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Pupil Premium Statement

1) EXECUTIVE SUMMARY 4

Review 5

2) BACKGROUND 6

Pupil Premium 6

Pupil Premium Plus 6

Sixth Form Support 6

3) KEY BARRIERS 7

4) ELIGIBLE PUPILS & FINANCIAL ALLOCATION 8

I. DISTRIBUTION OF PUPILS 2017-2018 8

II. DISTRIBUTION OF PUPILS AT GCSE BY SUBJECT 2017-2018 10

5) EXPENDITURE AT TRINITY 11

How we spend our Pupil Premium allocation 11

Interventions and Evaluations 111. Reduced Class Sizes 112. Quality Teaching First 133. Pastoral Support 134. Elim Centre 135. Attendance Officer 146. Careers Information Advice and Guidance (CIAG) 157. Classroom Support 158. Paired Reading & Supported Reading 159. Alternative Provision (AP) 1610. Fair Access Protocol (FAP) 1611. Year 11 Academic Mentoring 1712. Disadvantaged Subsidy 1713. Music Lessons 1814. Departmental Subsidies 1915. Trips and Activities Subsidies 2016. Year 11 Revision Guides 2017. Homework Club 2118. Fair Access Protocol (FAP) 2119. Faith in Families Counsellor 22

III. INITIATIVES NOT CURRENTLY EMPLOYED 23

IV. ELIMINATING THE GAP 24Attendance 25

Summary Data 25Persistent Absentees 27Attendance Commentary 29NEET Figure 30

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Pupil Migration 31Behaviour Data (2017 Data Pending) 32Internal Data 33KS4 Attainment & Progress 35

KS4 Pupil Premium Analysis of Achievement and Attainment 35Attainment8 and Progress8 35

V. APPENDICES 36Appendix A – Letter to Parents/Guardians of Pupil Premium Pupils 36Appendix B – Poster for Service Personnel Pupils 38

38Appendix C – Education Endowment Foundation – Families of Schools Data 39

40Appendix D – Supporting Documents 43Appendix E - Contact Details 44

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1) Executive Summary

Pupil Premium is additional funding allocated by the government to eradicate the historic national gap in performance and attainment. Schools are given independence to spend as they see fit on interventions or strategies to eliminate the gap in their school. At Trinity we have been successful in closing this gap in almost all measures of attainment and progress over the last 6 years. There is still work to do in order to ensure that this gap is eliminated.

A variety of analysis tools are used to track progress to provide data to support conclusions drawn in this document. These include Sims (the school information management system), 4Matrix and Analysing School Performance, ASP, (a national data set provided by the DfE). In addition to statistical information we draw professional conclusions included to provide evidence of whether interventions have been successful.

Trinity is broadly in line with the national percentage of pupils in receipt of Pupil Premium; 245 pupils averaging 27.3% of pupils across the Year 7-11 compared to 29.1% nationally (2017 data from compare schools website). Nottingham City has 46.2% of pupils in receipt of Pupil Premium. The percentage of pupils in receipt of Pupil Premium has increased year on year at the school such that there are more pupils in receipt of Pupil Premium in lower Year groups.

At Trinity we account for our Pupil Premium expenditure by allocating activities that serve the Pupil Premium cohort exclusively, or a significantly above a representative sample of pupils who are from the Pupil Premium cohort. Using this method we spent approximately £352,000 over the academic year of 2017-2018. We receive approximately £213,000. The remaining shortfall is met using school fund.

Parents are made aware that their child is in receipt of the Pupil Premium by receiving a letter (Appendix A) and we include them in decisions on how funding is used. Pupils are not told by the school that they are in receipt of Pupil Premium but parents may share this information with their child. Care is taken to ensure that teachers are aware of the Pupil Premium cohort via Sims (the school data management system). Teachers do not share this information with pupils or their peers. In fact, we take great care to ensure that pupils are not burdened with knowing about Pupil Premium in order to prevent any stigma being attached.

Some of our most effective interventions include; reduced class sizes, departmental & activity subsidies, pastoral and attendance intervention and disadvantage subsidy. Activities deemed to be of poor value or unsuccessful in raising standards have been curtailed, cancelled or are no longer supported with Pupil Premium funding.

A record of all interventions are kept logged against each pupil. Mrs L Hay collates the data and provides reports on interventions.

Pupils who are in receipt of Pupil Premium Plus as a result of currently being Looked After Children have additional supervision from Mrs E Aitchison, the Designated Safeguard Lead and Designated Lead for Looked After Children. The additional funding is applied for via the Virtual School who monitor the additional spending.

All departments provide analysis of performance tracking including monitoring of pupils in the Pupil Premium cohort.

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The Pupil Premium cohort is sometimes referred to as ‘disadvantaged’ in DfE guidance.

Using a number of different performance indicators at KS4 (end of Year 11), Trinity pupils in the Pupil Premium cohort perform consistently in line with all non-disadvantaged pupils nationally (this is the benchmark used by the DfE so as to be aspirational rather than comparing to national figures for disadvantaged pupils.)

The member of the Senior Leadership Team responsible for oversight of the administration of Pupil Premium is Mr S Manderson, Assistant Headteacher. There is also a linked Governor.

Review

The Pupil Premium Policy is reviewed annually and is next due to be reviewed in July 2019. The Pupil Premium Statement is written concurrently with the policy review.

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2) Background

Pupil PremiumThe Government gives the Pupil Premium to schools in addition to mainstream funding as the method by which the underlying inequalities between children eligible for Free School Meals and other children may be best addressed. Funding to tackle disadvantage reaches the pupils who need it most. Those in receipt of the Pupil Premium are in Years 7-11 and will fall in to one of these categories;

The pupil is eligible for Free School Meals (FSM). The pupil has been eligible for Free School Meals at some point in the last 6 years (Ever 6). The pupil is a child of parent(s) in the Armed Forces (Service Pupil Premium - SPP). The pupil is in the care of the Local Authority or has been adopted from the care of the Local

Authority (Higher rate known as PP Plus).

There is no expectation from the Government to spend Pupil Premium funding in any particular manner. The remit attached to this funding is to ensure that the gap in attainment between the Pupil Premium cohort and Non Pupil Premium cohort is eliminated. It is up to each school to determine how best this can be achieved and evidence this. Trinity tries to assess all impacts and efficiency of each expenditure and monitors which pupils benefit. This includes the Pupil Premium cohort.

The DfE is explicit that funding need not necessarily be spent exclusively on the Pupil Premium cohort as long as the benefits are evident for that cohort. Neither is each pupil entitled to a specific allocated amount. At Trinity we identify all of our pupils in need of support regardless of whether they are Pupil Premium pupils or not and offer support accordingly.

The allocation for Pupil Premium varies annually. The 2018-19 allocations are as follows: £935 for FSM pupils or Ever 6 pupils, £2300 for Previously Looked After Children (Known as Pupil Premium Plus) £300 for SPP

Pupil Premium PlusPupil Premium Plus is the additional funding allocated to pupils who are currently Looked After by the Local Authority (sometimes referred to as LAC or LCA) or were previously Looked After Children. For currently Looked After Children the additional funding is drawn down through the Local Authority via the Virtual School following the production of a Personal Education Plan (PEP) which highlights how additional funding will be spent. Mrs Aitchison is responsible for overseeing that this funding is spent to maximise benefit to the children that attract this additional funding.

Further information about Pupil Premium from the Department for Education (DfE) can be found at:http://www.education.gov.uk/schools/pupilsupport/premium

Sixth Form SupportThe 16-19 Bursary is a different funding stream aimed at supporting Sixth Form students. More information on this funding is available from the Sixth Form Office or by contacting Mrs Wilkinson (s.wilkinson@trinity.nottingham.sch.uk )

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Post-16 Looked After Children (Young people in the care of the Local Authority) receive an increased bursary.

3) Key Barriers

It is clear that each pupil in receipt of Pupil Premium has individual educational needs just as they have individual strengths, talents and interests. However, we attempt to allocate funding so as to make efficient use of it to make maximum benefit for pupils. In some instances, allocation of funding can result in benefit for pupils who are not in the cohort but this is of benefit to all. An example of this is quality teaching first initiatives and smaller class sizes; all pupils stand to benefit.

