Disadvantaged Student (PPG) Evaluation 2018-19 · 2019-11-15 · 4.0 Strategies used to improve the...

1 | P a g e

Disadvantaged Student (PPG) Evaluation

2018-19

2 | P a g e

The Basildon Academies Vision

Social Mobility Equality of opportunity for our young people to succeed

Moral Purpose Resilient positive decision makers

Cultural Capital Equity of opportunity and life experiences

Spiritual Awareness Reflective citizens and active curious learners

1.0 Definition of Disadvantaged Students ‘Disadvantaged students’ refers to those students who attract government student premium funding i.e. those students claiming free school meals at any point in the last six years and those in care or who left care through adoption or another formal route e.g. Special Guardianship Order or Child Arrangement Order.

Pupil Premium Strategy Statement

The government provides additional funding to schools to help close the gaps in attainment between pupils who are entitled to free school meals (FSM) or have been at some point in the last six years (FSM6). This is called Pupil Premium funding. Children who are looked after (CLA) are also entitled to Pupil Premium funds. Year on year, these pupils perform less well than other pupils (Andrews, et al., 2017).

3 | P a g e

Schools are free to decide the best use of the money, as we are judged to be in the best place to assess what additional provision could, and should, be made for each pupil. This is monitored rigorously by the school’s leadership and governance, and externally by the local authority and OFSTED.

We are committed to the government’s drive to narrow and then close the gap between these groups of pupils by removing barriers to learning and supporting their families. The barriers faced by our pupils include lack of opportunity for taking part in certain activities that involve charges to families, weaker attainment through the lack of equipment or lack of opportunity. We aim to raise the attainment of all pupils, regardless of background or prior attainment, to enable them to progress to the university, apprenticeship, or training of their choice.

The accounting of this additional funding is divided into targeted and disaggregated spending. Targeted spending is a personalised approach used to fund specific resources or strategies to allow or promote engagement, learning, and well-being of individual pupils. Disaggregated spending is where the cost of a resource provided for pupil premium and non-pupil premium children is split between the two categories on a pro rata basis. Members of staff can also apply for pupil premium money to support pupils in their subjects, and through the application, must identify who will benefit from the money and how the impact will be measured.

Typically we have around 60% of our pupils eligible for pupil premium which is significantly higher than the national figure. We recognise that each individual pupil has different needs, concerns and aspirations and we aim to ensure the best outcomes for everyone, irrelevant of their background and disadvantages. For some pupils, this may be supporting their progress in reading, while for others it may be providing support for equipment or uniform, or covering the cost of educational visits.

We have a strong belief that quality first teaching is the priority to support pupils to improve their skills. Emphasis is placed on improving and investing in teaching and learning to ensure pupils get taught by a quality teacher rather than

4 | P a g e

be withdrawn for intervention/catch up. Our aim is to ensure that provision is in place to help all pupils to achieve their potential by further increasing the focus on the progress and attainment of pupil premium children.

Pupil Premium students receive a grant of £935 per student. Students in care or who have left care (CLA) receive a grant of £2,300 per student. Children of service personnel receive a grant of £300 (although they are not technically classified as ‘disadvantaged’). Full details on the funding arrangements can be found at: https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2018-to-2019/pupil-premium-2018-to-2019-conditions-of-grant

2.0 Academy Demographic of Disadvantaged Students

For the academic year 2018/19, the Upper Academy received an award of £176,172. These funds were in addition to the main Academy budget. For the academic year 2018/19, the Lower Academy received an award of £287,044. These funds were in addition to the main Academy budget. Student Premium funding is also allocated for children who have parents that are currently serving in the armed forces. The number of students this applies to at present in the Upper Academy is 0.

In 2018/19, there were 559 Pupil Premium students on roll which constituted 53% of the total student population compared to a Local Authority average of 21%.

Year Group Number of Students Number of Disadvantaged Students

% of Year Group

7 245 151 62%

8 269 143 53%

9 186 90 48%

10 187 89 48%

11 167 86 52%

3.0 Barriers faced by our Disadvantaged Students The main barriers faced by disadvantaged students are considered to be:

Low aspirations.

Lack of confidence.

Low self-esteem.

Poor social and emotional support networks.

Intergenerational underachievement.

Poor attendance.

