St Michael’s Catholic College Pupil Premium Report 2015-16 – With updated 2016 GCSE results.

Introduction and Context

In 2015-16 49% of students at St Michael’s Catholic College were eligible for the Pupil Premium and this year the College has received £321,000 in funding. The College received this money in regular instalments and these funds are in addition to the main school budget. The GCSE results from 2015 continued to demonstrate outstanding achievement by year 11 Pupil Premium students; with attainment in each category and KS2-4 value added significantly above national averages and no significant gap between the progress made by Pupil Premium students and non-Pupil Premium students. 85.4% of Pupil Premium students achieved A*-C grades in English and 77.8% in Maths with Pupil Premium students achieving slightly higher 5 A*-C grades than non Pupil Premium Students. In autumn 2015 St Michael’s Catholic College was awarded Gold Club status by the Mayor of London, because of its exceptional GCSE performance and in particular the outstanding GCSE performance of students in receipt of the pupil premium. In spring 2016 the College was nationally recognised for its exceptional performance in by SSAT as a result of very high educational outcomes placing St Michael’s in the top 10% nationally for progress made by students between Key Stage 2 and Key Stage 4 in 2015.

Key principles for use of the Pupil Premium

1. Pupil Premium funding is identified in the budget by the College and spending is clearly

allocated for specific initiatives targeted at Pupil Premium students. 2. The College’s practice seeks to comply with the DFE’s recommendations where

practical and considered in the best interest of the individual. 3. Recent reports relating to the use of Pupil Premium e.g. from Ofsted and the DFE are

read, understood and used to inform future decisions about the use of Pupil Premium funding and to ensure that funding is allocated to activities that are most likely to have an impact on improving achievement.

4. The College reviews this policy on a systematic basis following the publication of examination results, Raise Online and termly tracking data to assess the impact and relative effectiveness of initiatives and interventions on student progress.

5. The College ensures the Principal and a designated member of the senior leadership team have a clear overview of how the funding is being allocated and review data termly to monitor the outcomes and impact. This is also monitored termly by the School Business Manager and the Principal.

6. The College never confuses eligibility of the Pupil Premium with low ability, and focuses on supporting our disadvantaged students to achieve outstanding academic progress. The key to student success is ensuring that all teaching is carefully planned to meet the differing needs of all learners, rather than relying on interventions.

7. Where more support is needed skilled teachers are allocated to teach intervention groups to improve Mathematics and English while support teachers and consultants who

have a good record of raising attainment in those subjects are deployed to support targeted students.

8. Teachers and other practitioners are well aware of those students who are in receipt of the Pupil Premium and play a full part in deciding which strategies and targeted interventions might be appropriate for individual students at core subject meetings in KS3, 4 and 5.

9. The projects set up by the College are intended to tackle a range of issues e.g. attendance, behaviour, factors outside the school, professional inset on Pupil Premium pupils, effective teaching and learning, strong careers information, advice and guidance , literacy support, targeted support, good facilities for supported study, further enrichment.

Measuring Impact

The College measures the impact of the Pupil Premium spending by:

Tracking the progress of Pupil Premium students each term to compare their attainment and achievement to Non Pupil Premium students and other groups of students in the college e.g. SEN/EAL. This also includes an analysis of the results of boys and girls.

Assessing the success of students at the end of Key Stage 4 relative to their target grades and against national threshold measures e.g. 5+ A*‐C including English and Mathematics, EBacc and expected levels of progress in core subjects and new Progress 8 and Attainment 8 measures.

Producing termly reports for the Principal, Governors and SLT on the progress of Pupil Premium students across the whole College, in each year group and across individual subject areas compared to all students and other significant groups of students across the College.

Evaluating feedback from student questionnaires and discussions with individual students about intervention and support they have received.