We recognise that not all pupils in the Pupil Premium cohort experience the same barriers to learning and that each child is unique. However, common barriers for pupils at Trinity in receipt of Pupil Premium include:

Attendance and punctuality issues Poor organisation leading to equipment missing or homework issues Poor or inconsistent emotional well-being Low levels of motivation Home issues including living at multiple houses, transport, family issues, language barriers

Strategies employed aim to address some or all of the barriers to learning but there are also strategies employed which tackle barriers which are less common or only affect a small number of pupils.

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4) Eligible Pupils & Financial Allocation

Schools, including Trinity, are informed via the DfE of pupils who have previously received Free School Meals in the past 6 years (Ever 6) and we record pupils currently on Free School Meals in order to administer credit on pupils’ catering cards. Furthermore, the Local Authority informs the school if pupils qualify for Pupil Premium under the Looked After Child criteria. However, it is the responsibility of parents to inform the school if their child qualifies for Pupil Premium under one of the other criteria; Service Personnel or Adopted Child. For further information on this please contact Mr S Manderson, Assistant Headteacher. Please be assured that this is treated with the utmost sensitivity.

Pupils (DfE fig.) Percentage of cohort Allocation

2012-13 196 22.4% £108,402

2013-14 202 21.8% £171,900

2014-15 202 21.8% £178,585

2015-16 221(251 school data)

22%(25% school data)

£180,455

2016-17 212(238 school data)

24.4%(27.2% school data)

£198,220

2017-18 228(245 school data)

26.2%(27.8% school data)

£213,180

2018-19 225 25.2% £210,375(Source: https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2017-to-2018 )(School data shows variation which may not be reflected in DfE allocation due to changes in pupil circumstances and migration. Figures are also lagged to previous census.)

I. Distribution of Pupils 2017-2018

Year group Pupils PP Pupils PP Boys PP Girls % of Cohort

7 195 58 29 (50%) 29 (50%) 29.7

8 174 51 26 (51%) 25 (49%) 29.3

9 181 58 28 (48%) 30 (52%) 32.0

10 173 41 17 (41%) 24 (59%) 23.7

11 173 37 22 (59%) 15 (41%) 21.4

Totals 896 245 122 (50%) 123 (50%) 27.3

The trend of the number of pupils in the Pupil Premium cohort is increasing with a greater proportion in the Year groups arriving at the school than in the Year groups departing at the end of Year 11. There is no significant trend in the distribution of the pupils in gender.

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At Trinity we recognise that pupils in the Pupil Premium cohort are of all abilities. Since pupils are set for the majority of lessons it is important to see that pupils eligible for Pupil Premium are included in all ability bands.

Maths Band1/4 2/4 3/4 4/4

Year PP Total %PP PP Total %PP PP Total %PP PP Total %PP7 12 59 20% 15 54 28% 18 53 34% 13 29 45%8 13 59 22% 15 48 31% 15 42 36% 8 24 33%9 12 59 26% 13 50 26% 11 44 24% 10 24 42%

10 10 59 17% 18 68 26% 6 37 26% 7 9 88%11 13 86 15% 15 55 27% 4 16 25% 5 15 33%

English Band1/2 2/2

Year PP Total %PP PP Total %PP7 163 26 24% 20 32 63%

1/3 2/3 3/3PP Total %PP PP Total %PP PP Total %PP

8 14 57 25% 26 89 29% 11 27 41%9 10 60 17% 27 87 31% 18 28 64%

10 16 86 19% 18 63 29% 7 24 29%11 18 99 18% 12 58 21% 6 14 43%

Every class in the school has pupils in the Pupil Premium cohort. There is a tendency for lower ability groups to have a greater percentage of pupils eligible for Pupil Premium. In part, this will be as a result of the prior attainment of these pupils at KS2. There is movement between bands at the end of each academic year, and, in exceptional circumstances, during the year. Pupils are set by ability, assessed by on-going teacher assessment and assessments through the year as well as summative end of year assessments. Pupils are taught in the ability band where we believe they are most likely to make good progress.

Progress of pupils in lower ability groups at Trinity has historically been very strong. This is to the benefit of all pupils in the class but proportionally, there are greater number of pupils who are in receipt of Pupil Premium in these smaller classes which is to their benefit.

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II. Distribution of Pupils at GCSE by subject 2017-2018

Since the curriculum at KS3 is the same for each child in each year group the distribution of pupils across the subjects is the same. However at KS4 pupils choose their GCSE options.

Subject Year 10 Year 11All Pupils PP Pupils %PP All Pupils PP Pupils %PP

Art 42 12 29% 28 6 21%Biology 173 41 24% 172 37 22%Business Studies 54 14 26% 58 11 19%Chemistry 173 41 24% 172 37 22%Computer Science 44 6 14% 21 5 24%Dance 5 2 40% 13 0 0%Drama 29 6 21% 35 13 37%English 173 41 24% 172 37 22%Food and Nutrition 13 1 8% 20 1 5%French 55 11 20% 73 13 18%Geography 80 17 21% 92 21 23%Graphic Products 44 8 18% 48 16 33%History 95 19 20% 72 8 11%IT 38 11 29% 39 9 23%Mathematics 173 41 24% 172 37 22%Music 21 5 24% 19 7 27%Physical Education 173 41 24% 172 37 22%Physics 173 41 24% 172 37 22%Religious Studies 173 41 24% 172 37 22%Resistant Materials 55 17 31% 54 10 19%Spanish 22 6 27% 11 2 19%Textiles 19 8 42% 33 7 21%

AVERAGE FOR YEAR GROUP 24% 22%

*Figures in bold represent a greater than average representation from the PP cohort

The table illustrates that there is not a consistent trend in selection of GCSE options over the past 2 years when considering the Pupil Premium cohort. Pupils have free choice of options at the end of Year 9 and the broad distribution of subject selected illustrates that pupil choice is not limited. With the exception Food and Nutrition all departments have a broadly representative proportion of pupils from the Pupil Premium cohort. This is an area for investigation.

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5) Expenditure at Trinity

At Trinity the way we calculate how we have spent Pupil Premium allocation by considering activities and projects that disproportionally serve Pupil Premium cohort or are provided specifically for the cohort. We only attribute the proportion of the cost that directly affects the Pupil Premium cohort. The total expenditure on Pupil Premium activities and projects far outweighs the allocation from the DfE. In 2017/18 the Pupil Premium allocation was approximately £213,000 Total expenditure was approximately £352,000. This shortfall is funded by the school budget.

How we spend our Pupil Premium allocation

At Trinity we use these funds, supplemented by additional school budget to enable disadvantaged pupils to overcome barriers to learning. Listed below are some of the uses of the Pupil Premium which help us achieve these aims. Much of the rationale for implementing these can be supported by research by the Education Endowment Foundation (http://educationendowmentfoundation.org.uk) and the experience that the school in working to support the progress of pupils in the past from all demographics.This list is not exhaustive and the Catholic Ethos of our school, evident in all that we do, ensures that we do what we can to ensure equality and that all pupils make as much progress as possible in all aspects of their development as young people; academic, social, moral and spiritual.

Interventions and Evaluations

1. Reduced Class Sizes

Although Trinity is 6 form entry (approximately 175 pupils equating to approximately 30 pupils per class), we retain a minimum of 8 sets per subject in each Year group. Typically this would mean an average class size of 29.2 whereas at Trinity these are reduced to classes of between 15 and 30. Less able sets have significantly reduced class sizes resulting in more focused provision and extra support where necessary. The average class breakdown (2017/18) is as follows.

In 2017 the Planned Admission Number (PAN) of the school was increased to 190 from 165. This is reflected in the Year 7 figures. This has had the impact of increasing class sizes in Y7 but class sizes remain smaller than national average.

(Figures in each year are greater than the PAN in each case as these include pupils who have arrived through Fair Access or appeals both of which are supernumerary.)

