Pupil premium strategy statement
This statement details our school’s use of pupil premium funding (for the 2024 to 2027 academic year) to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
Detail
Data
School name Saint Michael’s C.E High School
Number of pupils in school 1138
Proportion (%) of pupil premium eligible pupils 89/1137 = 7.8%
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)
Year 1 of a 3-year plan
Date this statement was published 5/12/24
Date on which it will be reviewed 5/12/27
Statement authorised by Mrs J. Jenks, Headteacher
Pupil premium lead Mr J. Allcock, Assistant Headteacher
Governor / Trustee lead Mr D. Bennett
Funding overview
Detail
Pupil premium funding allocation this academic year
Amount
£152,190
Recovery premium funding allocation this academic year 0
Pupil premium funding carried forward from previous years (enter £0 if not applicable) 0
Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year
£152,190
Part A: Pupil premium strategy plan
Statement of intent
Our vision is central to everything we try to achieve at St. Michael’s and drives every decision. We desire for every pupil to grow in Body, Mind and Spirit We want every child to flourish so they experience the joy of life in all its fullness, irrespective of any circumstantial disadvantage. At Saint Michael’s, every child matters, and they know that they matter Our interventions are strategic and yet discreet We celebrate the uniqueness of every individual without publicly identifying a child as disadvantaged or ‘Pupil Premium’.
We recognise that ‘disadvantage’ is a process and not an isolated event There are entrenched gaps in society, but we believe that our focus on Quality First Teaching (carefully planned through the lens of our disadvantaged pupils) and identifying (and removing) challenges through delivering impactful intervention are vital to closing this gap. The responsibility for tackling disadvantages lies with every member of staff at the school - knowing our pupils is vital
We believe we are preparing all pupils with the knowledge and skills to take advantage of opportunities, responsibilities, and experiences later in life. Our current pupil premium strategy recognises that disadvantaged pupils are more likely to require specific intervention strategies to achieve this goal. Our policy is intertwined with the whole school improvement policy, using the EEF model to invest in improving teaching, targeted academic support and wider strategies.
Historically, PP (Pupil Premium) at Saint Michael’s have made significantly more significant progress and attainment than national figures. Still, there has remained a stubborn gap between the key measures of PP and non-PP Since the pandemic, we initially saw an increased gap, but we have continued to tackle common challenges and identify individual needs. As a result, we have started to see gaps reduce between PP and non-PP, and progress 8 measures (P8) are positive All pupils benefit from the continuity of school and high-quality classroom teaching. We recognise the legacy of the pandemic, which means some pupils have been more adversely affected than others, and creative intervention strategies remain important to support specific needs.
Key Principles
• High expectations and challenge for all pupils
• Pupils are discretely known as individuals rather than a collective group.
• ‘Quality First Teaching’ supports all pupils.
• We are identifying individual needs early and developing intervention strategies to challenge and remove gaps in learning.
• Supporting the wellbeing of all pupils
• Evaluating the impact and developing strategies further to reduce the challenge
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
1
Low Reading Age can prevent pupils from making good progress
Entering Yr 7 % Pupil Premium entering with a low reading age Notes
7.7% / 0% (1 Pupil) Below 9 years/ Between 9 –10 years
2
Low maths scores can prevent pupils from progressing well in maths in Year 7 to Year 11.
Entering Yr.7 % Pupil Premium entering with a low Quantitative CAT score Notes % Pupil Premium entering with a low KS2 Ma Score Notes
3
Some disadvantaged pupils need additional support to ‘choose excellent behaviour’
4 The emotional wellbeing of some disadvantaged pupils can be a challenge to learning. This has been exacerbated by the impact of the pandemic and the partial school closure A significant number of our pupil premium are also PLAC or LAC
5 A minority of disadvantaged pupils have attendance and punctuality concerns and require more significant support to achieve ‘excellent attendance and punctuality ’
6
Some disadvantaged pupils have limited access to a supportive learning environment and resources outside of school.
7 Learning is impacted when pupils are hungry
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome
Continue to reduce the progress gaps between disadvantaged and non-disadvantaged pupils, especially in English and Maths.
Success criteria
Disadvantaged pupils to progress so that the gap is closed. Progress 8 to be greater than +0.2 (2024), any in- school disadvantaged gap to be smaller than national gap.
Improve attainment for all disadvantaged pupils at GCSE and remove variation between departments/subject areas
Support the emotional wellbeing of pupils to remove barriers to learning
Some disadvantaged pupils need additional support in adopting our ‘Behaviour for Learning’ (BFL) strategy and choosing ‘excellent behaviour’ to maximise learning.
