This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding 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 name||St. Bede’s Catholic School and Byron Sixth Form College|
|Number of pupils in school||809|
|Proportion (%) of pupil premium eligible pupils||35.65%|
|Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)||2021-2022|
|Date this statement was published||17/12/21|
|Date on which it will be reviewed||September 2022|
|Statement authorised by|
|Pupil premium lead||Frances Cessford, Tracey Robinson,|
|Governor lead||Dionne Dunn|
|Pupil premium funding allocation this academic year||£208,090|
|Recovery premium funding allocation this academic year||£31,610|
|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
Part A: Pupil premium strategy plan
Statement of intent
|In alignment with our whole school ethos of faith, excellence and determination, we uphold our high expectations for all pupils, regardless of their socio-economic background. As part of a caring Catholic community, we nurture and develop our pupils and strive for the best in all aspects of school life – we embrace our school motto of “With the Lord’s Help” in a drive for continual learning and improvement to support our school community. We understand the additional challenges our disadvantaged pupils face, exacerbated by the pandemic, and through our thorough and robust analysis, treat each child as an individual to identify and target support where it is most needed. We are driven by pupil need, not labels.
Our strategy sits alongside our School Development Plan with key foci for our more vulnerable students centered around improving literacy, stretch and challenge for our higher attaining pupils and supporting our community recover from the pandemic. We understand that the language gap is the attainment gap and as such, literacy is a key focus not just this year but as part of our long-term strategic goals.
We want to remove any barriers to the school day for our most vulnerable pupils, ensuring they can access a broad and balanced curriculum, top quality levels of pastoral care and achieve in line with their non-PP peers. We will do this through an evidence informed Teaching and Learning strategy, targeted academic support and wider support to help our whole school community, as detailed below.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|Challenge number||Detail of challenge|
|1||Low literacy levels on entry to the school.|
|2||Poor parental engagement from some parents.
SEND review attendance figures 28% PP parents did not attend
|3||Poor attendance amongst some students ( SEMH related)|
|4||Additional barriers caused by the pandemic. Disengagement of some hard to reach families due to remote learning during lockdown.
Wider challenges such as food provision, uniform provision, hygiene provision, access to tech and learning resources.
|5||Decline in resilience leading to mental health concerns in students and their families, exacerbated by the pandemic.
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||Success criteria|
| (Challenge 1)
Embed reading in the day to day curriculum
To demonstrate an improvement in reading age and fluency which leads to and increasing vocabulary, reading skills and literacy to aid the articulation of their learning across all year groups.
|– Evidence in departmental schemes of work of planned reading activities.
– To increase pupil participation in assemblies, open evenings, transition evenings and award evenings.
– Test reading age in all year groups. Test writing at the beginning of year 7 and year 8.
– For SEND PP children to demonstrate an improvement in reading fluency for students with a slow reading and comprehension score.
– Progress evidenced through pupil voice in our monitoring
|Improved pupil aspirations and parental engagement linked to higher/ further education and the world of work.(Challenge 2)||– Improved pupil attendance at extracurricular clubs
– Parental attendance at parents evenings in line with non-PP parents
– Launch of ambition project
– Schemes of work that link to the curriculum and CEIAG
|Improved attendance (Challenge 3)||– PP attendance to be improved by the attendance officer working with families, referring families to our PSA. Work closely with Counties AIT. Use of internal and external processes. PP attendance to have the gap reduced with non PP students.
– Celebration of attendance. Close partnership with other agencies.
– For all pupils to be able to access all aspects of the school day. For socio-economic background not to limit opportunities for our pupils to engage in learning and wider school life
|Improved attitudes towards attainment and progress leading to improved outcomes
|– Improved performance in assessments and progress in line with non-PP peers
– Active engagement and response to feedback
– Improved performance in assessments throughout the school year and summative, external examinations.
|Increased independence via homework completion (Challenge 2)||– Reduced number of debits for lack of homework.