Total Pupils Boys GirlsYear 7 23.1 12.1 11.0Year 8 20.7 10.1 10.6Year 9 21.6 11.2 10.4Year 10 20.1 9.4 10.7Year 11 18.7 9.1 9.6

Reduced Class Size: ResearchThe Education Endowment Foundation (EEF) research suggests that class size reductions have most impact on pupil progress when they are reduced by a significant amount such as to alter the way in which a class is taught (small reductions do not allow this). At Trinity pupil progress is excellent in all

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classes but most significantly in these smallest classes as supported by the EEF research. It also suggests that the average gain could be as much as 3 months additional progress per year.

In Years 10 and 11 in particular, the flexible and broad curriculum ensures that pupils are able to select their choice of options even where this creates smaller class sizes than would be ideal economically. The curriculum model ensures that each pupil takes a balanced curriculum but also allows a good level of choice. https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/reducing-class-size/

Reduced Class Size: ImpactClass sizes in KS3 are arranged in size according to ability in the Core subjects (English, Maths and Science. Foundation subjects (Religious Education, History, Geography, Modern Foreign Languages (MFL)), mirror Core subject sets. In 2018/19 Maths sets will be taught in mixed attainment classes developing on the mastery style teaching methods that we have been using for 2 years. Research and visits to schools who have moved to mixed attainment teaching from traditional setting have reported improvements in progress in all ability groups, most notably those with low prior attainment or those who are in the Pupil Premium cohort. We will continue to monitor this and adjust practice accordingly. The impact of this will be more consistent class sizes in Y7 for 2018/19 in Maths and subjects linked to Maths.

At KS4 pupils have a free choice of a broad curriculum which also keeps class sizes significantly below average. In specialist subjects such as DT, Performance, Dance, Drama, PE etc. class sizes are particularly small.

At KS4 Pupils judged to be of low ability at KS2 make significantly better than expected progress (Analysing School Performance DfE)). Pupils with low prior attainment achieve a Progress 8 score of 0.67 This is significantly above the national benchmark of -0.17. The breakdown of this figure highlights exceptional progress in English of 0.97 compared to a national benchmark of -0.20. In Maths the comparable progress measures 0.30 compared to a national benchmark of -0.11.

The open element of Progress 8 (which is predominantly the mixed option block subjects and RE at Trinity) has a score of 0.86 compared to a national benchmark of -0.23. This illustrates the importance of the choice that pupils have at GCSE at Trinity.

Considering the Pupil Premium Cohort at KS4 there were 2 pupils out of 11 who had low prior attainment at KS2. The progress of the disadvantaged pupils was 1.09 compared to 0.67 for the non-disadvantaged against the national benchmark of 0.03 for non-disadvantaged pupils. This represents exceptional progress. The larger numbers of disadvantaged pupils arrived at Trinity with middle (22 pupils) or high (16 pupils) prior attainment at KS2. These pupils made lower progress on average than their peers who were not disadvantaged and lower than non-disadvantaged pupils nationally. This is an area for further investigation.

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Progress 8 by prior attainment Y11 2017 (ASP)Prior attainment Low Middle High

Group All Dis All Dis All Dis

Number of disadvantagedpupils

11 2 72 22 83 16

Score 0.67 1.09 0.11 -0.39 0.08 -0.11

National average fornon-disadvantaged pupils

-0.17 0.03 -0.02 0.15 0.00 0.09

Difference 0.84 1.07 0.13 -0.54 0.08 -0.20

Confidence interval -0.06 to

1.39

-0.61 to

2.80

-0.17 to

0.39

-0.91 to

0.12

-0.18 to

0.34

-0.71 to

0.50

2. Quality Teaching First

In 2017/18 an Associate Assistant Headteacher was appointed on a one year secondment to the SLT with the focus of Pupil Premium. Working with a number of departments across the school, strategies to support all pupils whilst also working to eliminate the attainment gap were researched, implemented, appraised and developed. Strategies such as ‘read the books’ (feedback), ‘cold-call’ (engagement), ‘priority-seating’ (behaviour) and more, were used and will be rolled out further across the school.

As part of the same agenda, Ross McGill (@TeacherToolkit) was brought to school for 2 half days in order to share good practice with teachers with reference to planning engaging lessons, providing good feedback and reducing the burdensome task of marking without losing the value that it brings to pupils.

3. Pastoral Support

We have a strong intervention system which identifies individual needs and seeks to address them. There is regular contact with parents and we aim for high levels of parental engagement. For example, attendance at parents’ evening is typically above 90%. Pastoral staff ensure high standards of behaviour in their Year groups supported by members of the Senior Leadership Team. We have a Progress Coordinator and Assistant Progress Coordinator attached to each Year group overseeing and supporting the role of the Form Tutor. Assistant Progress Coordinators are assigned the specific role of monitoring and intervening to ensure high rates of attendance and good punctuality among other roles supporting the Progress Coordinator.

Pastoral Support: Evidence“Staff know students very well indeed and the school has strong early warning systems that enable it to intervene when students experience any difficulty. Senior leaders are very strong role models of care, respect and concern for the individual. At the same time, they constantly reinforce high expectations in terms of student conduct, behaviour and learning. As a result, behaviour is impeccable and students are friendly and welcoming.” OFSTED 2008

4. Elim Centre

Elim Centre is our dedicated pupil support unit which works with pupils from all Year groups. Staff in Elim House spend 47% of their time (2017/18 school data) with the Pupil Premium cohort addressing behaviour related issues.

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Additional support is provided in the Elim Centre to provide interventions such as Anger Management, Academic Mentoring, Counselling and Alternative Curriculum. It is also the central location for school medical needs supporting pupils with conditions which may affect their education or welfare.

Elim: ResearchThe Education Endowment Foundation (EEF) has research on behaviour interventions which identifies interventions similar to those in use in the Elim Centre. Exclusions have been reduced since the implementation of the Elim Centre for behaviour support and short term fixed periods of isolation. This directly benefits the Pupil Premium cohort who have historically had higher rates of exclusion from school both at Trinity and nationally. At Trinity at least, these are now falling. The location of the Elim Centre has been moved this year into the main building. This room has been resourced and is staffed by a behaviour specialist supported by members of the SLT. In 2018/19 additional resource will be added with a member of the teaching staff 25 hours each week to enable our behaviour specialist to undertake more focused intervention work.

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/behaviour-interventions/

A comprehensive analysis of the use of the Elim Centre for isolation is kept but not included in this document.

5. Attendance Officer

Trinity employs an Attendance Officer who supports Assistant Progress Coordinators, under the supervision of a member of the Senior Leadership Team, in ensuring high levels of attendance. The Attendance Officer carries out home visits and monitors attendance records of pupils offering support and challenge to parents as necessary.

38% of the interventions undertaken by the Attendance Officer are with pupils in receipt of Pupil Premium. In order to further improve the efficiency of the Attendance Officer occasionally work across the Multi Academy Trust linked primary schools so that he can work with families that have children across more than one school in the trust. Additionally, this allows earlier intervention where necessary.

Attendance: Evidence Overall attendance at Trinity is outstanding. Attendance for 2016/17 is the highest in the Local Authority at 97%. Pupil Premium pupils at Trinity, on average, have attendance comparable to Non Pupil Premium pupils nationally. Although there is a small gap between the Pupil Premium cohort and the Non Pupil Premium Cohort this is declining. A more detailed analysis is in the Narrowing the Gap section of this document.

Attendance Officer InterventionIntervention Non PP PP Grand TotalHome Visit 120 61% 76 39% 196Letter Home 59 54% 50 46% 109Meeting 100 70% 43 30% 143Phone Call Home 34 59% 24 41% 58Grand Total 313 62% 193 38% 506

An analysis of the effectiveness of the Attendance Officer as well as a case study of interventions is undertaken annually and is separate from this document.

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6. Careers Information Advice and Guidance (CIAG)

All pupils have CIAG delivered through the pastoral curriculum in each year group. Year 10 in particular have a significant unit working towards Work Experience and evaluation afterwards. Over and above the careers provision that exists for all pupils, Year 10 pupils in the Pupil Premium cohort have an additional careers interview with the visiting careers adviser to ensure that they have considered options for when they finish Year 11. The careers advisor offers advice based on pupils’ predicted grades their interests, abilities and talents. Members of SLT for CIAG also offer additional support to Pupil Premium pupils. Every Year 11 student is interviewed about their future destination and careers plans by a member of SLT.