Poor behaviour.

https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2018-to-2019/pupil-premium-2018-to-2019-conditions-of-grant

https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2018-to-2019/pupil-premium-2018-to-2019-conditions-of-grant

5 | P a g e

4.0 Strategies used to improve the Achievement of Disadvantaged Students

Key Priority: To narrow the disadvantage gap by ensuring equity and raising the attainment of disadvantaged (DA) students.

a. To improve the levels of progress and attainment for DA students

b. To identify and remove barriers directly affecting DA students

c. To improve the resilience and aspirations of DA students

d. To foster a passion for learning in all DA students

Key People: Chair of Governors, Headteacher, Senior Leaders, RSL.

Evaluated by: Governing Body

What do we expect to see: Targeted strategies, which result in students, however disadvantaged, being able to have full access to our curriculum and all our extra-curricular experiences. All students who are currently under-performing because of their disadvantaged background will make improved progress leading to narrowing of any attainment gaps.

a. To improve the levels of progress and attainment for DA students

Categorise the DA students into three groups: Hard-to-reach (DA3), vulnerable (DA2) and less vulnerable (DA1) and

are tracked and monitored by:

DA1 – Classroom teachers

DA2 – Classroom Teachers and Leadership

DA3 – Classroom Teacher, Leaderships and Careers Education

Implementation:

Promoting and reinforcing an ethos of high achievement for all.

Senior leadership team ensure that ensures DA students are a key priority and works closely with the Middle Leaders who have overall responsibility for intervention across the school

Ensure that numeracy and literacy intervention is continued

Reporting to parents provides appropriate and timely information

Continue to embed the methodology and approach for dealing with DA students (EEF Toolkit and CPD programme)

Ensure that DA students have access to the very best teachers across the school

One-to-one tutoring is provided for disengaged students and for it to be thoroughly monitored regarding impact

Audit curriculum content to ensure it is appropriate and engaging for DA students

Moral purpose that all students achieve and that staff performance management is linked to the progress of DA students

Moral purpose that all students achieve and that staff teaching and learning evaluations are linked to the progress of DA students

Provide a wide and varied out of hours learning programme that is accessible to DA students

Assign an SLT lead to DA3 group students to help support progress and remove any barriers to their learning.

Ensure that appropriate support & provision is in place during assessments and interventions.

Communicate progress with parents/carers to ensure they are involved regularly with the learning process

Monitor attendance of Disadvantaged students

Appointing highly competent teaching staff in vocational subjects.

6 | P a g e

Assigning the best teaching practitioners, with proven DA impact, to groups with high proportion of disadvantaged students.

Deploying specialist tutors to work with students in small groups and on a 1:1 basis.

Creating smaller group sizes in KS4 English and Mathematics.

Deploying the Local Authority Attendance Officer to specific cases to support improvements in attendance.

b. To identify and remove barriers directly affecting DA students

Expand the use of the Raising Standards Leaders (RSLs) with main responsibilities for supporting disadvantaged (DA) students.

In absence of strong parental support the RSLs will have an emphasis on ensuring attendance to Out of Hours Learning of DA students is in line with the remainder of the cohort and that half termly review meetings are consistent across the school:

Homework Form time intervention Afterschool sessions Saturday sessions Half term sessions

Continue recording data regarding specific interventions that are in place for individual DA students. Where possible attitudinal data can be collected before and after the intervention in order to evaluate the success.

Ensure that when DA students are targeted for intervention, the reasons for intervention are clearly explained and they are supported if it means challenging their usual way of working

24 hour communication commitment to Parent/carers

Assigning a mentor to all Year 11 disadvantaged students.

Prioritising CEIAG for disadvantaged students.

Providing educational resources and access to trips and events.

c. To improve the resilience and aspirations of DA students

Student Development and Welfare:

Embed the careers intervention and guidance received by DA students.

Evaluate the success in terms of improving attendance and achievement.

Continue to use external agencies to support mental health and wellbeing.

Continue to develop resilience programmes.

Ensure that all DA students access and attend health and wellbeing days.

All members of the Students Development team have clarity around their roles and responsibilities for DA students

Raising aspirations through university visits and guest speakers.

Providing additional access to the Counselling Service(s) employed by the academy.

d. To foster a passion for learning in all DA students

Enrichment and Passion for Learning:

We will provide a daily enrichment programme that is stratified to meet the needs of different age groups at

different times. Includes work experience where appropriate.

Ensure that all DA students are active members of an enrichment activity.

7 | P a g e

Ensure that all DA students successfully complete a work placement through KS4.

Continue to provide opportunities to expand student frames of reference and contextual awareness.

Ensure that DA students receive proportionality the same amount of rewards as main cohort, and this is regularly monitored and evaluated.

