Detail

Data

Number of pupils in school 

Our Lady’s Catholic High School

Proportion (%) of pupil premium eligible pupils

55

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2023/2024 to 2025/2026

Date this statement was published

May 2023

Date on which it will be reviewed

October 2023

Statement authorised by

Andy English

Headteacher

Pupil premium lead

Natasha William

Assistant Headteacher

Governor / Trustee lead

Beccy Mackinney

Detail

Amount

Pupil premium funding allocation this academic year 23/24

£256680

Recovery premium funding allocation this academic year 23/24

£50239

Brought forward from previous years

£0

Total budget for this academic year

£306919

It is our intention to ensure that every student regardless of starting point and background achieves the best outcomes. It is our intention that all students from disadvantaged backgrounds perform as well as students from non-disadvantaged backgrounds.

As an inclusive Catholic School, Our Lady’s is aspirational for all students and is committed to providing exceptional teaching and learning for all students and the pupil Premium strategy is aimed at removing barriers to achieving this for disadvantaged students.

Challenge number

Detail of challenge 

1

Achievement:  Disadvantaged HPA students on average make less progress than their peers

2

To monitor reading ages and close any gaps so students can access the curriculum

3

To improve outcomes at KS4

4

Behaviour and attitudes: Some disadvantaged students need additional support to address barriers to progress. 

5

To improve attendance to pre-pandemic levels

Intended outcome

Success criteria

Improve achievement: Narrow the achievement and progress gaps across the curriculum  through consistently high standards and quality first teaching  in every lesson together with targeted interventions that address knowledge gaps and improve outcomes with a focus on English and Maths.

GCSE outcomes for disadvantaged students are strong and in line with those of all students in line with their peers and above the national and local averages. All disadvantaged students achieve outcomes that enable them to access high quality post 16 courses

High levels of literacy including improving reading ages among disadvantaged pupils across school, specifically focusing on those pupils below their chronological reading age in KS3 and KS4

• Reading tests demonstrate improved fluency and comprehension skills among disadvantaged pupils and will be in line or above their chronological age. 

•  Internal quality assurance and work in books will demonstrate extended writing which is well structured, ‘word rich’ and uses subject specific vocabulary appropriately.

•   Pupils will have the skills to tackle challenging texts suitable for their chronological reading ages and in summative assessments

To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged.

Sustained high levels of wellbeing from 2024/25 demonstrated by:  qualitative and quantitative data from student voice, student and parent surveys and teacher observations.  A significant increase in participation in enrichment activities, particularly among disadvantaged pupils. 

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils

Sustained high attendance from 2024/25 demonstrated by: 

• the overall absence rate for all pupils being no more than 5%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 2%.  

• the percentage of all pupils who are persistently absent being below 15% and the figure among disadvantaged pupils being no more than 8% lower than their peers. 

Activity

Evidence that supports this approach

Challenge number(s) addressed

Support students to develop learning and self-regulation strategies to improve knowledge retention, revision strategies and home-learning

Homework is has an effect size of +5 months. Metacognition and self regulation strategies support students to monitor and evaluate their own learning and has an effect size of 7 additional months over a year

1,2,3

Summer School

Students who attend summer school make more progress than their peers in the first term

1,2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Lexia is used effectively in KS3 classes 

EEF research evidence found that children offered Lexia made the equivalent of two additional months’ progress in reading, on average, compared to other children. Additionally, the evidence suggests that disadvantaged children who were offered Lexia made, on average, the equivalent of three additional months’ progress in reading compared to other disadvantaged children.

2

Use of Academic Mentors part funded by the recovery premium to provide support in English, Maths and Science in all year groups

According to the EEF, one-to-one tuition is effective in improving outcomes.Targeted intervention can be an effective strategy for supporting students where there are emerging gaps in their knowledge. Evidence shows that tuition is likely to make an impact if it is additional to and explicitly linked to normal lessons.

1,3

TA support for SEND students who are also disadvantaged

EEF research has found that effective use of teaching assistants can provide a positive impact on pupil outcomes

1,2,3

Additional teaching and targeted support through holiday a nd Saturday sessions for Year 10 and Year 11

EEF suggest small group intervention lead to four months’ additional progress over the course of a year. Pupil voice indicate that these are valued and build confidence

1,3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Education Welfare officer employed to support Home visits, attendance surgeries, meetings and support for the school in addressing poor attendance.

Evidence shows that there is a strong positive correlation between attendance and achievement

1,3,4,5

Additional leadership capacity through deputy Heads of year and pastoral support manager

Provision of pastoral care enables educational barriers to be identified and addressed

4,5

School Counsellor

Engagement in couselling services helps to improve attendance and engagement in school

4

WHAMS project

Engagement in WHAMS project helps to improve attendance and engagement in school

4,5

Rewards and recognition to positively reinforce and encourage good behaviour

Positive feedback strengthens relationships and engagement and reinforce positive behaviours

4

Subsidised peripatetic lessons for disadvantaged students

Subsidised peripatetic lessons allow disadvantaged students to access music tuition and developing cultural capital

4

Subsidised School trips, visits and extracurricular activities

Engagement in wider curricular activities promotes positive relationships, build self esteem and promotes more engagement

4,5

High quality careers guidance and targeted support to enure all disadvantage pupils make informed choices for employment, education or training

Evidence shows that students who have a clear focus and identified next steps are more likely to be motivated in their learning

1,3,4

Outcomes for 2021- 2022 were strong. The P8 score was +0.18 compared to the national average of -0.55 and England non disadvantage P8 score of 0.15. and is higher than the whole school P8 score. This despite the challenges of the pandemic. 

The school remained open during the pandemic to disadvantaged students and this has supported their recovery. The attainment gap between disadvantaged students and their peers continues to narrow. The reading recovery programme has improved students’ reading ages enabling disadvantaged students to access the wider curriculum.

Programme

Provider

Lexia Power up

Lexia Learning

CAT 4 testing

GLL Education

WHAMS Project

NHS