– Increased numbers at homework clubs where support is available.
– Effective use by staff of homework club
|To improve pupil mental health and wellbeing (Challenge 5)||– The effective use of the Anna Freud resources.
– Success of school counsellors
– Pastoral board minutes
– Continued resourcing of wellbeing activities and interventions
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: £15,081
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Recruit and retain high quality staff to ensure quality first teaching for all pupils||1|
|Support staff to develop effective, research-informed teaching practices with a particular focus on literacy strategy||Part of the No More Marking comparative judgement programme to help identify and support year 7, 8 and 9 pupils who need extra literacy intervention
All departments to take part in a Collaborative Enquiry using the Great Teaching Toolkit by Evidence Based Education and several department’s foci will be closing the PP gap
Year 7 literacy strategy. Lunchtime intervention for students working below expected (identified from reading and writing ages) and then a small cohort of y7 read with sixth formers.
|Development of school library, SEND space and reading club||Support literacy-Phonics
Reading club run by Sixth formers
Support mental health- the use of the library for peer support. Working with Anna Freud for year 11 and 13
|Ensure a smooth transition for year 7 pupils who have been adversely affected by the remote learning period at the end of Primary and transition to Secondary and support year 8 pupils who have had a disjointed start to their secondary school life.||Summer School
ONE bid with curriculum continuity in Geography and History
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £119,180
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Small group intervention and mentoring for KS4 pupils (Blue Support cohort, STEP)||As this EEF report suggests, we will ensure the mentoring programme has a clear structure and expectations, our pupils are provided with ongoing support once the programme ends to ensure the positive changes persist. Mentors will be experienced and specifically chosen and matched to their mentees. These processes should ensure successful outcomes for our pupils.
Through effective diagnostic assessment and targeted academic support we have followed the EEF guidance on implementing a small group intervention programme called STEP for our year 11 pupils.
|Breakfast Clubs||Free breakfasts to support pupils in need.|
|Homework Clubs||Open to KS3 and KS4 pupils – some pupils will attend voluntarily and others will be directed to attend by SLT or HOH. Support provided for those with SEND needs, tech provided for those who need to access work online.
Tech audit completed in-school to identify area of need for pupils and pupils then directed to homework club or laptop provided where appropriate.
|National Tutoring Programme with providers such as The Brilliant Club and Equal Education||1-1 support for our LAC and SEND pupils, as well as those identified by the pastoral team
Small group tuition in groups of no more than 3.
|Registration time intervention||Our literacy programme is supported by evidence on reading comprehension strategies from the EEF . Also through registration time intervention and targeted social skills intervention for all age groups pupils before school.||1,2|
|Raising academic aspirations programmes||Following the advice of the EEF for the intervention to have a strong academic component in order to aid progress.
The Ambition Program and the Scholars Program
|Literacy interventions||Year 7 literacy strategies – targeted intervention with pupils at lunch
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £106,172
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Audit of technology and internet access for all students, to ensure accessibility of homework.||4|
|Rewards based strategy to motivate and encourage pupils in their learning.
|Rewards for credits
Payment for leaver’s hoodies and prom tickets.
Revision materials – calculators and revision guides
Celebration assemblies with rewards for year 11
Celebration newsletter shown to students in tutor time.
|School trips subsidised to support our PP families in accessing these activities||To help build culture capital and the wider experiences of PP pupils during their time at St. Bede’s,as well as removing any barriers they may face to participating in something their non-PPclassmates can participate in, we will offer a range of trips this school year which will be subsidised for PP students
|CEAIG programme||Year 10 Pay for transport and clothing for work experience.