Ensure that all DA students have access to independent learning strategies and digital learning.

Classroom environments and displays support frames of reference and contextual students for DA students.

Assembly programme support frames of reference and contextual students for DA students.

Student leadership positions are proportionality distributed to DA and non DA students.

5.0 Income and Expenditure

Upper Academy

Curriculum development

To improve the levels of progress and attainment for DA students

To improve the resilience and aspirations of DA students

Activities Cost

Separate alternative curriculum programmes

have also been established for years 10 and 11.

These programmes seek to ensure that our

curriculum is accessible for all students. These

include Careers Education and alternative

provisions, including CSS, outplacements

£88,159.11

Sub-total £88,159.11

8 | P a g e

Progress & Attainment


To achieve >NA +sig in the key performance measures – Basics, A8 and P8.

To identify and remove barriers directly affecting DA students

Activities Cost

Interventions (out of hours learning) - Staff £9,184

Additional curriculum access £8,587.53

Digital Learning Access

£3,685.30

Enrichment (including curriculum enrichment,

Able gifted & talented))

£3,000


Attendance

To continue to improve the attendance of disadvantaged students so it is ~> the NA.

To foster a passion for learning in all DA students

Activities Cost

Attendance enforcement strategies such as

funding for attendance panels have been

embedded into the Academies processes

Attendance strategies (SAMS, panels, additional

mentoring, administration, data analytics)

£32,560.50


Accessibility


Activities Cost

External Counselling Support. £16,934.52

9 | P a g e

The Academy catchment covers an area where

there is significant deprivation and therefore

there is a need to supplement internal resources

at KS4 with professional counselling services

Free school meal uplift

The Academy provides increased value in its

restaurants to Free School Meals students – the

Academy currently adds 51p to all FSM

allocation per student.(£2.75 - £2.24)

£16,951.50

Need Fund

Allocated by the Academy management team to

be used at the Head’s discretion to support

families in purchasing school uniform and

attendance of external visits.

£585.88

Co-educator

The Academy, due to the higher than average

numbers of students in this cohort, has invested

in specific staffing which includes the cost of an

additional Co-educator support

£22,518

Careers & Learning Leader



in specific staffing which includes the cost of a

Careers Learning Leader and additional Co-

educator support

£36,551.38


Data Analytics To raise awareness and improve the administration of Student Premium strategies and impact across the school To identify and remove barriers directly affecting DA students

Activities Cost

General administration in PPG tracking £5,000

Sub-total

£5,000

Total amount of PPG received 2018/19 £176,172

10 | P a g e

Total expenditure on PPG students 2018/19 £243,717

Lower Academy




Activities Cost

Separate alternative provision has been

established with the Local Authority. This

programme seeks to offer an alternative

provision for a very small number of students.

£54,563.12

11 | P a g e

Careers Education and alternative provisions,

including CSS, outplacements






Activities Cost

Mentoring, catch up & nurture support

programmes.

Dedicated senior staff appointed to work with

PPG vulnerable students

£31,231


£2,650


Able gifted & talented)

£4,000

Sub-total £37,881

Attendance



Activities Cost

Attendance enforcement strategies such as

funding for attendance panels have been




Deputy Attendance Officer

£31,231

Sub-total £31,231

12 | P a g e

Accessibility


Activities Cost

External Counselling Support.





£16,934.52




Upper Academy currently adds 51p to all FSM

allocation per student. (£2.75 – £2.24)

£37,209.60

Need Fund





£868.58

2 x Co-educator £45,036

Pastoral Manager £60,528

Resources (displays, books, equipment) £2,505

Sub-total £163,081.70


Activities Cost

General administration in PPG tracking £5,000

Sub-total

£5,000

Total amount of PPG received 2018/19 £287,044

13 | P a g e

Total expenditure on PPG students 2018/19 £291,756

6.0 Impact of Funding

Upper Academy




14 | P a g e

Level 6 training for Careers Education leader to bring impartial careers advice to students as and when

required, outside of usual careers activities

Range of extracurricular experiences undertaken including off-site visits, on-site speakers and student

development days

Use of Careers Education Pathways to run bespoke alternative curriculum provision where required showed

impact of 100% of academy students achieving at least 2 GCSE/Voc qualification. This has improved our

NEET on this provision to 0%. Significant improvement since 2015.