Maintain and enhance strategies to continue to improve attendance levels for disadvantaged pupils.
Maintain pupil progress and attainment so that all pupils are in the top 10% nationally. This would be achieved by Progress 8 scores/Attainment 8 of disadvantaged pupils to be at least equivalent or greater than nondisadvantaged Without P8 (2025, 2026), Attainment 8 (APS A8) is to be higher than 49 (2024)
Develop the number of opportunities for the voice of Pupil Premium (PP) to be heard through surveys, prioritising Every Child Matters Interviews (ECMs) with tutors and wellbeing staff.
A sustained increase in participation in enrichment and leadership activities, particularly among Pupil Premium pupils.
School Improvement priorities, CPD and the BFL policy will support excellent behaviour, resulting in a reduction in behaviour incidents and a further reduction of suspensions
To return attendance and punctuality to (at least) pre-COVID measures of around 96% Reduce the number of persistent absentees, including those who are disadvantaged.
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £95,183
Activity
Highest expectations and aspirations for all pupils. This is achieved through a research-informed approach to learning and teaching that creates a zest for learning and secures the highest level of engagement, enjoyment, attainment and progress
-CPD focuses on a direct knowledgebased curriculum/development of skills that include speaking and listening, oracy, pedagogy, key vocabulary, Rosenshine’s Principles of Instruction, and memory through retrieval. Modelling and metacognition
-Systematically check pupil understanding through a well-designed assessment and feedback strategy to include the use of visualisers, WAGOLL, questioning strategies, Live marking, designated feedback points (Learning checkpoints)
Evidence that supports this approach
Making sure an effective teacher is in front of every class, and that every teacher is supported to keep improving, is especially important for socioeconomically disadvantaged pupils. Investing in high quality teaching for these pupils should be a top priority for Pupil Premium spending.’The EEF guide to Pupil Premium, Sep 2024
Challenge number(s) addressed
1,2,3,7
There is evidence to suggest that feedback involving metacognitive and selfregulatory approaches may have a greater impact on disadvantaged pupils and lower prior attainers than other pupils. EEF Tand L Toolkit Feedback | EEF
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost £18,260
Activity
Earlier identification of pupils who are not meeting expectations, more timely parental engagement and interventions.
- Early identification of pupils (NGRT/CAT/SA) requiring additional interventions, e.g. support with phonics or extra English
-Identify and deliver intervention Period 1 English, Maths and Science, and SEN(Literacy)
- Coordinated additional afterschool intervention
Evidence that supports this approach Challenge number(s) addressed
Targeted interventions to support language development, literacy and numeracy
…Targeted interventions and resources to meet the specific needs of disadvantaged pupils with SEND Using_Pupil_Premium__Guidance_for_School_Leader s.pdf
1,2
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £38,747
Activity
Maintain, enhance and clarify the ‘wellbeing offer’
-Respond to increasing social and emotional wellbeing needs
Closely monitor attendance and intervene
Supported through the Wellbeing team and specialist teachers, including mental health support.
-All Pupil Premium pupils to receive annual careers interviews/ experience to raise aspirations
Evidence that supports this approach
‘We need to look beyond the figure and actively look for the specific factors that affect attendance. …the Centre for Social Justice published their Lost and Not Found report… Factors include anxiety and mental health, SEND, disrupted home environments, a culture shift following the pandemic… Low Income and Social Disadvantage: travel,
3,4,5,6,7
-Resources and support for those students in all subject areas, including contributions towards essential educational visits.
Promote involvement in wider curricular activities
-Monitor involvement in extracurricular and leadership roles through surveys and ECM interviews
-Identify and encourage Pupil Premium pupils who would benefit from greater engagement
food, toiletries; hygiene; food insecurity
Attendance: Beyond the Percentage | Bradford Research School
There is intrinsic value in teaching pupils creative and performance skills and ensuring disadvantaged pupils access a rich and stimulating arts education. Arts participation | EEF
By providing physical activities free of charge, schools give pupils access to benefits and opportunities that might not otherwise be available to them. Physical activity | EEF
We found from our analysis that extra-curricular activitiesspecifically music classes and playing a wide range of sports –are important in predicting intentions to remain in education after compulsory schooling. ... were hugely valuable to young people themselves in ways that are not quantifiable. An unequal playing field: extra-curricular activities, soft skills and social mobility - GOV.UK
Hardship: reduce practical barriers to full engagement in Team Saint Michael’s
-Where required, provide financial assistance with uniform educational resources, curriculum-related trips
- Annual 2nd hand uniform event
-Funding to allow Free school meal (FSM) pupils to have access to a £1 snack at break or lunch. Support those
Confidence, concentration, and engagement in learning are impacted by poverty
‘Children in low-income households were:4.5 times more likely to have not eaten or eaten enough when they were hungry,5.6 times more likely to have had to wear old or poorly fitting clothes or shoes.,5.2 times more likely to have pretended to their family not to
lacking breakfast or involvement in afterschool activities.