College Data

Numbers of students and Pupil Premium Grant received (2015 - 16): Total Number of students on roll (11-18) 801 Total number of students eligible for PPG 395 (49%) Total amount of PPG received (2013-2014) £321,000

Number of Pupil Premium (PP) students on roll 2015/16

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13

Number on roll 136 136 120 130 122 99 58

Pupil Premium 65 67 59 75 65 38 26

Use of the Pupil Premium 2015-16

Teaching and Learning Innovations and Research (Covered by CPD costs)

Finding New Ways of Supporting Students to Learn (Learning Communities)

Outstanding teaching and learning and the atmosphere in the classroom continue to be a whole College focus for 2015-16. Through teacher learning communities’ staff have carried out research in pairs, trialled activities in lessons and shared findings and good practice with colleagues. The aim of which is to make 100% of teaching in the college consistently good or better. The outcome of the whole College focus on teaching and learning is that attainment and achievement of all students including those students in receipt of the Pupil Premium continues to be significantly above national performance measures and indicators.

A New Approach to CPD This year the college is having five days of Inset for staff at the end of the academic year to once again enable staff to concentrate on their craft namely teaching and learning expertise.

Lead Practitioners and The Modelling Teacher Group The Principal has continued to work with 3 Lead Practitioners and the Modelling Teacher Group which is made up of experienced subject specialists to continue to secure and sustain improvement across the college. The Lead Practitioners regularly share good practice about teaching and learning and work with the Principal to devise and lead inset and coach staff. All of these initiatives from excellent CPD provision to a continuous programme of supporting teachers to improve their teaching and students’ learning impacts positively on the outcomes of all students especially those identified as disadvantaged or in receipt of the Pupil Premium.

Staffing Staffing for Study clubs and holiday revision sessions (£67,000)

Revision days and half term and Easter revision sessions continue to be held and this year the number of Saturday School study clubs for students has increased once more so that students can attend revision sessions both in the morning and afternoon on a Saturday. Teachers and consultants have been paid for these sessions and revision materials provided for students. These sessions were differentiated and matched the students’ needs so that they could complete additional preparation and revision for their GCSE exams. As a result of the engaging activities planned by staff attendance at study clubs, Saturday school and holiday revision sessions was excellent and feedback from students was 100% in favour of this support by the College. The Principal’s interviews with students consistently reveal they value ongoing help with their learning.

Enhanced Maths, English and Science staffing and core subject support including use of consultants. (£71,810)

Overstaffing in English, Maths and Science has meant that withdrawal groups have been created to meet the needs of all students including those in receipt of the Pupil Premium, e.g. the creation of an additional IGCSE English class in year 11. Class sizes have also been smaller to allow for more individual tuition and departments have been deliberately overstaffed to increase flexibility of deployment to enable targeted interventions, small group and personalised provision.

A consultant was engaged to work for a year to work with the English department and carry out withdrawal work with students in year 11 sitting both the IGCSE English course and the AQA English course.

One-to-one or small group catch up with targeted pupils has taken place in English, Maths and Science during the spring and summer terms 2015 to support targeted groups of SEN/Pupil Premium students with key topics and exam skills, including additional morning revision sessions for borderline students in year 11.

One to one withdrawal run by staff in the English, Maths and Science departments before the Summer exams has taken place to raise aspirations for students with exceeding targets in year 9 including Pupil Premium students.

SEN Support (£22,390) and Graduate TAs (£35,450)

Pupil Premium Funding was used to deliver a wide range of intervention strategies for SEN students to raise attainment in reading, writing, communication and Mathematics. Intervention strategies have been effective as each programme has been designed to meet the bespoke needs of students. Clear success criteria mean that staff who lead the interventions are focussed on what they need to do to help students catch up and make progress. The impact of interventions is reviewed at department meetings and at half termly Core Subject meetings lead by senior staff.

Recent graduates including some who were previously students at the College have been recruited as TAs to provide additional support for SEN and vulnerable students including those in receipt of the Pupil Premium. They have supported teachers in lessons and have led withdrawal groups to work with students who require additional support with their speech and language and literacy skills. They have also been trained to be readers and scribes for students who require additional support in public examinations including Pupil Premium students.