Access to regular work experience placements tracked and monitored by Careers Education Leader





100% of DA students attend a daily passion for purpose session to encourage engagement, resilience and a

sense of community

Year 10: English DA 12.5 Average Grade against 2.7 Whole Cohort, Maths 1.8 Average Grade against 12.0

Whole Cohort – Gap in line with National Gap and closing internally year on year

Range of online platforms available to students has increased, as has access to Pomodoro intervention for

HIGH attainer band, tracking approx. 30% PPG take up to date

English Literature entry made in June 2019 to support resilience of DA students in Summer 2020

examinations: DA 1.7 AP2 against 2.5 Actual EOY Average Grade

Bespoke additional interventions showed the greatest raw mark uplift in English & Maths with DA students,

in some cases +20-30 marks, however it did not in all cases lead to a grade boundary shift

Whole Cohort Non-DA DA Impact from

2017/18

English Language 3.4 4.1 2.8 -0.3

Maths 2.7 3.3 2.1 -0.6

Science 2.8 3.4 2.2 -0.3

Open Element 4.4 4.8 4.0 -0.2

Attendance



DA students attended at above the NA rate at 93.25%

15 | P a g e


sense of community

100% of DA students engaged in careers education programmes to raise aspirations and understand

pathways open to them post 16

100% DA students have access to personalised pathways and agencies, where necessary, to remove barriers

to learning

Use of full-time attendance officer provision to allow for real time review of attendance and monitoring or

DA students

Number of students with at least one absence is reducing, along with rate of fixed term exclusions

Accessibility


All DA students have access to and support from Student Development Leaders to ensure barriers are

removed before they enter the classroom.

Use of hardship fund which provides financial support to the parents of DA students who may not be able to

afford travel, uniform or trips

Students able to access to revision material in the holidays that they may not receive at home

DA student access to Saturday school, online resources etc

Lower Academy




Introduction of increased PE provision has increased participation across a range of clubs & in district sports

championships, accessibility for all DA students to take part

Outside of core, all students have 1 hour per week in Year 7 & 8 to learn to cook, developing life skill as well

as open accessibility for Year 9 Options process

All students engage in swimming as part of their core PE curriculum





Gender split teaching in Year 9 core has begun to close the gender gap between boys and girls in their core

subject, especially English & Maths

Year 7: DA and Non-DA gaps closed in English and Maths, 1 sub level gap in Science tracking alongside

previous year

Year 9: English DA 1.1 Average Grade against 1.3 Whole Cohort, Maths 1.3 Average Grade against 1.6 Whole

Cohort – Gap in line with National Gap and closing internally year on year

16 | P a g e

Attendance




sense of community


pathways open to them at GCSE


to learning


DA students


Accessibility



sense of community


pathways open to them post 16


to learning


DA students


Early adopter of compulsory PSHE element in Years 7 & 8 to support students with relationships, reducing

fixed term exclusions, and educating them about potential risks and barriers to learning

7. Proposed PPG expenditure 2019/20

Upper Academy

17 | P a g e


To embed the Basildon Academy Disadvantaged Pledges to close the Progress Gap with Non-Disadvantaged Students


Activities Estimated Cost

Separate alternative curriculum programmes

have also been established for years 10 and 11.

These programmes seek to ensure that our

curriculum is accessible for all students. These

include Careers Education and alternative

provisions, including CSS, outplacements

Sub-total £100,000


To embed the Basildon Academy Disadvantaged Pledges to close the Progress Gap with Non-Disadvantaged Students



Interventions (out of hours learning)

Additional curriculum access




Sub-total £50,000

Attendance

To continue to improve the attendance of disadvantaged students so it is ~> the NA. To reduce the number of Persistent Absentee Students who are Disadvantaged students



Attendance at the Academy, has significantly

improved. Attendance enforcement strategies

18 | P a g e

such as funding for attendance panels have been




Sub-total £5,000

Accessibility


To support the Personal Development of DA Students


External Counselling Support.








Academy currently adds 51p to all FSM

allocation per student.(£2.75 - £2.24)

Need Fund





Co-educator



in specific staffing which includes the cost of an

additional Co-educator support

Careers & Learning Leader



in specific staffing which includes the cost of a

19 | P a g e

Careers Learning Leader and additional Co-

educator support

LOTC

Resources (displays, books, equipment)

Sub-total £80,000



General administration in PPG tracking

Sub-total

£5,000

Total amount of PPG due to be received 2019/20 £170,001 Estimated Total expenditure on PPG students 2019/20 £240,000

20 | P a g e

Lower Academy


To embed the Basildon Academy Disadvantaged Pledges to close the Progress Gap with Non Disadvantaged Students



Separate alternative provision has been

established with the Local Authority. This

programme seeks to offer an alternative

provision for a very small number of students.