In 2018/19 the support received from Futures, provided by the Local Authority, is being reduced. It will remain a priority for the school to ensure that pupils who are in receipt of Pupil Premium will maintain high quality provision.

Careers Advice Trinity has consistently, very low NEET figure (Pupils leaving that are Not in Education Employment or Training). Since the introduction of Pupil Premium no pupils have left Trinity without finding future employment or education hence our NEET figure is 0%. The destinations of pupils leaving are recorded later in this document.

7. Classroom Support

We have 3 Teaching Assistants / Classroom Assistants and 2 EAL Assistants who support pupils 1:1 in lessons or in the Emmaus Centre. These staff provide targeted support to individuals in lessons but they also support the class in a broader sense where appropriate. Support is available to all pupils at lunch time and after school. In the Emmaus Centre.

Classroom Support: ResearchThe Education Endowment Foundation (EEF) highlights in its research findings that there can be a gain in pupil progress if Teaching Assistants are used effectively.

https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/teaching-assistants/

At Trinity classroom support is used effectively to supplement the class teacher. Teaching Assistants specialise in subject areas to ensure that they are able to support learning. Among our Teaching Assistants we have specialists in DT, MFL, Art, English and Maths.

8. Paired Reading & Supported Reading

In order to assist in improving reading ability of our Year 7 pupils with the lowest reading ages, a weekly reading session is arranged with trained reading partners in the Sixth Form. Currently there are 27 pupils who receive support and 12 are in the Pupil Premium cohort. Pupils are paired up and read for 25 minutes every Friday. For those most in need, pupils read with Teaching Assistants in the Emmaus Centre. Some pupils use Kindles in these sessions and a separate Kindle club also runs to encourage pupils with their reading. The Kindle club has targeted boys and reluctant readers at different times in the past.

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Paired Reading & Supported Reading: ImpactPupils enjoy reading with their older supporters. This in itself encourages reading for pleasure. All pupils in the school read during this period on a Friday with their tutors but this scheme delivers faster improvements in reading age over the year as evidenced by the testing of pupils. Costs associated with this scheme are low as Sixth Form students volunteer, hence offering excellent value for money. The Paired Reading scheme encourages older students to be committed and act as positive role models. Many of the older volunteers were themselves weaker readers when they were younger. Many of the Sixth Form volunteers were previously in the Pupil Premium cohort when they were in younger year groups. This scheme is supported by the Head of English who coordinates partners and trains paired readers in supporting young, improving readers.

9. Alternative Provision (AP)

Trinity work with a range of external providers of alternative education. A small number of pupils undertake alternative provision in Key Stage 4 (Years 10 and 11) to supplement the provision that they have in school. This intervention is not cheap and it is only suitable or affordable in a small number of circumstances. It is used sparingly but usually to great effect. Alternative Provision provides a viable education for pupils where education 25 hours a week at school is not possible or productive for them.

Alternative Provision: ImpactPupils who have been offered Alternative Provision are registered at their placement and the school monitors this attendance. Attendance is good and engagement has been positive. The knock on effect on their remaining subjects back at school has been positive. Alternative Provision has meant that pupils are able to access a reduced number of GCSEs where they may have faced exclusion or not attended or failed their exams. In 2014 OFSTED published a report recognising the success of Alternative Provision in Nottingham City reinforcing the school’s own experiences with our chosen providers. In 2017/18, 2 pupils were on AP. Both were in the Pupil Premium cohort.

Case studies on AP are available but not included in this report. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/620741/Nottingham_20AEP_20-_20Good_20Practice_20Example.pdf

10. Fair Access Protocol (FAP)

Whilst it is always out intention to ensure that the needs of pupils who choose Trinity as their secondary school are met, it is sometimes necessary to consider that other schools may better meet the needs of our pupils. Similarly we frequently support other schools by arranging transfers of pupils into the school. A lot of migration of pupils in the city Local Authority is of pupils that are in receipt of Pupil Premium. The Fair Access Protocol exists to reduce the risk of permanent exclusions.

The FAP moves are managed by a member of the SLT. Following a move into the school, new arrivals have an intensive induction involving the SENCO who assesses ability and recommends sets for pupils to join. The Progress Coordinator and Assistant Progress Coordinator, along with the SLT member in charge of the Upper School or Lower School, have frequent meetings with parents and arrange a smooth transition, constantly evaluating the placement before it is finalised after approximately 6-12 weeks. https://www.nottinghamcity.gov.uk/education-and-schools/problems-at-school/exclusions-from-schools/alternatives-to-exclusion/

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11. Year 11 Academic Mentoring

Approximately 40 pupils in Year 11 receive 1:1 academic mentoring with a teacher mentor. Some of these will be from September onwards, some additional pupils are identified after the Mocks in November. 4Matrix mock exam analysis, FFT Aspire Data, school predictions and our own knowledge of Year 11 are used to identify pupils. 34% of pupils mentored in 2017-18 were in the Pupil Premium cohort. Pupils who are not in the mentoring scheme who are in the Pupil Premium cohort are mentored by their Form Tutor ensuring that all pupils in the cohort receive mentoring.

Pupils who are mentored meet with their mentor at least weekly and are given SMART targets. A member of the Senior Leadership Team, the Progress Coordinator and the Mentor meet with the pupil and parents/guardians to discuss the mentoring.

Year 11 Academic Mentoring: ImpactPupils identified for Academic Mentoring and actively engaging in sessions with their Mentor regularly make greater progress than we would anticipate if they did not have mentoring. This programme has been refined and extended over several years including using academic data and pastoral information to identify pupils who will benefit most from mentoring. Identifying when to engage with pupils has also been refined.

An extensive analysis of the mentored cohort is provided by 4Matrix. The intervention has consistently proven to be very effective and very good value for money.

In an effort to encourage engagement from Y11 pupils, pupils identify potential mentors themselves (sometimes with preferences that we would not have initially made ourselves). This has proved to be very effective.

12. Disadvantaged Subsidy

The school allocates a budget to tackle emergency situations which present barriers to learning. These are administered by the Head of Site for Upper and Lower School. These have included a vast array of expenditure that is determined by the individual circumstances and needs of each pupil. Each individual expense is, in its own way, exceptional and not to be considered a precedent for future support: Money for food, clothes and shoes (including but not exhaustively uniform), membership fees for clubs out of school, respite care costs, transport support, activities that promote independence, trips in school (in addition to support for curriculum trips), alarm clocks to support better punctuality etc.

Disadvantaged Subsidy: ImpactThe evidence for measuring impact is somewhat anecdotal but given that this is a relatively small amount of money in each case, it has a significant impact when it is used. The subsidy is largely used to address pastoral issues where concerns are raised by Form Tutors and Subject Teachers. This has a significant, and usually instant, impact. It usually, reinforces the relationship between the pupil, family and the school in addition to addressing the immediate need. This is an added benefit.

A register of purchases and case studies are kept independent to this document.

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13. Music Lessons

All pupils at the school are offered the opportunity to participate in peripatetic music lessons. Pupils in receipt of Pupil Premium are offered peripatetic music lessons at no charge (although some make a contribution or pay the full amount regardless). Pupils are actively encouraged to take part in groups and ensembles in addition to their lessons. Instruments are loaned free of charge to those in receipt of Pupil Premium. Music staff actively promote the uptake of a musical instrument outside the classroom to Pupil Premium pupils. Where appropriate, pupils in receipt of Pupil Premium have been encouraged to take ABRSM or Trinity College music exams. In some cases these are paid for by the school.

There are 214 pupils who have peripatetic music lessons (including 31 in the Sixth Form). Of the 183 pupils in Years 7-11, 41 are in receipt of Pupil Premium (22.4%). This illustrates that at the proportion of pupils in receipt of Pupil Premium is in line with the general population of the school. 45 external exams were taken with ABRSM, Trinity College or Rock School. Of these 4 were pupils in receipt of pupil premium. At 9% this is lower than the school population. This is an area for investigation.