Targeted Additional Provision (£45,400) and School Counsellor (£7000)

The College has used data to identify students who would benefit from individual tuition, in particular Pupil Premium students who are well below expected levels of progress in year 10 and 11 via an alternative curriculum and individualised timetables. This tuition has been carefully tailored to meet the diverse individual needs of the students and there is regular liaison between the Learning Leaders and the TAP teacher. Data and reports written by the TAP teacher and inclusion staff show clear progress against targets.

The TAP teacher has also provided additional cognitive learning support/outreach in the library before school and at break time and lunch time to support targeted students including Pupil Premium Students. Cognitive Behaviour Training has been implemented to support this work and a record of support provided shows the positive impact of this support.

The School Counsellor continues to work in the College for 2 days a week and this year has worked with over 20 students. Support for the vulnerable is viewed as key to improved student results and improved learning.

Provision Revision workshops with university mentors (£250)

The College arranged for an organisation called Team Up to support students in year 11 by running after school study programmes in core subjects (1x Maths and 2x English) for 9 months. Students targeted for the after school sessions were those at risk of not passing GCSE English and Maths including a high number of Pupil Premium students.

The study sessions were run by undergraduates in their final year at university who were on course to achieve a first class degree in English and Maths.

The College has used links with Imperial College to provide revision sessions and study support for year 12 students in Science and Maths. The sessions and support were delivered by undergraduate students from Imperial College to increase the academic attainment of participating students from St Michael’s and to raise awareness and aspirations amongst these students regarding the benefits of higher education.

Summer School for new year 7 students (£6500)

The college targeted pupils in year 6 who are in receipt of free school meals and who were joining us in September 2015 to attend our Summer School in July 2015. Each day the students participated in a variety of activities include sport, dance and drama to help them become more familiar with the college and to support students’ transition from primary to secondary education. The summer school is running again in July 2016.

Bryanston Square Unlock Project (£20,000)

A raising aspirations programme with School business partners Bryanston Square has taken place again this year involving mainly Pupil Premium Students. Through Unlock, students in years 8 and 9 have met diverse professionals (CEOs, entrepreneurs, creatives etc.) at their place of work who share their unique stories opening students’ minds to the opportunities available later in life and have held their own careers and workshops to share their learning with other students. Students are coached to reflect on their experiences throughout the project and how this can help them to succeed academically and socially. It is aimed at raising expectations and to motivate hard to reach students with the result that the students taking part in the project feedback what they have learnt through creating and holding their own workshops and events for all year groups across the College.

Literacy Support and Intervention (See Catch up Literacy Report re: funding)

All students in year 7 sat standardised reading and spelling tests at the start of the academic year to enable the College to monitor and track the progress of students across the college. Weekly handwriting clubs have been used to help targeted students in years 7 and 8 improve the quality of their written work, spellings and literacy skills. Teaching assistants have been deployed to provide daily reading support with groups of students in years 7, 8 and 9 to provide one to one support to those Pupil Premium students identified as requiring more significant support to develop their literacy skills. A literacy catch up programme for identified students in year 7 including those in receipt of the Pupil Premium has been delivered through English lessons and has supported both students with poor literacy skills and more able readers through differentiated reading materials and online assessments. The impact of this targeted support has resulted in all students making progress from their starting points and due to the significant progress made in English a number of students in year 7 who participated in the literacy catch up programme have been moved up to the next teaching group from September 2016.

KS3 Book Club: A Key Stage 3 book club has been set up this year to promote the value of reading and to encourage students to read more widely both inside and outside of school. This will continue 2016-17 and the progress of students who attend will be tracked to see if this has a positive impact on their progress and attainment.