need something’ The Conversation Parents and children living in poverty have the same aspirations as those who are better off
Total budgeted cost: £152,190
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2023-2024 academic year.
Teaching
Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.2024 Data
Provisional until DFE confirm in January 2025
KS4 Outcome
P8 20 and 21 are FFT and not published Red FFT Green SISRA Black ASP *Own data
All Destination figures are sig + in ASP/IDSR Accessible Content 2024 data is provisional until confirmation from The Department for Education
Intended outcome
To close the gap and enable disadvantaged
Success criteria
Disclaimer - In all comparisons between PP vs. non-PP and across the last 3 years, it is essential to remember that the cohort is small and fluctuates Year 11 Pupil Premium in 2022 was 17 pupils; in
pupils to catch up with literacy and numeracy.
2023, there were 11 pupils; and in 2024, there were 22 pupils. At Saint Michael’s, every child matters, and they know that they matter, but such a small cohort impacts statistical significance and trend analysis.
Disadvantaged pupils to progress so that the gap between them and the non-disadvantaged is closed.
Review Oct 2024
The gap in Maths P8 has seen a slight increase to 0.36 (PP= +0.28 vs non-PP=+0.64)
The gap in P8 English reduced to 0.55 (PP= +0.18 and non-PP +0.73)
Conclusion: over 3 years
Disadvantaged Pupil Progress is sustained, significant and positive The size of the gap continues to fluctuate All pupils are benefiting from research-based classroom-based learning and teaching strategies Although pupil progress has increased in the last three years, there seems to be a faster increase for non-PP progress Recently the gap has increased slightly in Maths but reduced in English
Tutoring School-led tutoring goes hand in hand with the outstanding learning and teaching that occurs every day in the classroom.
2023/24
• 48 pupils participated in school-led tuition, of which 21 PP (of which 7 also SEND), 24 SEND.
• 517 ‘pupil hours’ of tuition offered, of which 210 pupil hours were offered to Yr11 afterschool
• 84% pupil attendance, which is similar to previous years. An average of 9.08 hrs of tuition per child.
• English/phonics tuition was offered to pupils in KS3, extracting individuals from their lessons
• In addition, afterschool revision on a Friday included Maths, Geography and History.
• Yr.11 PP pupils involved in tutoring, 27% achieved their target or higher in the tutoring subject studied.
Conclusion: over 3 years
Using our teachers and additional NTP funding, we have explored numerous tutoring models, and there is a correlation between pupils fully engaging with the provision and achievement of their target grade. However, it is difficult to distinguish between the impact of universal highquality teaching and this additional provision. With the loss of funding for NTP, we will continue to identify and support intervention in literacy and numeracy in KS3/4 through period 1 intervention and identify the small number of pupils who require additional English and phonics.
Improve attainment for all disadvantaged pupils at GCSE and remove variation between departments/sub ject areas.
-For Progress 8 scores/Attainment 8 of disadvantaged pupils to be at least equivalent or greater than non-disadvantaged.
Progress
2024 Progress
In 2024, PP P8 is +0.15; it continues to improve yearly and is significantly above national figures. However, as non-PP P8 has also increased to +0.73, the gap has increased slightly to 0.58.
Free School Meal (FSM) pupils had a higher P8 than non-FSM. In Yr.11, there was a small cohort of 10 pupils with an average P8 of +0.70 vs non-FSM of +0.59.
Conclusion: over 3 years
At Saint Michael’s C.E High School, PP P8 has consistently increased year-on-year, currently at +0.15 This is despite a national decline in PP P8, from -0.45 in 2019 to -0.57 in 2023. Investment in research-based learning and teaching CPD supports quality–first teaching. However, we acknowledge our own gap remains stubborn. It is not equivalent to non-PP, which also benefits from increased developments in high-quality teaching.