Pay for transport for university visits
|Mental Health support||Peer to peer support
School counselling service
Piece of Mind
EWEL (Emotional wellbeing and effective learning)
PSA parent support advisor
|Extra curricular lunchtime clubs
Active lunch Sport
Myths and Legends
|In particular, for our more disadvantaged pupils “Pupils from disadvantaged backgrounds may be less likely to be able to benefit from sport clubs and other physical activities outside of school due to the associated financial costs (e.g. equipment). By providing physical activities free of charge, schools give pupils access to benefits and opportunities that might not otherwise be available to them.” EEF||2,4|
|Subsidised/free music lessons||Arts participation, three months additional progress according to the EEF Toolkit.||4|
|Attendance Officer||Y Stones||3,4|
|School Inclusion Unit||G Lennox||3,4|
Total budgeted cost: £240,433
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 2020 to 2021 academic year.
|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. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.
If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?
1) Achieve top quartile for progress made by disadvantaged pupils amongst similar schools
2) Close gap between PP and non-PP student progress
3) Achieve national average for attainment for all pupils
4) Close gap between PP and non-PP student attainment
5) Achieve average English and Maths 5+ scores for similar schools
6) Attendance of PP students to be in line with that of non-PP students
7) Ensure access to remote learning Key worker bubble, laptops provided, internet provided, check-in calls to identify barriers to learning and support put in place
8) Better national average EBacc entry for all pupils
1) Recruit and retain high quality staff to ensure quality first teaching for all pupils
SLE ‘s appointed.
2) Support staff to develop effective, research-informed teaching practices for blended learning
– Trust wide teach meet focused on blended learning.
– Whole school CPD whole staff, voluntary, recorded CPD, new staff induction and one-to-ones
— ECT training and Vol T&L focused on blended learning strategies.
3) Ensure a smooth transition for year 7 pupils who have been adversely affected by the remote learning period at the end of Primary and transition to Secondary.
Disruption continued during the 2020-2021 academic year but mitigating measures were put in place for the 2021 cohort such as our Summer School.
Work of the Director of English and Maths
Targeted academic support:
1) Small group intervention and mentoring for KS4 & KS5 pupils ( STEP)
2) Registration time all year groups literacy and numeracy intervention
1) Rewards based strategy to motivate and encourage pupils in their learning
2) Strategy to engage parents in the remote learning of their children
3) Engaging pupils on the return to school post-lockdown who are underachieving
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
|The National Tutoring Programme||Sunderland University|
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:
|How did you spend your service pupil premium allocation last academic year?|
|What was the impact of that spending on service pupil premium eligible pupils?|
Further information (optional)
|Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.
Links to intent statement, allows us to articulate how strategies are evolving, adapting and changing over time. Tells the story of our school and our approach to disadvantage.
Our PP strategy employs a learning led approach, not a label led approach, ensuring we use robust data to target pupils who need the support most. Our 5 key challenges tie in to our whole-school development plan. We plan to use the EEF implementation guide to support in discussions on how to strategically explore and identify challenges and allow us to build in regular opportunities to evaluate the impact of the strategies. We are aware of pupils who face multiple hurdles of disadvantage (such as FSM, SEND etc) and our needs-driven approach allows us to target the most effective support for those pupils based on needs, rather than labels.
Like 2020, our Christmas Concert has had to be recorded. We hope you enjoy our Virtual celebrating featuring students from year 7 to year 12.
A big thank you to Mr Wyatt our Durham Music Service Guitar Teacher for recording and putting together the video.
We wish you a happy Christmas.
5th November 2021
Dear Parents and Carers,
There has been a large increase in the number of children and young people in County Durham testing positive for COVID-19 and the highest case rates are in school age children. This is leading to spread of COVID-19 within families and into older age groups.
The increase in COVID-19 cases in children is disrupting their education, affecting schools and has an impact on the wider community.
We have received recommendations from Durham County Council’s Public Health team and have decided to re-introduce the following measures to reduce the risk of COVID-19 transmission in school:
- The recommended use of face coverings in classrooms and communal areas for secondary age pupils
- The continued staggering of break and lunch times
- The use of face coverings in communal areas for all adults
- Grouping of pupils in school by class or year group to reduce mixing where possible
- To cancel or postpone educational visits and residential trips
- Open days or events to move to a virtual format
- To move assemblies to a virtual format
- PCR testing for all adults and pupils if they are a close contact of a positive case in their household*.