Kings College Scholars (£3600)

This year the college started a three-year project, working with the widening participation department at Kings College. A key requirement of this project is that the students who participate must be in receipt of the Pupil Premium The project aims to: “support talented Pupil Premium students by providing a framework that will engage them during years 7 – 9 with a focus on enjoyment of learning, university awareness and qualification choice.” The programme offers up to four university focused experiences for students each year each of which is evaluated by King’s. The experiences include a tour of the university and presentation by undergraduates, workshops on improving memory, communication and presentation skills and an interactive visit to The Courtauld Institute. Parents have also been involved in the experience and have responded very positively within the sessions and during the informal feedback afterwards. Evaluations to date show that student outcomes were met in terms of increased understanding and familiarity with university life and that they are enjoying participating in this project.

Resources Homework and Study Support (£6500)

The College has run daily breakfast clubs, homework clubs and computer clubs for vulnerable and SEN students of which a high percentage are Pupil Premium Students. This means that these students have time and space to study, revise and complete homework tasks and are able to use ICT facilities to support their work which they do not have access to at home.

Working in Partnership with Other schools (Costs covered by CTA monies)

The college is a strategic partner in the Catholic Teaching Alliance and has continued to work in partnership with other schools in the alliance to share good practice and to offer students learning opportunities of the highest possible quality including those students identified as being eligible for the Pupil Premium. Staff at all levels have continued to develop and have access to high quality CPD opportunities that meet the needs of both the College and its staff, whilst Teach First/School Direct trainees and NQTs continue to take part in research activities that have been used to improve their practice and understanding re: the importance of raising the attainment and achievement of Pupil Premium students.

Parent Drop in and Parental Engagement Support (£500)

This year two experienced members of the Inclusion team, have continued to run ‘drop-in’ sessions on Thursday mornings. Parents have been invited along to discuss concerns about their child’s attendance, behaviour or learning and have been offered practical ideas and guidance to help them to support their child. Part of this support has been targeted at parents of Pupil Premium Students and follow up meetings and phone calls along with a full analysis of student data before and after the intervention is used to evaluate the impact of this support.

Careers and Higher Education including PWC mentoring (£12,500)

Careers advice and experiences are carefully mapped and recorded for all disadvantaged students. These students are provided with the best work experience placements. Students also receive a wide range of preparation activities for future life: work related learning activities, one to one interviews, mock interviews at local businesses, careers fairs and post 16 information sessions. This ensures that

disadvantaged students can make informed decisions about their courses and choices and be prepared for their future lives. All year 11 students have received an individual interview to support them with their college applications and the College employs a careers officer for two days a week to provide specialist support and guidance.

Targeted Pupil Premium students in year 9 have been provided with a mentor from PWC to help raise aspirations. Raising aspirations trips to PWC head office were also held for targeted students in years 9 and 10.

The College has provided students in year 12 with the opportunity to attend Oxbridge and Russell group conferences as well as master classes at Oxford and Durham universities, the college has covered the cost of these courses and transport for Pupil Premium students which have helped raise aspirations.

Targeted Enrichment and Trips (£22,500)

Key trips abroad to China, South Korea, New York, Rome and Paris are organised by the College every year and Pupil Premium Students are encouraged to participate and in some cases Pupil Premium monies have been used to pay for places on these trips for disadvantaged students. These trips have enriched students’ lives, widened their horizons and raised aspirations.

Enrichment programmes in Years 11, 12 and 13 have provided students in receipt of the Pupil Premium with access to broad educational experiences such as careers events, finance and banking events, residential courses, extended work experience placements for Business and Science students, sporting events as well as trips to the theatre, places of culture, universities and talks from guest speakers. This results in students having experiences to draw on and reference when they are applying for 6th form courses, university places or apprenticeships.

What is the impact of the College’s work?