Progress in Music Lesson:The additional advantages of playing an instrument in school are evident at Trinity where music is abundant and celebrated. Music is beneficial for young people in its own right but furthermore pupils gain experience of performing and clearly grow in confidence through this. Additionally, pupils benefit through working as a team in orchestras and ensembles, better organisation, raised self-esteem, enhanced cognitive ability and many more attributes as well evidenced through comprehensive evidence based research.

7 8 9 10 11 Total

Instrument Non PP PP Total Non

PP PP Total Non PP PP Total Non

PP PP Total Non PP PP Total

Alto Saxophone 1 1 4 4 2 2 1 1 8

Bass guitar 1 1 1

Bassoon 1 1 1

Cello 1 1 1 1 2

Clarinet 2 2 4 1 1 2 2 4 4 11

Cornet 1 1 2 1 1 3

Double Bass 1 1 1

Flute 2 1 3 5 2 7 2 2 1 1 2 2 15

Guitar 10 1 11 8 4 12 6 1 7 4 1 5 3 3 38

Pbone 1 1 1

Percussion 2 2 4 1 2 3 3 2 5 1 1 13

Piano 10 5 15 6 2 8 4 4 1 1 1 1 29

Recorder 1 1 1

Saxophone 1 1 1

Singing 2 2 4 4 1 5 2 1 3 1 2 3 15

Trombone 2 2 3 3 1 1 6

Trumpet 1 1 2 2 4 1 1 6

Viola 1 1 1 1 2

Violin 2 1 3 9 3 12 5 2 7 2 2 2 1 3 27

Grand Total 36 15 51 42 17 59 28 5 33 17 2 19 14 5 19 181

% 71 39 71 29 85 15 89 11 74 26

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Music Lessons: ImpactThe Education Endowment Foundation (EEF) research highlights the benefit of participation in high quality arts provision. Trinity has a large number of individuals and groups who practise and perform at a very high standard. Engagement at school events is high among Pupil Premium Pupils. It is clear that retention of pupils who are in receipt of pupil premium is more challenging as they grow older in the school. This is being investigated further. https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/arts-participation/

“As well as sports, the school has a remarkable range of high quality musical activities. Most noticeable is the fact that all students learn a musical instrument and are able to

play and sing together in a wide range of ensembles.” OFSTED 2008

“Trinity is a beacon for Music education in schools” Julian Lloyd Webber 2016

14. Departmental Subsidies

A number of departments offer subsidies for specific equipment that is required for their lessons such as calculators for Maths and Science, art equipment for Art and Design, recorders for Music, revision guides in most Key Stage 4 subjects, additional resources such as folders, stationery and PE equipment.

Departmental Subsidies: ImpactAlthough it is difficult to monitor the immediate impact of the departmental subsidies, anecdotal evidence suggest that these make a great impact. This is not least because the difference between the Pupil Premium cohort and their peers is minimised leading to greater self-esteem. It obviously facilitates the completion of homework and additional study too. Care is taken in every case to ensure that the same opportunities are available to Non-Pupil Premium and Pupil Premium cohorts and pupils are not identified when equipment is distributed etc.

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15. Trips and Activities Subsidies

At Trinity we aim to ensure that finance is not a barrier to a positive off-site learning experience particularly if this is an essential part of the curriculum, for example a Geography field trip. With this in mind, some academic trips are subsidised for pupils in receipt of Pupil Premium. In the past year these have included the Briars Retreats, Theatre Trips, Hagg Farm, Lourdes, the Armouries, field trips for Geography. All letters that are sent home about ‘qualifying’ trips remind parents of Pupil Premium pupils that they can contact the school for extra support if necessary. When trips are subsidised or fully funded, parents are asked if they would like to make a contribution. It is our experience that some make contributions while others do not. This is perfectly acceptable to the school and ensures that funding is used as efficiently as possible. Some parents do not wish to have subsidised places and feel that they can afford to fund places, others take advantage of the funded places.

Payments for these activities are managed via the School Gateway which minimises pupil involvement in financial decisions and reduces potential for embarrassment where pupils are identified as being able to afford trips or not. In fact, this type of behaviour is very rare at the school and ensuring that process do not identify those in receipt of support is important to ensure this continues.

Trips and Activities Subsidies: ImpactThe Hagg Farm Trip is an Outdoor Learning Activity. The Education Endowment Foundation (EEF) research suggests activities such as this can be beneficial. It is certainly our experience that these activities are hugely beneficial for all youngsters that take part. This impact is seemingly greater for those who have not experienced these activities before and hence our Pupil Premium pupils often benefit greatly. It helps develop self-esteem, confidence and team-work and gives opportunities to develop social skills. These are hugely advantageous when pupils return to school in terms of broader education. Similarly, Lourdes and the Briars are trips which complement the academic curriculum and help develop the whole child, as is our school ethos and mission.

Curriculum trips to The Royal Armouries and Mablethorpe are essential for pupils to cover the curriculum in lessons and these are well attended by all pupils.

Feedback suggests that managing these trips in this way ensures that every pupil benefits from the enrichment opportunity rather than those that can best afford it.

https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/outdoor-adventure-learning/

16. Year 11 Revision Guides

Year 11 students are offered study guides in most subjects. These guides can cost in the region of £5 per subject. Pupils in receipt of Pupil Premium receive these for no charge. Revision guides are sold at the Year 11 Parents’ Evening or in the lead up to mock exams. Ensuring parents are aware of the revision guides means that they are likely to be used more at home. (Attendance at Year 11 Parents’ Evening is high at 95%). In addition to this several departments provide bespoke resources at an additional charge which is waived for the Pupil Premium cohort.

Trips and Activities Subsidies: ImpactRevision guides form only part of a comprehensive revision strategy for the Year 11 students which also includes additional revision sessions, lunchtime clubs, mentoring and 1:1 support. It is difficult to assess the specific impact but it is safe to say that students feel secure when they have resources to use in

20

addition to their own notes and what is otherwise available to them. They also provide a valuable, complete set of notes which complement pupils’ own notes. In some cases pupils’ own notes can be incomplete, of poor quality or not ideal from which to revise. This combats this issue for some pupils.

17. Homework Club

Homework is widely recognised as contributing towards pupil progress. At Trinity the homework policy (http://www.trinity.nottingham.sch.uk/apps/handbook/218) clearly demonstrates that we fully believe this to be the case too. The Education Endowment Foundation (EEF) identifies Homework as being one of the activities that can lead to the most improvement in pupil progress when carried out rigorously.

https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/homework-secondary/ At Trinity we have a number of places where pupils can receive support with their homework. There are department sessions on every lunchtime in several subjects. Furthermore there is a homework club in the Upper School Library on three lunchtimes a week, staffed by volunteers from the English Department. The Emmaus Centre also offers homework support for pupils after school for pupils who may need greater support. Computers and printing facilities are available in every location.

Monday to Thursday, a homework club is available to all pupils in the Lower School Library after school. Computers and printing facilities are available as well as basic resources and support. This club is staffed by a Teaching Assistant with additional support from Sixth Form students, as other commitments allow. Pupils receive a drink and biscuits and the atmosphere is very positive.

Key Stage 4 Independent Study Session takes place in the Upper School Library on Tuesdays and Thursdays after school and is very well attended. Since pupils at KS4 tend to have developed better working habits two days is sufficient. With greater resource we would probably offer 4 days ideally.

Homework Study Club: ImpactPupils who attend the club voluntarily have stated that they enjoy the atmosphere and the access to IT and support form peers and teachers alike. Some students are required to attend having built a track record for failing to produce homework. This has proved very successful in reducing the failure rate for homework and reduced the amount of detentions for these pupils. This enables a more positive interaction with teachers rather than making excuses for not having completed homework. Pupils have benefitted from this greatly.

The numbers attending homework club are recorded and analysed. Of those attending, there has been a steady growth in those who are in receipt of Pupil Premium. This is above 35% and proportionally, well above the school average.

