 disadvantaged families joined the Chromebook scheme during 2016-17. This scheme provides access to a high quality device used both at school and at home. This intervention will continue in 2017-18 with a focus on increasing the number of pupils using this scheme or BYOD. Breakfast contribution provided for all disadvantaged pupils. £1 additional contribution to all PP pupils to continue in 2017-18. Primary visits made by SLT to ensure accurate information gathered to address transition and attendance concerns of disadvantaged pupils in Yr 6. All staff visits were completed and transition information collated. Form tutor mentoring prioritised for disadvantaged pupils. Form tutor mentoring was encouraged through the dissemination of pastoral data weekly to tutors. During 2017-18 systems must be developed to accurately record the sessions and ensure greater consistency throughout Learning Houses.

E. To improve disadvantaged pupils’ attendance levels and to reduce the incidence of Persistent Absence for disadvantaged pupils. Disadvantaged pupils’ attendance to increase from 92.8% and disadvantaged pupils’ PA attendance to fall from 19% (FSM) The gap between PP (school) and National NPP closes.

EWO to support pupils and families of disadvantaged PA students. Education Welfare Officer supported the application of LOC1, CMOC, NIP, FastTrack and home visits. Improved organisation of response through the pastoral network and management to identify pupils earlier will be a focus for 2017-18. Attendance Bus for disadvantaged pupils at risk of PA. The attendance bus was used to address a small cohort of pupils however it did not prove effective in changing the attendance of the pupils over time. It is unlikely that this intervention would be used during 2017-18. PM / HOH to prioritise disadvantaged attendance concerns for first day of absence monitoring, use of fast track procedures and any other strategies to improve individual cases of disadvantaged attendance concern. Pastoral managers identified PP pupils as their first priority in contacting families on first day absence. A review of the Academy attendance letters has identified an opportunity to improve our communication with parents in 2017-18. The adoption of behaviour contracts during attendance meetings was also trialled and shown to have impact. This intervention will continue.