Pupil Premium Statement November 2015
School Vision: Community; Unity; Opportunity.
Every child with his/her individual needs and gifts is a unique gift from God. All members of
staff and governors accept responsibility for ‘socially disadvantaged’ pupils and are committed
to meeting their pastoral, social and academic needs whilst at Oaklands. This is an essential,
integral part of the nature of a Catholic school community and as such we take pride in our
track record of dealing with the individual needs of all our young people.
As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is
valued, respected and entitled to develop to his/her full potential, irrespective of need. This
echoes part of our mission statement is states “No-one is left behind”.
Governors’ Principles
 We ensure that teaching and learning opportunities meet the needs of all of the
pupils
 We ensure that appropriate provision is made for pupils who belong to vulnerable
groups. This includes ensuring that the needs of socially disadvantaged pupils are
adequately assessed, addressed and regularly monitored
 In making provision for socially disadvantaged pupils, we recognise that not all
pupils who receive free school meals will be socially disadvantaged
 The money is directed strategically and operationally, where best value is achieved
by adding the money to existing funding streams. This will directly benefit students
who have attracted the premium, particularly if FSM children are over represented
in these areas.
 However the school believes that FSM/ CLA/ Service students should not be
stigmatised by overt identification
 Pupil Premium funding will be allocated following a needs analysis which will
identify priority classes, groups or individuals. Limited funding and resources means
that not all children eligible for the premium will be in receipt of Pupil Premium
interventions at one time
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The following table shows the amount and breakdown of the funding received by Oaklands
Catholic School for students attracting the Pupil Premium.
2013-14
Total NOR Yr 7 - 11
Percentage of FSM
pupils
Number of FSM
pupils eligible for
Pupil Premium
2014-15
2015-16
1123
1117
1121
18.28%
17.3%
18.44%
Pro-rata Sep 13 – Mar
14
119 @ £900 = £62,475
122 @ £935 =
£114,070
135 @£935 =
£126, 225
3 @ £1,900 = £5,700
4 @ £1900 =
£7, 600
82 @ £300 = £24,600
73 @ £300 = £21,300
205 = £131,700
198 = £ 141,070
69 @ £300 =
£24, 500
206 = £150, 725
Pro-rata Apr 14 – Aug
14
119 @ £900 = £44,625
Number of looked
after children eligible
for pupil premium
Pro-rata Sep 13 – Mar
14
4 @ £900 = £1,200
Pro-rata Apr 14 – Aug
14
4 @ £1,900 = £2,400
Number of service
children eligible for
pupil premium
Total
Oaklands Catholic School is individually tracking interventions and financial assistance for any
student who attracts the Pupil Premium funding for free school meals, Services children,
Looked After Children and Year 7 Catch Up.
Interventions for students attracting this stream of funding are variable and might typically
include any of the following:








HLTA intervention in English to support improved progress
HLTA intervention in Maths to support improved progress
HLTA intervention in Science to support improved progress
Training of another ELSA HTLA to ensure that emotional support is available for all PP
students as and when required
Focused academic mentoring by a team of staff
External mentoring for disengaged PP students (KS4)
Sports training with PFC
LSA support in Humanities to support improved progress
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













Year 7 Intervention in English and Maths to ensure that students progress from a Level
3 (or lower) to a Level 4 following entry to Oaklands
KS4 Transition mentoring to ensure that students receive appropriate support to
access the KS4 GCSE and Level 2 curriculum
Year 11 focused intervention in small classes to ensure successful outcomes in English
and Maths
Support for extra curricular activities, trips, equipment or uniform
Revision resources for GCSE and KS3 (where appropriate)
Curriculum enhancement resources (subject specific publications in History, RE)
Literacy and Numeracy Intervention groups in our Learning Support Department (KS3)
Supply of essential curricular resources for Art and Technology
Contribution to peripatetic music lessons to raise aspirations
Extra staffing in Maths and English to work with specific groups of underachieving PP
students
Data tracking software to analyse progress (SISRA)
Family Support Worker to support attendance, engagement with school and mediate
parent-child relationship breakdown
PEP support for Looked After Children and subsequent identified materials/resources
Universal support for literacy through our Flying Start and Book Buzz initiative
Pupil Premium used for catch up
funding
English Intervention
Math Intervention
One to one support
Science intervention
Family Support Worker
Design materials/resources
Support for Trips and visits and assisted
travel
Educational supplies including revision
aids
Tuition (Music/Maths)
Alternative curriculum support
Emotional/pastoral support
Tracking software
Meals
IT- curriculum access
Uniform
Flying start/Book Buzz
Total
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Amount allocated to
intervention/action during 14/15 (£)
£13, 731
£13, 731
£48, 034
£11, 443
£16, 528
£1, 563
£4, 135
£423
£267
£23, 392
£8, 185
£199
£19, 594
£361
£293
£85
£162, 493
Tracking of Progress:
The school collects and analyses detailed data on core subjects (English, Maths and Science)
for all PP students Yr7 -11 and ensures that this analysis is scrutinized by subject departments.
This data is then followed up in Line Management to ensure that progress is discussed and
evaluated prior to the next data collection.
In examination reviews, PP progress is reported on as a separate tracking group. Staff identify
all PP students on registers and seating plans and work from the Sutton Trust “Gap busters”
strategies. Progress of PP students is also included in ALL teaching staff’s Performance
Management Targets.
Impact:
 We are accelerating the progress of disadvantaged students in both Key Stages (3
levels of progress in English and Maths in 2015)
 In Maths we have dramatically narrowed the gap between disadvantaged and non
disadvantaged students with 3 levels of progress to only 8% (previously 22%)
Pupil Premium Group
2015
23 students (FSM/FSM6)
5x A*-C (En&Ma)
5x A*-C
English (3 levels
Maths (3 levels)
Non-PP
Gap
5x A*-C (En&Ma)
5x A*-C
English (3 levels)
Maths (3 levels)
52%
52%
65%
57%
72%
80%
81%
76%
20%
28%
16%
19%
FSM comparisons
5x A* - C (E&M)
2013
2014
2015
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FSM
50%
36%
52%
Non FSM
75%
67%
72%
3 Levels progress
English
FSM
Non FSM
62%
83%
40%
83%
65%
81%
3 levels progress
Maths
FSM
Non FSM
52%
74%
60%
68%
57%
76%