Further data on the homework club and a case study are kept in school.

18. Fair Access Protocol (FAP)

Trinity has an exclusion policy but it is our intention only ever to use permanent exclusion as a last resort where all other efforts have been exhausted or in extreme circumstances. The school works with a number of other schools in the city to allow pupils to migrate schools if necessary in order to improve their educational chances of success. At Trinity, we have a net intake of pupils and rarely use FAP for pupils leaving the school. A number of pupils arriving at the school are in receipt of Pupil Premium and require a significant amount of integration.

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Not every school migration through FAP is successful but each can be very different depending on the circumstances that have led to a change of schools being required.

FAP: ImpactFor individual pupils FAP and a placement at Trinity has ensured that they are able to reach the end of Year 11 and achieve a good number and level of qualifications. However, statistically, it is almost always the case that these are below what they otherwise may have achieved if they had not moved school and had not been in a position where this was necessary. For this reason the impact of FAP is somewhat subjective. We believe that for pupils who have arrived at the school and had significant input by the pastoral and academic staff, make excellent progress compared to their forecasted outcomes.

19. Faith in Families Counsellor

The school employs a full time trained counsellor who is available for drop-in sessions as well as more structured periods of intervention and support. Signposting to external agencies is available but a lot of beneficial work is carried out at the school in the first instance. In many cases, school intervention is sufficient.

Faith in Families Counsellor: ImpactThere are cases studies kept in school for reference.

The benefits to pupils at the school are significant. These are not just in terms of educational outcomes but also in terms of improved well-being and mental health. This is important us at the school. We recognise that education cannot be successful unless pupils are in a position to learn.

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III. Initiatives not currently employed

In evaluating some activities it has been determined that these will no longer use Pupil Premium Funding to be delivered, or are no longer being delivered at all.

Breakfast ClubHaving trialed this as an incentive to encourage punctuality to school, particularly in the Y9 Pupil Premium cohort, it was determined that this could be achieved by monitoring, sanctions and praise without the need to specifically run an activity or fund food. The canteen is now open before school every day and nutritious breakfasts are provided.

iPad trial (2015)Trinity has an extensive range of IT facilities available and recognizes the role that technology has in education. However, the 1:1 trial at Trinity introduced as many challenges as benefits and, whilst the benefits for the majority of pupils were great, on balance, we felt it was better use of resources to have shared bays of iPads available to a larger number of students rather than a 1:1 model for a smaller cohort. We have increased the quality of the teaching and learning using iPads and have benefitted from an Apple Distinguished Educator on the staff in the MFL department. Access to IT for those who are most deprived is facilitated by the Homework Club after school and at lunch time, the Emmaus Centre and departmental lunch clubs. Deadlines for work that requires the use of IT are always a minimum of 1 week so as to ensure that those without access to IT at home have sufficient time to access it in school. Printing is available in school and each pupil has a budget allocated.

Holiday ClubWe have used holiday clubs on a number of occasions to provide extra enrichment opportunities. These can be expensive to run, and difficult to staff and we have decided not to run one this year. The benefits of the club are difficult to measure but pupils report that they enjoy the clubs. This may be re-visited in future years.

1:1 Maths and EnglishUntil 2017 we employed a number of teachers to work with individual pupils whose Maths or English was identified as being behind expected levels of progress on a 1:1 basis. This is effective but costly and given the reduced funding that we are currently experiencing we have had to cease this offer. It is hoped that we may be able to offer this again as required in the future.

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IV. Eliminating the Gap

At Trinity, we are proud that the achievements and progress of children eligible for Pupil Premium are greater, on average, that of similar children nationally. In fact, the progress of children in the Pupil Premium cohort at Trinity is on a par with the national average of non-Pupil Premium pupils in almost all key indicators.

Furthermore, the divide that is evident between the Pupil Premium cohort and the non-Pupil Premium cohort at Trinity is not as great as it is on average nationally.

Evidence nationally shows that schools like Trinity which add value to pupil progress and where the school is Good or Outstanding often achieve very good results for their Pupil Premium pupils. This is the case with our school but we are not complacent and we strive, and always have, to ensure that this gap between vulnerable or disadvantaged cohorts is eradicated entirely as per the national education agenda.

National comparison data compares Disadvantaged children at Trinity to non-disadvantaged pupils nationally. This is an aspirational comparison as to compare to the national average would include underperformance of the same disadvantaged cohort nationally.

24

Attendance

Summary Data The table below shows the average attendance broken down by Year group and split into the Pupil Premium cohort and Non Pupil Premium cohort over time.*Nationally there is a difference between disadvantaged children and their peers. This data is the average of all pupils which includes disadvantaged pupils.

2013 - 2014 2014 - 2015 2015 - 2016 2016 - 2017

Group

Pupi

ls in

Gro

up

Aver

age

Atten

danc

e (%

)

Gap

(%)

Pupi

ls in

Gro

up

Aver

age

Atten

danc

e (%

)

Gap

(%)

Pupi

ls in

Gro

up

Aver

age

Atten

danc

e

Gap

%

Pupi

ls in

Gro

up

Nati

onal

Ave

rage

Att

enda

nce*

Aver

age

Atten

danc

e

Gap

%

Year 7 PP 46 97.0-0.9

48 96.86 (-)-0.31

56 96.58 (-)-1.04

5395.9

97.19 (+)-0.14Year 7 Non PP 129 97.9 128 97.17 (-) 118 97.62 (+) 122 97.33 (-)

Year 8 PP 40 96.5-0.8

46 95.75 (-)-1.34

50 96.33 (+)-0.71

5795.1

96.09 (-)-0.94

Year 8 Non PP 131 97.3 133 97.09 (-) 127 97.04 (-) 123 97.03 (-)Year 9 PP 41 95.0

-1.738 96.38 (+)

-0.7846 95.88 (-)

-1.3249

94.696.02 (+)

-0.85Year 9 Non PP 136 96.7 133 97.16 (+) 129 97.2 (+) 130 96.87 (-)Year 10 PP 41 95.1

-2.136 95.77 (+)

-142 95.98 (-)

-1.1238

94.296.09 (+)

-1.58Year 10 Non PP 136 97.2 138 96.77 (-) 128 97.1 (+) 135 97.67 (+)

Year 11 PP 38 95.4-0.9

36 91.21 (-)-1.68

39 91.18 (-)-1.78

4194.2

93.19 (+)-0.87

Year 11 Non PP 142 96.3 138 92.89 (-) 134 92.96 (+) 129 94.06 (+)

* DfE Data(+) or (–) denotes change from previous year

25

There is a disappointing trend to see that the Pupil Premium cohort in every year group over the past 4 years has lower attendance than their peers. There is no obvious trend and we should also consider that this attendance on average is better than the national picture for all students by some margin.

It is worth noting that despite year on year fluctuation the longer term view is that attendance has improved in the Pupil Premium cohort in every year group from 2013-2017 with the exception of Year 11 which is susceptible to variations in the figures reported depending upon where May half term falls and study leave.

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Persistent Absentees

Trinity has a very low number of Persistent Absentees (Attendance below 90% i.e. 19 days ber year or 38 am/pm sessions). These pupil receive individual focused attention from a range if sources including the Assistant Progress Coordinator, the Attendance Office and frequently Progress Coordinator, SLT or external agencies, including Education Welfare at the Local Authority. We have employed a number of strategies this year to address pupils with the worst attendance. These include Penalty Notices, Notices to Improve and Parenting Orders.

