Free School Meals 2017/2018
Please see the attached document for updated information on the eligibility criteria for Free School Meals and how to apply. link
Pupil Premium Strategy Statement
A downloadable copy of this information is available here.
| 1. Summary information | |||||
| School | Corpus Christi Catholic College | ||||
| Academic Year | 2018-19 | Total PP budget | £400,660 | Date of most recent PP Review | 15/10/18 |
| Total number of pupils | 954 | Number of pupils eligible for PP | 363 (38%) | Date for next internal review of this strategy | Feb 2019 |
| 2. Current attainment | ||||||||||||
| Pupils eligible for PP (Corpus Christi) | Pupils not eligible for PP (Corpus Christi) | |||||||||||
| Progress 8 score average | -0.43 | 0.35 | ||||||||||
| Attainment 8 score average | 34.1 | 48.6 | ||||||||||
| % achieving 9-5 including English & Maths | 31% | 53% | ||||||||||
| % achieving English Baccalaureate 9-5 | ||||||||||||
| 3. Barriers to future attainment (for pupils eligible for PP) | ||||||||||||
| In-school barriers (issues to be addressed in school, such as poor literacy skills) | ||||||||||||
| A. | Limited aspirations of some students and key stakeholders. | |||||||||||
| B. | Students’ competence and confidence in literacy and Oracy skills across the curriculum. | |||||||||||
| C. | In college variations in outcomes between subjects for our most vulnerable students. | |||||||||||
| External barriers (issues which also require action outside school, such as low attendance rates) | ||||||||||||
| D. | Low attendance of vulnerable students from some key groups. | |||||||||||
| 4. Desired outcomes (desired outcomes and how they will be measured) | Success criteria | |||||||||||
| A. | Close the achievement and attainment gap of PP students across all subjects. | Improved outcomes for all students | ||||||||||
| B. | Attendance of all students be in line with or exceeding National Average | Improved attendance for all students | ||||||||||
| 5. Planned expenditure | ||||||||||||
| · Academic Year | 2018-19 | |||||||||||
| i. Quality of teaching for all | ||||||||||||
| Desired outcome | Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | |||||||
| Close the achievement and attainment gap of PP students across all subjects. | Review leadership accountabilities to ensure a consistent whole college approach is adopted to close the gaps of our most vulnerable students. | Our data for 2018 showed an increase in our PP gap after a positive year in 2017.
2016 gap = -0.99 2017 gap = -0.43 2018 gap = -0.78 |
SLT accountabilities will address our key college priorities. Our associate senior leader will champion vulnerable students by:
Creating strategic vision and leadership of vulnerable students’ progress. Rigorous monitoring and tracking of whole college data. Quality assurance cycle. Facilitate initiatives that are proven to raise aspirations of students and maximise engagement. Implementing whole college teaching and learning strategies (Feedback, Metacognition & Oracy). Review, further enhance and prioritise targeted intervention to close the gap with our most vulnerable students. |
Associate Senior Leader – PP Lead
Assistant Principal – Student outcomes
Middle Leaders – Pastoral – Curriculum – SEND/EAL
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February 2019 | |||||||
| Embed effective teaching and learning strategies consistently across the college which are proven to address underachievement of our most vulnerable students. | Implementation of whole college teaching and learning strategies (Feedback, Metacognition & Oracy) to support vulnerable students’ progress.
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Strategies taken from EEF that are proven to improve T&L specifically for PP students:
Feedback +8 Metacognition and self-regulation +7 Oracy +5
Quality assurance of teaching and learning across the college with specific focus on closing the gap.
Learning Walks and Work Scrutiny completed by curriculum leaders and SLT links. |
Associate Senior Leader – Teaching and Learning.
Associate Senior Leader – PP Lead |
February 2019 | ||||||||
| Ensure all CPD is high quality and focuses on the college’s key priorities, one of which is closing all gaps.
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The three college priorities are:
1) Close the attainment and progress gaps for all students (PP, SEND, Gender) 2) Improve progress rates of all students through stretch and challenge 3) Reduce in college variation across all subjects (attainment above national average)
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Ensuring CPD is high quality will give staff the tools to close the attainment gaps of our most vulnerable students.
Weekly Internal CPD Calendared Monday evening CPD time, as well as Tuesday morning T&L briefings are used as a platform to drive through and embed our key college priorities.
LLP Network Meetings All Curriculum Leaders are able to attend three across the academic year.
Yorkshire Teaching Schools Alliance CPD workshops are available to all staff if they link to college and departmental priorities.
