Pupil Premium
Pupil Premium Strategy Statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
Detail |
Data |
School name |
Saint George Catholic College |
Number of pupils in school |
993 |
Proportion (%) of pupil premium eligible pupils |
16.8% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021-2024 |
Date this statement was published |
4th November 2021 |
Date on which it will be reviewed |
Sept 2022 |
Statement authorised by |
J Habberley |
Pupil premium lead |
A Bedford |
Governor / Trustee lead |
A McCormack |
Funding overview
Detail |
Amount |
Pupil premium funding allocation this academic year |
£ 158,180 |
Recovery premium funding allocation this academic year |
£ 21,460 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£ 0 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£ 179,640 |
Part A: Pupil premium strategy plan
Statement of intent
At St George we pride ourselves on supporting the individual. Understanding our students’ needs is key to supporting them the best we can. As such, we use our academic and pastoral monitoring systems to identify groups and individuals in need and allocate our pupil premium funding accordingly. Our ultimate aim is to ensure all our students are happy, independent and successful. This is summarised by our mission statement “We ASPIRE to be all that God has created us to be” |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number |
Detail of challenge |
1 |
Attainment 8 score and Basics compared to other pupils in school |
2 |
Low literacy levels preventing students from accessing the curriculum |
3 |
Student health and wellbeing |
4 |
Attendance and punctuality affecting students’ ability to engage in lessons and school life |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome |
Success criteria |
Reduce the in-school attainment GAP, for DP compared with other pupils. Students to make progress in line with national other or better. |
Basics 9-4 gap <10%, positive P8 score
|
Improve reading ages in order to access the more demanding 9-1 curriculum |
GAP in reading age to actual age reduced
|
Students going on to be successful at the next stage of education/apprenticeship |
Pupils staying in education or employment >95% |
Improve the attendance of DP |
Attendance of >95% |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 77215
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
AHT Leadership Role |
Dedicated member of SLT assigned to lead and manage pupil premium strategy. |
1, 2, 3, 4 |
Additional set in KS4 English & Maths |
Additional sets allow targeted groups to be created and support student abilities. Reduced class sizes allow for more individual support from class teacher. Additional class also allows tiering in Maths to support individual student pathways. |
1, 2, 3 |
TLR for Literacy & Numeracy co-ordinators |
Literacy & Numeracy strategies implemented across the college to support student progress. |
1, 2, 3 |
Maths TA |
Small group intervention proven to support student progress. In class support improves confidence of students and helps reduce anxiety and absences. |
1, 4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 11000
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
Half term school |
Targeted intervention for students identified for lost learning due to covid. |
1, 3 |
1 to1 Tutoring |
Targeted intervention for students identified for lost learning due to covid. |
1, 3 |
Music lessons |
Supporting students to undertake a broad and balanced curriculum tailored to the individual. |
1, 3 |
Home Language tutor |
Supporting students to undertake a broad and balanced curriculum tailored to the individual. |
1, 3 |
Educational resources |
Providing educational resources to students to develop their independence and support their academic achievements. |
1, 3 |
Educational trips |
Provides enrichment opportunities to develop individual’s cultural capital and apply this to their studies where appropriate. |
1, 3, 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 93785
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
Inclusion manager |
Supporting individual needs of students to engage in the full life of the school where possible |
1, 3, 4 |
Inclusion team |
Supporting individual needs of students to engage in the full life of the school where possible |
1, 3, 4 |
AP Teacher |
Provides a bespoke curriculum for individual students with the aim of returning to mainstream lessons as soon as appropriate for the individual |
1, 3, 4 |
ELSA support |
Supporting individual needs of students to engage in the full life of the school where possible |
1, 3, 4 |
Careers officer |
Individual careers advice and help to support students make informed choices about their next steps after leaving St George. |
3, 4 |
Mental Health Nurse |
Supporting individual needs of students to engage in the full life of the school where possible |
3, 4 |
Transport |
Supporting students to attend school. |
1, 4 |
Discretionary fund |
Allocated to support individual needs as they arise. |
3, 4 |
Total budgeted cost: £ 182000
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
|
Pupils eligible for PP (your school) |
Pupils not eligible for PP (national average 2019) |
Progress 8 score average 2020 & 2021 |
+0.44, +0.16 |
+0.13 |
Attainment 8 score average 2020 & 2021 |
51.4, 45.8 |
50.1 |
Basics 9-4 2020 & 2021 |
73.7, 65.7 |
71.7 |
Basics 9-5 2020 & 2021 |
52.6, 31.4 |
49.5 |
Staying in education or employment (2019 leavers) |
97% (Whole school) |
94% |
Attendance 2020-21 |
92.5% |
95.5% |
The table below details the outcomes for the previous three years where national data has been available.
|
Pupils eligible for PP (your school) |
Pupils not eligible for PP (national average 2019) |
Progress 8 score average 2017, 2018 & 2019 |
+0.28, +0.67, +0.35 |
+0.13 |
Attainment 8 score average 2017, 2018 & 2019 |
41.6, 46.9, 50.0 |
50.1 |
Basics 9-4 2017, 2018 & 2019 |
60.0, 68.0, 70.0 |
71.7 |
Basics 9-5 2017, 2018 & 2019 |
25.0, 32.0, 41.7 |
49.5 |
*2020 & 2021 headline figures are calculated using SISRA analytics P8/A8 figures based on the 2019 A8 tables.
The variety of targeted academic interventions and pastoral care has made a considerable difference to our PP students. They have achieved great results and made significant progress that’s ensured they can access their next stage of education or employment. We have identified an increasing gap in students’ academic performance and attendance due to the COVID pandemic and are working hard to close the gap for next year. |
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Programme |
Provider |
Accelerated Reader |
Renaissance |
|
|