Pupil Premium V Non Pupil Premium Attendance2017-2018 914 Ongoing

Group

Tota

l Number of pupils

Persistently Absent (<90%)

Number of Pupils Near Persistent Absence

(90%<a<95%)

Number of Pupils 95%>

a<100%Pupils still at

100%

Number of Pupils Above

90%

Number of Pupils Above

95%Pupils still at

100%

Pupil Premium 264 26 9.85% 6725.38

% 13751.89

% 3412.88

%

238 90.15% 171 64.77% 34 12.88%

Non Pupil Premium 650 33 5.08% 14922.92

% 38358.92

% 8513.08

% 617 94.92% 468 72.00% 85 13.08%

Pupil Premium V Non Pupil Premium Attendance

2016-2017 877 At Year End

Group

Tota

l Number of Pupils

Persistently Absent (<85%)

Number of Pupils Near Persistent Absence

(85%<a<90%)

Number of Pupils 90%>

a<100%Pupils still at

100%

Number of Pupils Above

85%

Number of Pupils Above

90%

Number of Pupils Above

95%Pupils still at

100%

Pupil Premium 236 6 2.54% 14 5.93% 19683.05

% 20 8.47% 230 97.46% 216 91.53% 169 71.61% 20 8.47%

Non Pupil Premium 641 3 0.47% 23 3.59% 55286.12

% 63 9.83% 638 99.53% 615 95.94% 475 74.10% 63 9.83%

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The figures include Year 11 up to and including the May Half Term. As a result of this, study leave has a significant impact on this cohort and a number of pupils with good attendance fall into the persistent absentee bracket. This is true of the PP and Non PP cohorts so does not affect comparisons but it is worth pointing out that study leave affects these figures. If the data was taken before this time the picture would be very different.

NOTE: Until the end of 2016/17 comparisons were being drawn to the old Persistent Absentee figure of 85%. This has now moved to 90% which makes drawing comparisons more challenging.

There is an increase in the number of pupils achieving 100% attendance but there is also an increase in the number of pupils who are Persistently Absent despite intervention.

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Attendance Commentary

Care has to be taken when considering attendance data of cohorts. Because there is trends in attendance data by year group we can look at Year 9 2016/17, say, compared to Year 9 2017/18 or we can track their attendance and compare to Year 10 2017/18 which looks at the same pupils but does not look at trends for absence in particular year groups. For this reason, we consider attendance over a period of time which allows us to look at general trends and, of course, look at pupil level data as well as year group summary data.

Attendance in 2 out of 5 Year groups has improved among the Pupil Premium cohort on average.

Whilst there is a gap between the attendance of the average pupil in the Pupil Premium cohort and the average of Non Pupil Premium pupils, these gaps are generally small and attendance is good across all year groups. The gap between the pupil premium cohort and their peers has closed overall and in 3 out of 5 year groups comparing to each year to the new year group.

All pupils who have attendance issues are challenged by the Assistant Progress Coordinators in each Year group, responsible for monitoring attendance. Assistant Progress Coordinators are supported by the Attendance Officer. Interventions include monitoring, meetings, home visits, support strategies and Penalty Notices from the Local Authority.

The Non Pupil Premium and Pupil Premium cohorts in each year exceed, on average, the national average attendance of all pupils.

Source: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/249832/SFR39-2013.pdf

Source: https://www.gov.uk/government/publications/pupil-absence-in-schools-in-england-including-pupil-characteristics

The rate of Persistent Absenteeism is for Pupil Premium pupils is 4.9% which is higher than for the non-Pupil Premium cohort (1.34%) but this is still a very small number of individual pupils (10 in total). Pupils who are Persistently Absent are defined as attending less than 85% of sessions in the year. This figure has increased from 2.51% in 2013.

A separate analysis on the work of the Attendance Officer has been carried out along with case studies of the interventions and this is available in a separate document.

29

NEET1 FigureTrinity prides itself on having a very low NEET figure which has historically been the case. This is in part credit to the high standards of the Year 11 pupils leaving and in part due to the successful careers support that pupils’ receive before moving on to Trinity Sixth Form or other avenues. Pupils’ destinations at the end of KS4 for the Year 11 Cohort are as follows:

2012 - 2013 2013 - 2014 2014 - 2015 2015-2016 2016-2017

PP Non PP PP Non PP PP Non PP PP NON PP PP NON PP

Destination

Tota

l

No. % No. %

Tota

l

No. % No. %

Tota

l

No. % No. %

Tota

l

No. % No. %

Tota

l

No. % No. %

Continued Education in School

123 27 64% 96 71% 12

3 19 51%

104

73%

102 20 57% 82 59% 113 17 47% 96 68% 109 20 45% 89 71%

College of Further Education 50 14 33% 36 27% 48 13 35

% 35 25% 60 12 34% 48 35% 49 12 33% 37 26% 50 19 43% 31 25%

Training - Not Employed 0 0 0% 0 0% 2 2 5% 0 0% 1 1 3% 0 0% 2 0 0% 2 1% 1 1 2% 0 0%

Employment with planned training 3 1 2% 2 1% 6 3 8% 3 2% 11 2 6% 9 6% 13 7 19% 6 4% 10 4 9% 6 5%

NEET 1 0 0% 1 1% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0%

177

42 100%

135

100%

179

37 100%

142

100%

174

35 100%

139

100%

177

36 100%

141

100%

170

44 100%

126

100%

As illustrated in the table above pupils in receipt of Pupil Premium rarely leave Trinity without further education, training or employment. This has been the case for many years (6 pupils over the past 5 years 4 of whom were in the Pupil Premium Cohort 6/877 pupils = 0.7%). This compares to a figure of 5.4% NEET for 16 year olds across Nottingham, with a further 1.3% unknown (2016 – latest data set available).

Source: https://www.gov.uk/government/publications/neet-data-by-local-authority-2012-16-to-18-year-olds-not-in-education-employment-or-training

1 Not In Education Employment or Training

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Pupil Migration

Trinity has a very low mobility figure with a 99% of pupils starting in Year 7 and only leaving in Year 11. Of those that do leave, seldom do they go to other local schools and most leave the Nottingham area to other parts of the country or abroad.

The vast majority of pupils arriving at Trinity other than in September in Year 7 arrive from abroad or relocating from other parts of the country, or from Fair Access having come from other local Nottingham schools. School Leavers School Arrivals Net migration

Year Non PP PP Total %PP Non

PP PP Total %PP Total PP

2012-2013 3 0 3 0% 3 5 8 63% 5 52013-2014 8 6 14 43% 9 4 13 31% -1 -22014-2015 10 5 15 33% 8 4 12 33% -3 -12015-2016 4 2 6 33% 2 4 6 67% 0 22016-2017 6 5 11 45% 10 4 14 29% 3 -12017-2018 7 5 12 42% 9 0 9 0% -3 -5Total 38 23 61 38% 41 21 62 34%

It can be seen from the table that over the period from 2012 to 2018 that the pupil premium cohort make up a greater proportion of late arrivals and early leavers than the general school population.

In part, the increase in mobility, particularly in School Starters, is due to Fair Access applications. This is a system in the City of Nottingham, aimed at reducing permanent exclusions and providing pupils with education that may not otherwise be successful in their schools. A number of pupils that have joined Trinity through Fair Access have been part of the Pupil Premium cohort. We are delighted that pupils who join Trinity through Fair Access have a high success rate and receive excellent pastoral care, and academic teaching and support.

We are pleased to offer stability to pupils in disadvantaged groups and very low mobility in this cohort is a good indicator.

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Behaviour Data (2017 Data Pending)

Fixed Term Exclusions

Fair Access

Internal Isolations

532 incidents to date in 2017/18 of which 250 are pupils in receipt of Pupil Premium (47%). This is a disproportionate figure compared to the school figure of 28%.