PiXL Several staff and students CPD and workshops are available to staff across the academic year. |
Vice Principal | Mid-point in appraisal cycle (May 2019). | ||||||||
| Review the current KS4 curriculum to ensure it meets the needs of all students and is contributing to maximising outcomes for all vulnerable students. | Reviewing KS4 course suitability.
2018 Ebacc PP P8 = -0.11 Ebacc Non-PP P8 = 0.64 PP Open P8 = -1.01 Non-PP Open P8 = -0.24
2017 Ebacc PP P8 = -0.27 Ebacc Non-PP = 0.34 PP Open P8 = -0.45 Non-PP Open P8 = -0.14
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Implement a curriculum structure that will further promote aspiration of all students.
Yr8 options evening will guide students down a suitable pathway relevant to their needs to maximise engagement and progress, especially for our most vulnerable students.
Curriculum hours’ allocation will be reviewed and implemented for our next KS4 cohort to maximise student outcomes. |
Vice Principal
Associate Principal
Associate Senior Leader |
January 2018
Yr8 option process in Term 2. |
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| Refine and embed a robust quality assurance process consistently across the college. | Review and implement a new middle leadership quality assurance structure with SLT links to further embed policy and procedures.
Standardise the role of middle leadership quality assurance procedures within departments across the college. |
Calendared standard review meetings with SLT and middle leaders.
Closing the gap meetings and actions tailored to target disadvantaged learners. Middle leadership calendared meetings as part of whole college CPD and QA cycle.
Data collection calendar (behaviour, AtL, Progress)
Student voice – both departmentally and pastorally.
Standardised learning walks led by curriculum leaders and SLT links.
Departmental work scrutiny. Year group work scrutiny. KS4 work scrutiny led by associate senior leader.
Monday evening departmental time. Strategic planning and implantation. |
Vice Principal
Associate Principals
Associate Senior Leaders |
Termly | ||||||||
| Total budgeted cost | ||||||||||||
| ii. Targeted support | ||||||||||||
| Desired outcome | Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | |||||||
| Close the achievement and attainment gap of PP students across all subjects. | Review the closing the gap meeting process to prioritise targeted intervention and resource allocation in order to support our most vulnerable students. | Basics
English Yr11 AP1 Disadvantaged P8 = -0.56 Non-Disadvantaged P8 = 0.19
Maths Yr11 AP1 Disadvantaged P8 = -0.12 Non-Disadvantaged P8 = 0.46
Ebacc Yr11 AP1 Disadvantaged P8 = -0.85 Non-Disadvantaged = 0.02
Open Yr11 AP1 Disadvantaged P8 = -0.49 Non-Disadvantaged P8 = 0.28 |
Standards review meetings
Scheduled every half-term between the Principal, Vice Principal, SLT Link and Curriculum Leader. Quality assures departmental and whole school priorities.
CtG meetings Discuss, hold account and plan targeted intervention for our most vulnerable learners. Preparatory work completed by middle leaders through analysis of data collection points.
Basics – English and Maths crossover Separate strategic meeting to plan support for students to increase 9-5 measure.
Targeted students Curriculum leaders given students to intervene with within their departments to improve overall outcomes. |
Vice Principal
Assistant Principal
Associate Senior Leader |
Analysis at each key data collection point.
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| Embed a range of PiXL methodologies across the curriculum to contribute to improved outcomes and closing the gap for our most vulnerable students. | Create a culture capital across all subjects to reduce in college variation so all departments meet or exceed national averages. | PiXL
DDT approach – standardised practice across all subjects to support student progress and understand current students’ performance. PLC’s and smith proforma’s – departmental specific for monitoring KS4 progress and outcomes. Performance Management – appraisal target linked to PiXL and DDT and PLC culture within departments. CPD – subject specific through PiXL and other CPD avenues to link to departmental and whole school priorities. WTM (walking talking mock) – embedded across KS4 in the lead up to Mock exams and key assessment points to support the progress of our most vulnerable learners. Student Information Display – developing our schools’ access to student information quickly in order to monitor and track progress. This will be implemented using the PiXL card generator. |
Vice Principal
Assistant Principal
Associate Senior Leader |
Termly
Linked to staff appraisal target (Mid-Year) |
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| Review our whole college approach to literacy across the curriculum with particular focus on our most vulnerable students to develop culture capital. | Assessment performance across the curriculum in all year groups.
Student and staff voice point out that literacy is a key barrier to student progress, especially with our most vulnerable students. |
Develop culture capital to improve literacy and Oracy, especially for our most vulnerable students.
Review current initiatives and their effectiveness.