Our FSM cohorts remain small but can appear to make greater P8 than non-FSM.
Attainment 8 (A8)
2024 Attainment 8
PP A8 has increased to 47.9 but remains lower than non-PP of 60.8
Conclusion: over 3 years
Our PP A8 remains significantly higher than the national PP A8 of 35.0 in 2023
Our PP A8 has improved, and at 47.9, the gap is reduced to 12.9 this year, returning to the pre-pandemic gap of 10.95 in 2019.
Percentage of pupils achieving Passes at 4+ in English and Maths
2024, an increase of 77.3% PP vs 93.6% non-PP, reducing last year's gap to 16.3%
Conclusion: over 3 years
The slightly increased gap in 2023 has been reduced to the previous level of around 77%, achieving a pass at 4+ in English and Maths. This is significantly higher than the comparison with national PP 43.7% and 38.3% in Lancashire.
Percentage of pupils achieving Strong Passes 5+ in English and Maths
2024 PP 54.5% vs. non-PP 80.4%, a slightly reduced gap of 25.9%
Conclusion: over 3 years
There has been an improvement since last year, but the gap remains. However, PP achieving a strong pass of 5+ in English and Maths of 54.5% is significantly higher than 25.4% nationally and 20.8 % in Lancashire
% EBacc entries
2024
The percentage of PP studying EBacc is 50% (non-EBacc 47.5%)
Support the emotional wellbeing of pupils to remove barriers to learning.
PP EBacc APS increased to 4.2 vs non-PP 5.4 with a reduced gap of 1.18
Conclusion: over 3 years
Individual guidance is offered before pupils take their options, and PP has additional individual support and contact with a careers advisor Overall, there is a slight increase in the number of PP studying the EBacc. The PP APS has remained around 4.1, significantly higher than the national figure of 2.99 and Lancashire's 2.72. However, the APS gap remains around 1.16 The small cohort will cause a natural variation in these comparisons
- Increase the number of opportunities for Pupil Premium pupils to be heard, including surveys and Prioritise Every Child Matters Interviews (ECMs with tutors and wellbeing staff).
-A sustained increase in participation in enrichment activities, particularly among Pupil Premium pupils.
% Children who attend wider curriculum (in school)
2021-22 (incl. DofE)
2022-23 (incl. DofE)
2023-24 (incl. DofE)
2022-23 Engagement of PP and non-PP are similar to previous years 11 2% of PP have a leadership role compared with 16.3 % of all pupils in school
2023 -24, 143 pupils in school hold a pupil leadership position. 12.5%, 19 pupils of the 143 are PP, representing a slightly higher proportion at 13.3%. Several PP pupils hold more than one Pupil Leadership position, Conclusion: over 3 years
In addition to every child matters interviews (ECMs), PP now complete biannual surveys to identify specific needs. This detailed information has been used to identify further specific support The support provided ranges from curriculum intervention in (Maths, English, and Science), wellbeing and emotional support, career awareness and resourcing practical equipment to support and equalise the learning experience We must continue actively promoting and monitoring wider curriculum and school leadership opportunities with all pupils, especially PP. The recruitment and expansion of the wellbeing team, whole school CPD and external wellbeing provisions continue to help reduce this learning barrier Leadership positions are similar, the gap is reducing and currently PP representation is slightly higher. Some disadvantaged pupils need additional support in adopting our ‘Behaviour for Learning’ (BFL) strategy and in choosing ‘excellent behaviour’ to
- Fewer behavioural incidents are to be recorded for PP pupils on Synergy in accordance with standards laid out in BFL policy.
Number of pupil suspensions 18 -19
Number of pupil suspensio ns 21-22 Number of pupil suspensions 22-23
Number of pupil suspensions 23-24 PP 0 19 17 9
Implement and review strategies to improve attendance levels for disadvantaged pupils.
Conclusion: over 3 years
Post-pandemic suspensions initially increased, but PP and nonPP are now reducing. CPD and whole school BFL strategies support more pupils to choose ‘excellent behaviour’
-Reduce the number of persistent absentees amongst disadvantaged pupils. To maintain the overall attendance for these pupils in line with non-disadvantaged pupils
Conclusion: over 3 years
The dedicated work of the SLT, the Wellbeing team, tutors, Pupil Managers, and the Attendance Officer continues to support the improvement of attendance for all pupils. It shows a reducing gap of 1% in 2024. Persistent absence is decreasing
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Further information
Participate in Chorley Secondary PP Partnership’