32

Internal DataPerformance Tracking Tracking of this cohort at KS4 indicates the following gaps: (AWL not yet in Year 9)

English Attainment (% of pupils) English Progress (% of pupils)

No

of P

upils

in C

ohor

t

Exce

edin

g

Secu

re

Deve

lopi

ng

Emer

ging

Exce

llent

Good

Som

e

Lim

ited

Year 7 PP 58 17.24 41.38 25.86 15.52 32.76 50.00 13.79 3.45

NonPP

136 33.09 46.32 12.50 8.09 38.97 50.00 8.09 2.21

Year 8 PP 51 7.84 39.22 47.06 5.88 25.49 60.78 11.76 1.96

NonPP

123 13.01 46.34 31.71 8.94 34.96 52.03 12.20 0.00

Year 9 PP

NonPP

Maths Attainment (% of pupils) Maths Progress (% of pupils)

No

of P

upils

in C

ohor

t

Exce

edin

g

Secu

re

Deve

lopi

ng

Emer

ging

Exce

llent

Good

Som

e

Lim

ited

Year 7 PP 58 8.62 34.48 32.76 24.14 15.52 46.55 36.21 1.72

NonPP

136 18.38 42.65 24.26 14.71 31.62 49.26 17.65 1.47

Year 8 PP 51 27.45 90.20 11.76 31.37 13.73 56.86 3.92 10.34

NonPP 124 47.58 91.94 39.52 19.35 30.65 47.58 15.32 5.65

Year 9 PP

NonPP

33

Tracking of this cohort at KS4 indicates the following gaps: 2016/17 2017/18

Non PP PP Gap (%Pts) Non PP PP GapYear 10 Currently Working at 5+ in English and Maths 40%

18% 22 33% 23% 10 %pts

Current Attainment 8 43 36 7pts 41 50 9ptsCurrently working at %+A*-C +EM 33 24 9%pts 40 18 22%ptsYear 11 Currently Working at 5+ in English and Maths 63%

45% 18%pts 60% 39% 21%pts

Current Attainment 8 53 45 8pts 56 46 10pts

Currently working at %+A*-C +EM 63%45% 18%pts 57% 37% 20%pts

It is evident that in year forecasts predict that there is a widening gap in all accountability measures available at this time (Progress 8 is only measurable in retrospect). However, with the change of grades and specifications in GCSEs coming through for the majority of subjects this year it is anticipated that there is more variation in the figures than in previous years and this may improve in the final examinations.

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KS4 Attainment & Progress

KS4 Pupil Premium Analysis of Achievement and Attainment

Since the change of accountability measures, combined with the change of letter grades to number grades and the staggered roll out of these grades, it is difficult to compare year on year change. Some measures are consistent and it is possible to compare these directly. The school uses 4Matrix for exams results analysis by cohort, subject and pupil. In depth analysis is kept in school.

Attainment8 and Progress8

Attainment 8 is a measure of success for pupils achieving grades in a set of results at KS4. For more information on this please refer to DfE guidance on accountability measures:https://www.gov.uk/government/publications/progress-8-school-performance-measure

2013/14 2014/15 2015/16 2016/17Non PP PP GAP Non

PP PP GAP Non PP PP GAP Non

PP PP GAP

Total Total Total Total Total Total Total Total Progress8 Entries 134 35 128 36 129 37 126 40

Progress8 Score 0.37 0.33 0.04 0.32 -0.29 -0.6 0.11 -0.09 -0.2 0.24 -0.25 -0.5

Attainment8 58.6 52.2 -6.4 56.1 50.6 -5.5 57.5 49.0 -8.5 53.5 44.1 -9.4

A gap of 9 points, say, is the equivalent of 9 grades each being one grade down (although with some grades being letters and some being numbers in 2017/18 this is only an approximation). Therefore a gap of 9 points in A8 means that 9 subjects are each lower by one grade on average. In reality, the Attainment 8 measure does not show this to be the case as some pupils (particularly lower ability pupils) do not take enough qualifications in the right elements to optimise the potential Attainment 8. At Trinity we aim to ensure that the curriculum meets the needs of the pupils regardless of whether this results in penalising accountability measures such as A8 and P8.

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V. AppendicesAppendix A – Letter to Parents/Guardians of Pupil Premium Pupils

Pupil PremiumDear ____________________I am writing to inform you about Pupil Premium. You may be aware of Pupil Premium from the national press surrounding it since the Coalition Government brought it in in 2012. You are receiving this letter because <name> is identified as a Pupil Premium child. What is Pupil Premium?Pupils qualify as being eligible for Pupil Premium at Trinity if they are in Year 7 to 11 and satisfy at least one of the following:

They have received Free School Meals at any point in the last 6 years They are in the care of the Local Authority They are a child adopted from the care of the Local Authority. They are children of Service Personnel

This means that the school receives additional funding for your child. Does Pupil Premium status ever stop?Once qualifying for Pupil Premium pupils retain this eligibility until they leave Year 11. Why has Pupil Premium been introduced?Pupil Premium funding has been allocated to schools so that they can address the achievement gap between pupils who are eligible for Pupil Premium and those who are not. At Trinity this gap is smaller than at other similar schools as a result of our policies implemented long before Pupil Premium was announced. However the average achievement of this group of pupils is typically lower than the remainder of the cohort and we strive to close this gap. Where can I find out more?The school is charged with allocating this money to maximise pupil achievement. We have some information on how a portion of this money is spent on the school website on the page titled ‘About Trinity’ and the link ‘Pupil Premium’. More information will be on this page shortly.What does this mean for my child?Whilst your child is at school (up to Year 11) there will be educational opportunities that will be available for your child, and other pupils (whether they are eligible for Pupil Premium or not). Some of these may incur a cost. We aim to keep these costs as affordable as possible but where a charge is necessary we ask for a ‘voluntary contribution’.

For example: If a curriculum (in school time) trip costs £30 for a day to a museum or gallery, say, then we may expect some parents or guardians to make a contribution of £30 and some may make a contribution of less. How much of a contribution is entirely up to the parent or guardian.

Pupil Premium funding can now help bridge the gap between what contributions are made and the costs of running the trip or activity. It does not mean that all trips will be free for Children on Pupil Premium as this is not economically viable. There are some occasions where a trip or activity relies entirely on voluntary contributions. If contributions are not sufficient then occasionally a trip or activity cannot go ahead. This is very rare at Trinity. Will children know who is on Pupil Premium?Please be assured that we make every effort to treat this matter with the appropriate discretion. We do not discuss Pupil Premium with pupils and it is highly unlikely that pupils will know that they are eligible for Pupil Premium or not unless parents decide to share this information with their child.What can Pupil Premium be used for?At Trinity we may use Pupil Premium for the following:

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To subsidise educational resources that your child needs for school To subsidise curriculum trips or activities

o Extra-curricular trips may be considered in exceptional circumstances To provide extra tuition in school time Other expenses judged by the school to maximise pupil achievement

o Reduced Class sizeso Homework clubs etc.

Pupil Premium is not typically used for Buying school uniform Providing transport to and from school Providing school lunches

Financial support for uniform, transport and free school meals is available from the Nottingham City Council, advice is available from the school office staff or the Nottingham City website.

http://www.nottinghamcity.gov.uk/article/22028/Free-school-meals-and-free-milkCan I discuss this with someone?We do not want to discriminate against children or families and prevent them from participating fully in the life of the school as a result of financial hardship. If you would like to discuss Pupil Premium further please do not hesitate to contact me either by email on s.manderson@trinity.nottingham.sch.uk or via the Lower School Office 0115 929 6252.

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Appendix B – Poster for Service Personnel Pupils

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Appendix C – Education Endowment Foundation – Families of Schools Data

The Education Endowment Foundation produces family of schools data which compares ‘similar schools’ based on intake and levels of deprivation. The following reports are available on their website:https://educationendowmentfoundation.org.uk/tools/families-of-schools-database/the-trinity-catholic-school-a-voluntary-academy-ng8-3ez/

The data takes a 3 year rolling average of data to compare outcomes which allows for year on year variation and shows the trend for improvement.

Trinity is highlighted in orange and the school highlighted blue is the closes statistical neighbour school.

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Appendix D – Supporting Documents

The following Documents are available to support this review of Pupil Premium. They are kept with Mrs L Hay who collates the data and tracks intervention for the Pupil Premium cohort.

Financial Summary of Expenditure Review of Alternative Provision and case studies Review of 1:1 Intervention and case studies Review of Attendance Officer interventions Review of Homework Club Review of Peripatetic Music Lessons Case Studies of Faith in Families Intervention

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Appendix E - Contact Details

For further information on Pupils Premium at Trinity School please contact:

Mr S MandersonAssistant Headteacher

The Trinity Catholic School Beechdale RoadAspleyNottinghamNG8 3EZ

T: 0115 929 6252E: s.manderson@trinity.nottingham.sch.ukW: trinity.nottingham.sch.uk

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