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Vice Principal
Curriculum Leader English
Literacy lead |
Termly | ||||||||
| Review the whole college intervention programme to ensure our most vulnerable students have access to appropriate high-quality intervention to close all gaps.
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Varied and engaging targeted intervention underpinned by accurate data.
See 2017 and 2018 PP gaps above.
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Strategies led by relevant senior and middle leaders to close the gap of our most vulnerable students.
Current interventions under review. |
Vice Principal
Assistant Principal |
Every half-term
Ongoing ‘live’ document |
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| Review the role of pastoral leaders and provide bespoke training to ensure the needs of our most vulnerable students are met. | Enabling pastoral leaders to work strategically with disadvantaged students in their particular year groups to close the gap for all vulnerable learners. | Year group student spotlights. 5 x PP students will be monitored and tracked each term.
Parental communication to increase engagement. Update reward systems across all year groups. Use of student information displays through PiXL. |
Assistant Principal – Pastoral | Termly | ||||||||
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Attendance of all students be in line with or exceeding National Average |
Further raise the profile of the attendance team in order to continue to build on the 1.5% increase in overall PP attendance during the 2017-18 academic year. | Attendance figures:
2015-16 PP = 89.89% Non-PP = 95.41%
2016-17 PP = 89.73% Non-PP = 95.67%
2017-18 PP = 91.23% Non-PP = 96.53%
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Minibus and driver role established. Attendance outreach worker supporting families to increase punctuality and overall attendance.
Student services. Our pastoral administrator role to be developed into full student services in order to support disadvantaged students’ equipment, uniform and punctuality.
Raising aspirations of all stakeholders through in school initiatives and strategies e.g. streaks Progress leader attendance monitoring groups Attendance rewards initiatives. |
Assistant Principal – Pastoral | Ongoing ‘live document’ with half-termly initiatives. | |||||||
| Further improve processes for recording, analysing, monitoring and evaluating attendance, AtL and behaviour for all students with particular focus on our most vulnerable students.
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Use of SIMS and data collection points to further progress our analysis of our most vulnerable students in order to target accurate interventions.
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Standardise data collection and SIMS recording and monitoring using whole college terminology.
Ready and available data using student services and attendance outreach worker to intervene with families and students effectively.
Using PiXL student information displays to monitor and track AtL and behaviour of our most vulnerable students. |
Assistant Principal – Pastoral | February 2019 | ||||||||
| Total budgeted cost | ||||||||||||
| iii. Other approaches | ||||||||||||
| Desired outcome | Chosen action / approach | What is the evidence and rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | |||||||
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Close the achievement and attainment gap of PP students across all subjects.
Attendance of all students be in line with or exceeding National Average |
Review the whole college curriculum for September 2019 to ensure breadth and depth to enhance aspirations of our most vulnerable students.
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Current KS3 curriculum model to be implemented to offer further breadth and depth across more subject areas.
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Options forms will be structured towards a ‘guided pathway’ to ensure students are accessing suitable KS4 courses that will improve outcomes for our most vulnerable students.
KS3 curriculum model development to offer breadth and depth. Ready for September 2019.
Development of banding structure to increase fluidity for student aspirations and progress.
Increase the range of subjects on offer in KS4 to improve engagement and outcomes for our most vulnerable students. |
Vice Principal | January 2019
Summer 2019 |
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| Review whole college extra-curricular and enrichment programmes in order to build culture capital for all students particularly our most vulnerable students. | Tailor enrichment activities to bespoke groups to maximise impact.
Enhance the extra-curricular programme across the college building on strong foundations. |
Enrichment structure will not be timetabled into the curriculum but will be delivered using ‘drop down days’ to maximise impact and engagement.
Extra-curricular activities and trips across the college to be reviewed and expanded as part of the college’s 5-year plan.
Partnerships with external agencies and providers to be further embedded and utilised on bespoke ‘drop down days’.
DofE to be expanded into year 9 with KS4 used for silver award.
Diocesan events to be calendared to build on the Catholic Life of the school. |
Vice Principal
Associate Senior Leader |
January 2019
Summer 2019 |
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| Total budgeted cost | ||||||||||||
| 6. Review of expenditure | ||||
| Previous Academic Year | 2017-18 | |||
| i. Quality of teaching for all | ||||
| Desired outcome | Chosen action / approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned
(and whether you will continue with this approach) |
Cost |
| Ensure that the progress of PP students is maximised through high quality everyday teaching.
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Individual teachers able to bid for PP funding to raise attainment in order to ‘close the gap’.
