Diocesan Inspection Reports (Section 48)
You can view all of our college’s previous inspection reports and further information on Ofsted’s website:
All Saints Catholic College Examination Results
Key Stage 4 Provisional Results 2017
Progress 8 tells us how well pupils at this school have progressed between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils in other schools who got similar results at the end of primary school.
|Progress 8 Score||-0.77|
Schools get a score based on how well pupils have performed in up to 8 qualifications, which include English, maths, 3 qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications.
|Attainment 8 Score||33.4|
GCSE English and Mathematics
|Pupils achieving a grade 5 or better in English and Maths GCSEs||14%|
The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. A pupil is considered to have ‘achieved’ the English Baccalaureate if they got a grade C/5 or better in the following subjects: English, maths, sciences, a language and either history or geography.
|Pupils achieving the English Baccalaureate||3%|
This measures the number of pupils who either stayed in education or went into employment after year 11 (after key stage 4). This data relates to pupils who finished year 11 in 2015, which is the most recent data currently available.
|Pupils going on to education and employment after key stage 4||93%|
The Pupil Premium is funding provided by the Department for Education to enable the enhancement in education of pupils entitled to free school meals and also looked after children.
Pupil Premium Interim Impact Statement 2016/17
Pupil Premium Policy 2016/17
Pupil Premium Policy Appendix-3
Spending for the 2014/15 academic year
A summary of the planned spending of the Pupil Premium allocation of £192,610 for the academic year 2014/15.
|Strategy / Spending||Link to In-school evidence & Sutton Trust Research
(including impact score)
|Additional staff in English (x1)||Reducing class size (+3)||A percentage of £26,540|
|Additional staff in Maths (x1)||Reducing class size (+3)||A percentage of £39,193|
|EWO||A percentage of £16,000|
|TLR for Literacy coordinator||Phonics (+4)
Reading Comprehension strategies (+5)
|TLR for Learning Leader (x1)||Learning Styles (+2)
Meta‐cognition & self‐regulation (+8)
|Learning Coach (x5)||1 to 1 tuition (+5)
Peer tutoring (+6) – Buddy System involving KS5
Meta‐cognition & self‐regulation (+8)
|£113,327.50 (a percentage of)|
|Inclusion coordinator (x0.5)||Behaviour interventions (+4)||£12,000 (app)|
|Dedicated pot for PP Bids||Specific projects to be clarified.||£10,000|
|BLIS||Social & Emotional Learning (+4)
Behaviour interventions (+4)
|£3,058 (based on 2013/14 figure)|
|Additional staff in SEN / TA (x1)||Teaching Assistants (+1)||£15,663|
|Enrichment (including extra-curricular & outdoor adventure learning)||Arts & Sports participation (+2) (kit to participate in extra‐curricular PE)
Outdoor adventure learning (+3) (including subsidised reward trips and trips abroad)
|Dependent on needs.|
|Rewards Budget||Outdoor adventure learning (+3)||Dependent on numbers achieving rewards|
|Resources (e.g. visualisers, books)||Digital Technology (+4)
Reading comprehension strategies (+5)
|% allocated within department capitation||Collaborative learning (e.g. Tech & Manc college link which includes PP pupils) (+5)||Percentage included within departmental budgets dependent on cohorts.|
|Alternative Provision||Behaviour interventions (+4)
Social & Emotional Learning (+4)
|Tameside College x 3 Y11.|
|Accelerated Reader & Lexia||Phonics (+4)
Reading Comprehension strategies (+5)
|VLE||Homework Secondary (+5)
Digital Technology (+4)
Learning Styles (+2)
Parental Involvement (+3)
Meta-cognition & self-regulation (+8)
|A percentage of £4,500|
Strategy for the 2014/15 academic year
Allocating the Pupil Premium funding is designed to have the greatest impact on the cohort. In order to achieve the best value for the funding, budget decisions are based on the impact observed within All Saints over recent years alongside a review of the wider educational research evidence, specifically research carried out by The Sutton Trust.
The proposed spending of this allocation of £192,610 for 2014/15 is outlined in the document ‘Pupil Premium Spending Table 2014/15’.
The spending can be categorised into the following broad areas:
Investment in specialist teachers in English & Maths and additional literacy and learning support.
