- PUPIL PREMIUM
If you believe your child may be eligible for pupil premium funding please see the attachment HERE:
Our Pupil Premium Strategy for the 2016-17 academic year can be accessed HERE:
- How we have allocated Pupil Premium and Y7 Catch Up Funds
- Every school has a duty to ensure that every individual child is given the best possible chance of achieving their potential. This duty is central to our existence as a Catholic School which follows the tradition of the Sisters of Notre Dame. We are founded on the belief that every person is uniquely created in the image and likeness of God. We understand that Christ set us an example of love for all people with a particular challenge to first serve those who are most in need. These beliefs are clear in our Mission Statement and the Hallmarks of the Sisters of Notre Dame.
As a result, we seek to meet the individual needs of every child, in order for them to develop fully their God given potential. The 'Pupil Premium', along with all forms of school funding are carefully managed to enable us to offer personalised support for children in a range of ways. The following examples outline just some of these ways:
- Teams of specialist teachers who deliver lessons planned to meet individual needs
- Provision of daily contact with form tutors who build relationship with the members of their form
- Heads of Year who lead their year groups as 'mini' schools
- The support of Pastoral Managers, who are not teachers, and who are therefore are more available to support individuals as they do not have a teaching timetable
- A specialist SEN department who provide support for students with particular educational needs
- Support for individual growth and development through our Chaplaincy Coordinator and vibrant chaplaincy programme
- An innovative approach to the use of new technologies as a way to support individual learning needs
- A curriculum, under constant review, which is designed to offer maximum flexibility to meet the needs of individuals. This is supported by a programme of support and guidance for children as they make choices, including one to one support for children and families where this is needed.
- A broad and varied extra-curricular programme to offer experience outside of the classroom to all children and to help build a supportive community
- Constant staff development and training to ensure that all staff in school are able to provide for each individual child.
- An emphasis on 'the quality of relationships' between all members of the school community as it is ultimately through individual relationships that we can understand and meet the needs of individuals.
- Programmes such as Rainbows to support children who have experienced bereavement or loss of any kind
- Individual mentoring and support programmes designed by tutors, heads of year and pastoral managers
- Programmes to involve our 6th form students in the support of students in main school
- Engagement with the wider community and other professional services to help meet the needs of students beyond school
- Financial support to ensure that students do not miss educational opportunities due to financial hardship. This is organised always in a way which is sensitive to the dignity of the individuals and is based on our relationship with and knowledge of individual students and their families
How can we be sure that the needs of individuals are being met?
It is clearly important that we can be confident that the 'Pupil Premium' and all other types of school funding are having the intended effect of providing for the educational needs of every student. To this end, we have a culture of continuous review and improvement in school. We constantly look for the impact that every action has on the progress and development of individual children. While we firmly believe that we can always improve, the following points outline some of the evidence that individual needs are being catered for and that we are paying particular attention to those most in need:
- We are particularly proud that year on year, our Pupil Premium and SEN students on average make more progress in each year group than other students. This is within the context of students in our school making progress which is well above the national average.
- Exceptionally high levels of attendance, along with response to student surveys, tells us that children enjoy coming to school and feel safe and supported.
- High standards of behaviour shown by children and low exclusion rates. We believe this is evidence that our approach helps children to behave well in the first place and because we offer effective support for individuals who most need it, before they find themselves in a position where they are not able to engage with school life.
- National examination information, produced by the government on all schools, show that excellent progress is made at Notre Dame by students of all ability, boys and girls, of every different ethnic background and social background
- We have a very low number of children in any year who do not progress from Notre Dame to some form of education, employment or training. We believe this is evidence of an education that has prepared all students for life. It is also evidence of a guidance and support programme which ensures that those students most in need are provided with the support they need.
- We have very high levels of participation in our extra-curricular events, be they lunch time clubs, involvement with sport or performing arts, local or national competition or school trips. We believe this is evidence of a lively and inclusive community in which all children feel able to and do fully play an active part.
Pupil Premium Strategy for 2016/17
Our detailed Pupil Premium strategy is outlined in the document which can be downloaded by clicking on the link at the bottom of the page.
An evaluation of the effectiveness of our strategy will be published at the end of this academic year. This will inform our Pupil Premium strategy for 2017/18.
Statement for 2015/16
For the academic year 2015/16 we will receive approximately £78000 of pupil premium funding.
The areas that we will spend this on are:
Staffing additional Maths and English sets in Y7 and Y8 [£35000]
We know this has an impact because we saw an uplift in results in 2014 when the first year group to benefit from the additional Maths and English groups completed Y11. In English 91% of students made expected progress and 61% exceeded expected progress (second highest rates in Sheffield), and in Maths 88% made expected progress and 64% exceeded expected progress (highest rates in Sheffield).
Literacy in particular has an impact on other subject areas – the impact of the additional English provision can also be seen in the 5A*-C and 5A*-C (inc English and Maths) where pupil premium students performed in line with similar ability peers within the cohort.
This year we are extending this to include language withdrawal groups in Y7 where a small number of students study additional English instead of languages. We have also increased to 9 sets from 8 in Maths in Y9 to allow for smaller group sizes in Maths.
Funding 5 ‘Pupil Premium Champions’, one in each year group [£10000}
These members have staff have a specific responsibility for ensuring the progress of the pupil premium cohort in their year group.
We know this has an impact because we trialled this last year with one year group and the gap narrowed in that year group.
Running a variety of interventions planned for individual students [£23000]
* One-one and small group tutoring
* Provision of revision materials
* Provision of IT equipment
* Higher Education visits to raise aspirations
We know these will have impact because the majority have already been trialled at Notre Dame and shown to have an impact on progress. The majority of this funding is targeted at mentoring and small group tutoring. Our data from 2014/15 showed that students who received this type of intervention made more progress than those who didn’t. With the exception of a £3000 contingency, this element of the spend has been planned in advance based on individual students’ needs.
Running a Lunchtime Support Club [£5000]
This is available every lunchtime for pupils to receive additional support as required.
Contribution to the Trip Support Fund [£5000]
A portion of the pupil premium budget has again been allocated to the trips and visits support fund. In view of the increasing cost of participation in (for example) Duke of Edinburgh, the additional funds will help enable pupil premium students to access experiences such as these that will allow the development of personal qualities and attributes (not always measurable but that are an important aspect of a broad and balanced provision).
Statement for 2014/15
In this current academic year we received approximately £78000 for pupil premium funding.
We continued to spend a portion of this to ensure that we are able to carry on the staffing of 5th sets in English and Maths.
We continued to spend up to £25000 on the staffing of 1-1 support during holiday periods. Looking at what had greatest impact in 2013/14 we focussed this spend on more regular support for a fewer number of pupils. This was predominantly focussed on English, Maths, Science and meta cognitive (learning to learn) skills. The main focus was planned to be on English support as the literacy element transfers across to all other subjects. A bursary was been set up to fund a curriculum innovator post to lead on the development and delivery of meta cognitive resources.
We continued to fund the lunchtime support club at a cost of approximately £5000 per year.
We spent approximately £15000 on interventions targeted at individual pupils. Examples included
* Mentoring programs
* Provision of additional textbooks and revision materials for students
* Provision of laptops and wireless dongles to provide free access to the internet at home
* Provision of additional 1-1 English/Maths support
* Purchasing places on commercial holiday revision programs
A portion of the pupil premium budget was allocated to the trips and visits hardship fund. In view of the increasing cost of participation in (for example) Duke of Edinburgh, the additional funds helped enable pupil premium students to access experiences such as these that will allow the development of personal qualities and attributes (not always measurable but that are an important aspect of a broad and balanced provision).