Deputy Principal responsible for teaching and learning through lesson study. |
Over 80% of staff applied for £20 bids to facilitate wave one teaching and learning. As a result a larger of percentage of disadvantaged students participated in classroom and enrichment activities. Examples of successful initiatives include creating a competitive classroom climate linked to homework challenges to engage disadvantaged learners. However, the overall impact is difficult to quantify.
All teaching staff has lesson study as part of the college CPD programme and individual appraisal targets. 100% of staff achieved this appraisal target. The lesson study programme was not founded on pedagogical and proven ‘closing the gap’ research. However, results from 2016-17 indicted a positive trend in closing the gap for disadvantaged learners.
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Review this approach to allow a more strategic focus in order to specifically target individual students needs to close the gaps, raise the aspiration and progress of, and increase the culture capital of our most vulnerable learners.
Review whole college teaching and learning strategy in order to embrace and embed the most effective pedagogical research into our classrooms in order to close all gaps for our most vulnerable learners.
Review SLT accountabilities in order to meet college priorities effectively and ensure that college resources are utilised more effectively in order the close the gap for our most vulnerable learners. |
£1000 |
| ii. Targeted support | ||||
| Desired outcome | Chosen action / approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned
(and whether you will continue with this approach) |
Cost |
| Ensure all KS4 PP students have a suitable place for independent study to maximise their progress / attainment. | 5pm revision room for selected underperforming students. | Individual students were targeted based on performance data and pastoral circumstances. As a result of this targeted intervention individual students, both PP and non-PP met their English and Maths targets. Additionally, middle and open bucket subject teachers had access to these students for targeted intervention when required. | Review identification process through robust and objective data in order to quickly raise awareness of and give priority to our most vulnerable learners. | £250 |
| To ensure the progress of PP students in Maths and English is in line with that of their peers.
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Maths and English Intervention Forms | Students were identified for extra English and Maths support based on end of year 10 exams and data collection points.
Our overall data indicates Maths and English results are positive highlighting this as an effective intervention. |
Review identification process to ensure these forms are fluid enough to meet the changing needs throughout the year of our most vulnerable learners.
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N/A |
| To provide additional academic support in the lead up to summer examinations at an off-site location. | Thorpe Park | Structured weekend intervention with underperforming students at a hotel conference facility. Individual students were targeted based on performance data and pastoral circumstances.
This initiative has been in place for the past three years and has proven impact, as evidenced through a 3 year positive trend in our P8 figure which is currently 0.04. |
Review the logistics, cost and timing to maximise student engagement for this provision, particularly for our vulnerable learners.
Explore the opportunity of holding future weekend intervention at Leeds Trinity University to expose students to high educational facilities. |
£3000 |
| iii. Other approaches | ||||
| Desired outcome | Chosen action / approach | Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. | Lessons learned
(and whether you will continue with this approach) |
Cost |
| To minimise any financial barriers to PP students attending trips or extra-curricular activities. | PP funding used to increase number of enrichments / non-academic experiences available to PP students in school. | In order to remove financial barriers, the college ensured that PP and non-PP students from all year groups accessed a variety of subsidised extra-curricular and enrichment activities to broaden their educational experiences.
Examples include Theatre Trips and the Lourdes Pilgrimage. |
Review this approach to allow a more strategic focus on individual student needs, which is matched to the curriculum and closes attainment gaps by increasing the cultural capital experiences for our most vulnerable learners. | £600 |
| To reduce the difference in attendance between PP students and their peers. | School minibus to assist attendance team. | Our newly appointed attendance outreach worker and minibus driver visited homes in the new college minibus on a daily basis to provide challenge and support for our most vulnerable learners and their families.
Overall attendance figures for PP students increased by 1.5% from 2016-17. This equates to 998 additional days in school and over 5000 lessons. |
Following a successful pilot year, continue to utilise the school minibus to further address attendance of vulnerable students. Ensure that the minibus driver and attendance outreach worker posts become permanent. | |
| Minimise the differences in progress and attainment between PP students and their peers. | Assistant Principal responsible for PP. | New assistant Principal further raised the profile of outcomes for all vulnerable students through a variety of new strategic closing the gap initiatives.
These strategies included extending the Thorpe Park initiative to include all subject areas and reviewing the whole college assessment cycle to ensure increased opportunities for examination practice to build resilience and confidence of our most vulnerable students. |
Review SLT accountabilities in order to meet college priorities effectively and ensure that college resources are utilised more effectively in order the close the gap and improve outcomes for our most vulnerable students.
Review our curriculum and examination qualifications to ensure they best meet the needs of our students and contribute to improved outcome and closing the gaps for our most vulnerable students.
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