Such spending results in reduced class sizes (rated as +5 in the Sutton Trust‐EEF Teaching & Learning Toolkit) and increased non‐contact time for teaching staff and subject leadership staff. This allows the pedagogy to deliver greater, and higher quality, Feedback (+8 rating), identified as one of the top two most effective methods to improve the performance of those eligible for Pupil Premium. Further benefits include an increased capacity for properly‐supported Collaborative Learning (+5 rating). Subject leaders are time‐enabled to analyse performance and collaborate with key colleagues to draw up strategic responses to support pupils eligible for the Premium. This includes a series of AIM/’Totem Pole’ meetings. Members of SLT are afforded time to focus on assertive mentoring with identified pupils within the premium cohort to support organisation and progress (Mentoring +1).
Investment in specialist support staff (Teaching Assistant, Learning Coaches, Inclusion Manager & Literacy coordinator)
In tandem with the areas above, specialist staff are secured to focus on specific areas of support and strategic response. This can include identified pastoral support (Inclusion Manager) as well as wider contributions to meetings to analyse performance and collaborate with key colleagues to draw up strategic responses to support pupils eligible for the Premium.
In particular, the funding is deployed to allow for the provision of Learning Coaches. This is a support model explicitly designed to boost the progress and learning of pupils, in line with the model of Meta‐cognition and Self‐Regulation (+8 rating) identified as one of the top two most effective methods to improve the performance of those eligible for Pupil Premium.
Specialist staff are able to deliver Reading Comprehension Strategies (+5 rating) as well as Phonics (+4 rating) (including a TLR for Literacy coordinator) and Small Group Tuition (+4 rating) in identified areas (Learning Support staff).
Learning coaches also coordinate projects such as the KS5/Y7 Buddy System & Reading Partnership incorporating methods of peer learning (+6) & specifically addressing pupils entitled to the Premium.
Investment in Learning Leaders
At All Saints, 2 members of staff are responsible for focusing on developing the teaching and learning of staff to support pupils entitled to the premium as well as identifying strategies to support the learning of the pupils themselves. Learning Styles (+2) & Meta‐cognition & self‐regulation (+8) are addressed through these roles.
Targeted support for high‐impact extra‐curricular provision and specific projects
A range of projects and initiatives are funded through the Pupil Premium. These include support for a systematic programme of extra‐curricular learning (the ‘All Saints Experience’) which incorporates a school‐wide commitment to Outdoor Adventure Learning (+3 rating) (subsidies for trips/events) & support for participation in the annual college Musical and sporting activities (provision of kit) (Arts & Sports participation +2).
Further activities are linked to Social & Emotional Learning (+4 rating), the use of Digital Technology (+4 rating).
A focused undertaking in the cycle 2014‐15 is the specific allocation following bids from departments which are explicitly linked to high‐impact fields, primarily Meta‐Cognition (+8) – shown to be the most effective and best‐value area for focus in terms of boosting the performance of those eligible for the Pupil Premium. Individual departments have been invited to bid for money to be used for this purpose and have outlined desired outcomes and impact for pupil premium including collaborative learning (+5) and work on learning styles (+2).
Alternative provision, Behaviour & Attendance Support
All Saints has identified pupils entitled to the premium who are in need of additional support to improve behaviour and attendance, subsequently impacting positively on progress. Use of the premium to aid the work of an Educational Welfare Officer, employ the use of BLIS and facilitate the work of the college’s Inclusion Manager complement the research on Behaviour Interventions (+4) and Social & Emotional Learning (+4).
VLE & Improved Technology
2014/15 sees the launch of the Virtual Learning Environment at All Saints. Although beneficial for all students, the investment in the resource evidences focus on key areas of Sutton Trust impact research including homework (+5), Digital Technology (+4), Learning Styles (+2), Parental Involvement (+3) and Meta‐cognition & Self‐Regulation (+8). The purchase and use of visualisers in some core departments supports work in this area.
Additional Literacy Support
In addition to providing a TLR for Literacy development, All Saints has also used money for pupil premium on the Accelerated Reader & Lexia programmes (Reading Comprehension strategies +5 & Phonics +4) and uses Learning Coaches to support peer tutoring (+6). Subject‐specific spending Subject Leaders within All Saints have identified areas of spending within their own departmental capitation to support pupils entitled to the premium. Instrumental lessons in music, kit in P.E. and assistance with purchasing ingredients in Technology are examples of this spending (Arts & Sports participation +2) as well as subsidising trips within RE including retreat days (Social & Emotional Learning +4).
Allocation for the 2013/14 academic year
Our current position
Through the continuing focus on individual progress, All Saints Catholic College has been working on introducing and developing many intervention strategies that have successfully worked together in narrowing the gap.