Careers Education and alternative provisions,

including CSS, outplacements

Sub-total £80,000


To embed the Basildon Academy Disadvantaged Pledges to close the Progress Gap with Non Disadvantaged Students



Mentoring, catch up & nurture support

programmes.

Dedicated senior staff appointed to work with

PPG vulnerable students

Interventions (out of hours learning) - Staff




Sub-total £100,000

Attendance

To continue to improve the attendance of disadvantaged students so it is ~> the NA. To reduce the number of Persistent Absentee Students who are Disadvantaged students

21 | P a g e


Activities Cost

Attendance at the Academy, has significantly

improved. Attendance enforcement strategies

such as funding for attendance panels have been




Deputy Attendance Officer

Sub-total £60,000

Accessibility


Activities Cost

External Counselling Support








Upper Academy currently adds 51p to all FSM

allocation per student. (£2.75 – £2.24)

Need Fund





2 x Co-educator

Pastoral Manager

LOTC

22 | P a g e

Resources (displays, books, equipment)

Sub-total £150,000



General administration in PPG tracking

Sub-total

£5,000

Total amount of PPG due to be received 2019/20 £308,934 Estimated Total expenditure on PPG students 2019/20 £395,000

23 | P a g e

Pupil Premium Grant

Academy Action Plan 2019-2020

The Basildon Academies

24 | P a g e

Pupil Premium Strategy 2019-20 DA Students - Outcomes and Engagement

Strategic Leader – Headteacher

DFE EA (February 2018) a strength of the academy’s recent work with disadvantaged (DA) pupils: notably the school’s division of the DA group into three categories which

enables human and financial resources to be focussed on the most needy; the priority given to DA pupils in the academy’s monitoring arrangements; and the incorporation

of a target for DA pupils in each teacher’s performance management objectives.

Objectives Implementation/Activities Lead

Pe

rson

/s

Resources Monitoring

(who/how/when)

Success Criteria/Impact

on Learning

Review

To embed the Basildon Academy Disadvantaged Pledges to close the Progress Gap with Non Disadvantaged Students: 1-Marking

Define the 10 Key Action Points to underpin how DA students are supported across the Academy in line with our Moral Purpose that students achieve.

DHT SLT

DA Pledge Document SEF ADP

DHT introduce on Sept INSET 19 Weekly feature in Teaching and Learning Bulletin TLA QA Cycle (Learning Obs, Learning Walks, Work Scrutiny)

Continue to close the gap between DA and non DA students for:

Progress 8

Attainment 8

English Grade 4’s or above

English Grade 5’s or above

Maths Grade 4’s or above

Application of Pledges to impact on

progress of DA students identified as

a part of Professional Outcomes for

staff.

SLT ML

Performance Management Documents

Performance Management Cycles

25 | P a g e

2-Seating Plans 3- Quality of work 4-Rewards 5-Demonstrate and model 6-Early Career Guidance 7- Contact home 8-Mentoring 9-Effective us of bursary + hardship fund 10-Onsite access to Pastoral Support

Categorise the DA students into three groups: Hard-to-reach (DA3) Vulnerable (DA2) Less vulnerable (DA1) and are tracked and monitored by: • DA1 – Classroom teachers • DA2 – Classroom Teachers and Leadership • DA3 – Classroom Teacher, Leaderships and Careers Education

SLT HoY SENCO

Progresso Assessment Point Calendar

Identification of DA1/2/3 students based on and reviewed following Assessment Points. HoY support regarding Pastoral issues.

Maths Grade 5’s or above

En/Ma crossover Grade 4’s or above

En/Ma crossover Grade 5’s or above

DA student progress is broadly in line with non-DA students.

DA Tagging to be a part of Class Context Folders for teaching staff. Folders to support and include strategies to support progress of DA students in learning environment.

SLT ML 2iCs Class Teachers

Progresso Class Context Folders

Class context folders to be updated as needed / following Assessment Points. ML monitor department class context sheets in area of responsibility. Class context folders to be provided during ongoing Learning Walks and Termly Learning Observation

Audit the Curriculum Content to ensure that it is appropriate and engaging for DA students.

SLT ML

Excellence Plans Schemes of Work Curriculum Audit Option selections

Assessment Point reviews indicating subjects making appropriate progress with DA students Evaluate good practice to monitor appropriate pathways + subject selections for DA students

26 | P a g e

Ensure that DA students have access to the very best teaching across the school.