- Daily LFT testing at home for 7 days for any adult or secondary age pupil who is a household contact of a positive case and is exempt from isolation and continues to attend school. Testing should start from the day the household member has symptoms or if they don’t have symptoms from when they tested positive*
- Additional attention will be given to ventilation, cleaning and respiratory and hand hygiene
*Note: People who have tested positive with a PCR test within the last 90 days should not be encouraged to test unless they develop new symptoms
Please be reassured that for most people, coronavirus (COVID-19) will be a mild illness.
LFD Testing advice
We would recommend that your child completes an LFD test twice weekly, ideally 3-4 days apart. If you require LFD testing in addition to those which your child brings home from school you can order home testing kits to be delivered to your home here www.gov.uk/order-coronavirus-rapid-lateral-flow-tests
Or you can collect LFD kits at Community Collect sites across the County. To find your nearest collection point please enter your post code here maps.test-and-trace.nhs.uk
If you pick up tests from a pharmacy, you may be asked for a ‘collect code’ this helps the NHS match your details to the tests. To get a ‘collect code’ please visit test-for-coronavirus.service.gov.uk/collect-lateral-flow-kits
Please register the result of your home test at www.gov.uk/report-covid19-result
What to do if your child develops symptoms of coronavirus (COVID-19) or tests positive for COVID-19
The most common symptoms of COVID-19 are recent onset of:
- new continuous cough and/or
- high temperature and/or
- a loss of, or change in, normal sense of taste or smell (anosmia)
If your child does develop symptoms, they should get a PCR test and remain at home at least until the result is known. Book a free PCR test at www.gov.uk/get-coronavirus-test . If positive, your child should isolate for 10 full days after their symptoms appeared.
If you are concerned about your child’s symptoms, you can seek advice from NHS 111 at 111.nhs.uk or by phoning 111.
If your child has a positive test result but does not have symptoms they should stay at home and self-isolate for 10 days from the date the positive test was taken. This isolation period will be extended if they go on to develop symptoms by counting 10 full days from the day following their symptom onset.
Help, support, and further information.
To help you comply with the requirement to self-isolate, the County Durham Together Community Hub can provide access to essential supplies, financial support and emotional support as well as other services. Please visit www.durham.gov.uk/covid19help or call the Community Hub on 03000 260260 for further details.
There is also support available the coronavirus section via durhamlocate.org.uk
Finally, we would like to thank you for everything you’ve done to keep your family and community safe, and for your patience in continuing to support our school during this challenging time.
Mrs F Cessford
22nd October 2021
To whom it may concern,
Consultation on Admission Arrangements for St. Bede’s Catholic School, Peterlee 2023/24
On behalf of St. Bede’s Catholic School, Peterlee, Bishop Chadwick Catholic Education Trust is consulting on the admission arrangements for 2023/24.
‘Admission arrangements’ are part of the process used to offer parents a place for their child at the school of their choice. Where changes to admission arrangements are intended, all schools are required to consult before these are determined and published.
The proposed admission arrangements can be viewed on www.bccet.org.uk
The proposed changes are as follows: To increase the Published Admission Number (PAN) from 180 pupils to 210 pupils in year seven in the school year which begins in September 2023.
If you wish to comment on the proposal, a consultation response form is available to download from the Trust website: www.bccet.org.uk/key-documents/admissions or by request from the school office. Please return this form to firstname.lastname@example.org or by post to St. Bede’s Catholic School, Westway, Peterlee, SR8 1DE.
The closing date for any responses to this consultation is 4pm on Friday 10th December, 2021.
The Local Governing Committee will consider all comments received before they determine the arrangements for 2023-24.
Chair of the Board of Directors of Bishop Chadwick Catholic Education Trust