Pupils for whom the pupil premium provides support must make at least good progress and at ASCC we strive towards ensuring these pupils make progress that is similar to, or above, those for other pupils in the school. ASCC seeks to minimise barriers to learning and achievement by taking into account home circumstances, attendance, behaviour, supporting independent learning beyond the classroom, developing social and emotional skills and always striving to raise expectations and aspirations.
ASCC is working towards ‘narrowing the gap’ within the College but we celebrate our achievements for above national average performance for pupils for whom the pupil premium provides support.
Our recent successes for pupils for whom the pupil premium provides support can be seen in the extracts below.
|English attainment||Pupil Premium||Non-Pupil Premium||National average Pupil Premium|
|Maths attainment||Pupil Premium||Non-Pupil Premium||National average Pupil Premium|
|Expected progress in English||Pupil Premium||Non-Pupil Premium||National average Pupil Premium|
|Expected progress in Maths||Pupil Premium||Non-Pupil Premium||National average Pupil Premium|
Key Stage 2 – Value added
How we have used pupil premium
In the 2013/14 academic year the school was allocated £173,700. This funding has supported the following interventions and activities:
- Learning Coaches enable full time support within the pastoral system so that they can work much more closely with students to support student progress in all areas.
- Students will benefit from careful matching to personal mentors most ideally placed to give them maximum support.
- Data tracking that identifies the gaps after each reporting round with constant monitoring thereafter.
- Good attendance – Attendance levels for all disadvantaged pupils are checked and acted upon. Systems are in place to make early identification of issue and need, including the use of an Educational Welfare Officer.
- High profile of pupils eligible for free school meals – the high profile of disadvantaged pupils among staff, pupils, and parents and carers ensures that all are aware of their needs and of the support that is available.
- Additional staffing within English and mathematics to support focused support in areas of individual need.
- Good facilities for supported self-study are provided before and after school to enable supported self-study. Computer equipment, teaching support and meals are all on hand. The library is staffed after school.
- Literacy support eg the ‘Lexia’ Programme; Accelerated Reader to improve the chronological reading age and therefore improve access to the curriculum.
- Year 6-7 transition includes cross phase working in areas of PE and Technology. Transition meetings are arranged by the Y7 Progress Leader and the transition team for identified students.
- Offsite learning experiences through a number of external agencies to support intervention and inclusion and keep students on track. In January pupil premium pupils enjoyed a fully subsidised event to MMU for ‘Making Foreign Languages an Option Day’ – giving the pupils a taste for university life and showing them the options available to them with language skills. In addition pupil premium pupils went on a fully subsidised trip to the Cornerhouse cinema for a French film study morning in November 2013. The RE department has provided financial support to pupil premium students visiting The Marist Centre and Lourdes.
- Summer School 2014 with the support of Manchester City Football Club will focus on Year 5 and Year 6 students that fall within the FSM (Ever6) criteria. Workshops will focus on numeracy and literacy.
- Careers advice and support through an external careers advice service to all Y11 students and targeted pupils from other year groups. All students that are eligible for Pupil Premium have supported careers advice.
- Curriculum materials support through financial assistance to enable students to reach their full potential within subject areas. This has included, as necessary, funded visits and trips as well as materials to support the completion of coursework. We currently have pupil premium pupils ranging from Year 7 through to Year 11 who have free instrumental lessons once a week, taught by external teachers. We also have pupil premium pupils who are involved in various extra-curricular activities, ranging from Samba band, Vocal group and the High School Musical show. Technology is purchasing food ingredients for Year 7 and 8 Food technology students.
- Supporting attendance with the identification of any Pupil Premium student with an attendance rate below 95% and supporting them through the services of an Education Welfare Officer.
- Subject specific after school lessons will ensure all eligible students are able to attend workshops as necessary, to enable them to focus on exceeding their predicted targets. MFL offers the opportunity for pupils to do their Vocabexpress homework in the department on laptops if they do not have access to the internet at home.
A Final Thought
All Saints Catholic College appreciates that many parents do not apply for Free School Meals (FSM) but now, more than ever it can clearly be seen that it has educational advantages for the individual students for a number of years through their school career.
We would encourage all parents that may be eligible for FSM to pursue this support avenue as it could help your child considerably whilst they are at school and give them access to many more opportunities. If you are unsure as to the benefits, please do not hesitate to give us a call.