Provisional GCSE Results 2016

Eng and Maths A*-C (best of Lang or Lit)

Eng Language

A*-C Maths A*-C

Ebacc %

Progress 8 Score

Attainment 8 Score

All Students

0.2 56.6

On Roll 119 119 119 119

Achieved 96 101 97 62

% 80.7 84.8 81.05 52.1

Pupil Premium Students

Eng and Maths A*-C (best of Lang or Lit)

Eng Language

A*-C Maths A*-C

Ebacc %

Progress 8 Score

Attainment 8 Score

On Roll 65 65 65 65 0.01 54.8

Achieved 47 53 48 31

% 72.3 81.54 73.85 47.7

Non Pupil Premium Students

Eng and Maths A*-C (best of Lang or Lit)

Eng Language

A*-C Maths A*-C

Ebacc %

Progress 8 Score

Attainment 8 Score

On Roll 54 54 54 54 0.34 58.7

Achieved 49 49 49 31

% 90.7 91 90.74 57.4

GCSE Results 2015-2016: Pupil Premium Summary There were 65 students in receipt of the Pupil Premium in year 11 2015-16 80.7% of Pupil Premium students achieved an A*-C grade in English Language and 73.8% achieved an A*-C grade in Maths. 15 Pupil Premium students achieved 6 or more A*/A grades with 49% of Pupil Premium students achieving 5 or more A*-B grades. Students in receipt of the Pupil Premium made expected progress and achieved a progress 8 score of +0.01 and an attainment 8 score of 54.8. only slightly below the attainment 8 score of 56.6. made by all students. Pupil Premium students made most progress in Further Additional Science, Media, Computer Science, French, Law and Drama.

Raise Online: Analysis of Disadvantaged Pupils’ Results 2015

% of students eligible for FSM/Pupil Premium in the whole school (Disadvantaged Pupils)

2013 2014 2015

St. Michael’s 55.8 54.4 57.5

National 28.2 28.5 28.7

Year Group % FSM/Pupil Premium Figures 2014 (Disadvantaged Pupils)

Year 7 48.9

Year 8 53.2

Year 9 57.5

Year 10 53.9

Year 11 49.2

Year 11 Results 2015

5A*-C EBACC Capped Points

Total Points

Average Grade

Disadvantaged Pupils

70% 44% 353.3 436.6 C+

Other Pupils 77% 45% 362.4 450.2 B-

All Pupils 74% 50% 357.9 443.4 B-

National 56% 24% 308.6 366.6 n/a

Attainment at KS4 is SIG+ for Disadvantaged pupils in each category

KS2-KS4 Value Added is SIG+ for Disadvantaged pupils in Each Category

Expected Progress English and Maths is SIG+

English Disadvantaged pupils 89% (National 51%) Other pupils 84% (National 74%)

Maths Disadvantaged pupils 77% (National 49%) Other pupils 77% (National 85%)

% of students making expected/above progress in Year 7-10 2015- 2016 and average

levels of progress year 11 2016: Pupil Premium and Non Pupil Premium students.

% of students making expected/above expected progress to targets Year 7 EOY 2016

Y7 Eng Maths Sci

P Premium 81.0 88.0 67.0

Non P Premium 77.0 91.0 73.0

all 78.0 88.0 70.0

% of students making expected/above expected progress to targets Year 8 EOY 2016

Y8 Eng Maths Sci

P Premium 67.0 73.0 50.0

Non P Premium 60.0 74.0 51.0

all 65.0 73.0 48.0

% of students making expected/above expected progress to targets Year 9 EOY 2016

Y9 Eng Maths Sci

P Premium 71.0 63.0 59.0

Non P Premium 69.0 74.0 61.0

All 70.0 68.0 60.0

% of students making above or

expected progress to targets Year 10 after the 1st year of GCSE courses

Y10 En Lan Maths Sci

P Premium 59.0 77.0 78.0

Non P Premium 54.0 71.0 79.0

all 58.0 74.0 78.0

Average Levels of

progress to targets GCSE

results 2016

Y11 En Lan Maths Sci

P Premium 3 3 3

Non P Premium 3.15 3.32 3.19

all 3.05 3.03 3.06

Proposal for the use of the Pupil Premium 2016-17 (£318,000)

The focus on outstanding teaching and learning across the college will continue in 2016-17. Overstaffing in core subjects will be maintained along with targeted study support, intervention and enrichment activities that have been proven to impact positively on the outcomes of all students especially those identified as disadvantaged or in receipt of the Pupil Premium. The college will also implement the following new initiatives in 2016-17: Teachers as TAs (Covered by overstaffing costs of £129,650)

From September 2016 the Principal has replaced all teaching assistants and has instead overstaffed the college so that support for students in lessons is provided by additional teachers who are qualified subject specialists. This will result in disadvantaged and SEN students receiving support and interventions which are subject specific and therefore better meet their needs.

Drama Therapy and Art Therapy (£29,820)

A Drama and Art therapy programme has been created 2016-17 to provide targeted support to identified vulnerable students including those in receipt of the Pupil Premium and with SEN needs who would benefit from creative enrichment activities and opportunities. The Principal has employed additional Art and Drama teachers from September 2016 to deliver a special programme with staff from the Inclusion faculty.

The Brilliant Club (£7840)

From September 2016 the college will be working with The Brilliant Club, an award winning charity that exists to widen access to highly-selective universities for pupils from under-represented groups including those in receipt of the Pupil Premium. The College will take part in the Scholars Programme, with PhD tutors delivering programmes of university-style tutorials to small groups of pupils from Year 7 through to Year 12, which develop the knowledge, skills and ambition that help those pupils to secure places at highly-selective universities.

6th Form Scholarship Programme (£15,000)

From September 2016 the college will be awarding scholarships to students in the 6th form to provide them with financial assistance during year 12 and 13. There are different scholarships available dependent on the results students achieve in their GCSE examinations. Additional enrichment activities and access to Russell Group/Oxbridge university visits and study programmes also form a key part of this new scholarship programme

Year 7 new “G” Pathway (£15,000)

The college has created an additional tutor/teaching group for students in the new year 7 identified as the most able. A bespoke curriculum has been created for these students that will challenge and stretch them from the start of KS3. This will include additional Latin and Philosophy lessons and a programme of enrichment and cultural activities linked to their specialised curriculum pathway.

Staffing for Study clubs and holiday revision sessions (£67,000)

Revision days and half term and Easter revision sessions will continue to be held and this year the number of Saturday School study clubs will increase again in the spring term so that students can attend revision sessions both in the morning and afternoon on a Saturday. Sessions will be delivered by teachers and in some cases consultants who will provide revision materials and resources for students to help them prepare effectively for final examinations.

College Subject Enrichment Programme (£24,700)

A new whole college enrichment programme has been created for 2016-2017 which will provide all students including those in receipt of the Pupil Premium with opportunities to take part in enrichment and cultural activities that are closely linked to the new curriculum and courses offered in KS3-5. All subjects have identified enrichment and activities that will enhance the learning that takes place in the classroom and provide students with opportunities to benefit from the college’s location in central London, e.g. through trips to The Globe Theatre, The Science Museum, The Olympic Stadium which have been carefully mapped to link and enhance themes and topics taught in different subject areas. In KS4 enrichment activities will be focused on aspirational career pathways and a programme of activities has been created in partnership with Wellington College and Dulwich College that will run from September 2016.

Targeted Enrichment and Trips (£22,990)

Key trips abroad to China, South Korea, New York, Rome and Paris will be taking place again this year. Pupil Premium Students will be encouraged to participate and in some cases Pupil Premium monies will be used to pay for places on these trips to inspirational cities to widen students’ horizons.

Enrichment programmes in Years 11, 12 and 13 will continue to provide students in receipt of the Pupil Premium with access to broad educational experiences such as careers events, finance and banking events, residential university courses, extended work experience placements, sporting events as well as trips to the theatre, places of culture, and universities.

Inspirational Speakers (£6000)

A programme of talks by inspirational guest speakers will be delivered to students

across all year groups this year. The aim of which is to give students the chance to hear

from people who have achieved success in their field/life and to inspire all students to

aim high and be aspirational.

A review of the impact of use of Pupil Premium funding on student attainment and progress will

take place termly in line with the college timetable for data collation and analysis.