SLT ML HoY

Teaching RAG AP results Progresso Book scrutiny

Ongoing review of key groups to make changes as appropriate

Cross Site RAG reflects 100% Good or better teaching 40% of teaching reflects Outstanding

Moral purpose that all students achieve and that staff Teaching and Learning evaluations are linked to the progress of DA students.

SLT ML

Teaching RAG AP Results Progresso Book scrutiny

Assessment Point Reviews Ongoing Learning Walks Termly Observation Cycle Termly Book Scrutiny

Continue to embed the methodology and approach for dealing with DA students (EEF Toolkit and CPD programme)

SLT ML Class Teachers

CPD programmes External Training Providers

Weekly CPD training with Half Termly Focus Ongoing Learning Walks Termly Observation Cycle

Senior leadership team ensure that ensures DA students are a key priority and works closely with the Middle Leaders who have overall responsibility for intervention across the school

SLT ML

Exam Analysis Reviews Line Management Minutes Intervention registers

Exam / AP reviews Line Management Cycle Intervention Planning following relevant testing / Assessment Points

Closing of gap on Pupil Progress

Provide a wide and varied Out of Hours Learning Programme which is accessible to all students

SLT ML Class Teachers

Doddle Out of Hours Section on Basildon Academy Homepage GCSE Pod Seneca Learning

Assigned person in department area monitoring and updating work Work posted home as appropriate

Increase engagement in Out of Hours Learning Programmes

27 | P a g e

Reporting to parents provides appropriate and timely information

SLT ML HoY Class teacher

Progresso Doddle Internal Trackers

Report Document following Assessment Points Parent Evenings Follow up meetings arranged as necessary

Increased parental engagement

A DA3 lead to help support student progress and remove barriers to learning. Aspirational target setting for DA3 students with appropriate pathways to support.

SLT CEL SDT

Progresso SEF ADP Assessment Points External Placements

Line Management Minutes Ongoing contact with relevant parents from cohort Assessment Point Reviews External Placement Provision secured as necessary to engage in curriculum

Reduction in gap between DA 3 students with DA1/2 and Non DA

To reduce the number of Persistent Absentee Students who are Disadvantaged students

Monitor and action appropriately regarding the attendance of DA students

DSL SAO Attendance Team

Attendance Trackers Home Visits Meeting documentation

Attendance Team identify, monitor and track attendance of key students. Weekly Attendance Trackers Regular Attendance Reviews

Reduction in the number of PA DA students

28 | P a g e

To identify and remove the barriers directly affecting DA students

Expand the Head of Year role with responsibilities for supporting DA students. Head of Year to provide the strong parental support to monitor attitude to learning and engagement in Out of Hours Learning Opportunities such as -Homework -Interventions -Saturday Sessions -Half Term Sessions -Pomodoro 24 hour communication commitment to parents /carers.

HoY SLT Line Managers

Line Management Minutes Records of parental communication Progresso Assessment Points + Calendars Intervention Attendance

Headteacher, Deputy Heads, Assistant Heads & Senior Leaders to provide challenge as appropriate. Governors to provide challenge at fixed points during the year Regular and robust surveys of stakeholders including: • Parents • Staff • Students Regular Line Management Cycle Ongoing communication to parents


Continue recording data regarding specific interventions that are in place for DA students. Where possible attitudinal data can be collected before and after the intervention in order to evaluate the success.

SLT ML Class Teachers HoY SDT

External Agencies Attendance Records AP Data Progresso HoY communication with parents

Ongoing monitoring of interventions taking place. Evaluations of outcomes/ follow ups as necessary.

Attendance of appropriate students to intervention. Engagement in selected interventions.

Ensure that when DA students are targeted for intervention, the reasons for intervention are clearly explained and they are supported if it means challenging their usual way of working.

SLT ML Class Teachers SENCO

29 | P a g e

DA student identified in Weekly Teaching and Learning Newsletter to provide strategies and support when working with student. This will provide students with a voice and opportunity to feedback on learning.

SLT Teaching Staff

Weekly Teaching and Learning Newsletter Staffroom Notice Board Reward Tracking

Weekly update to promote collaborative practice. Monitor in line with Rewards awarded

Students engaged with own learning strategies Information used to frame and support context sheets

To support the Personal Development of DA Students

Embed the Careers interventions and guidance received by DA Students. DA students to be identified in first instance for relevant Careers Providers.

CLL SLT

Careers Information Programme Open Evenings External Visitors / Providers

Headteacher, Deputy Heads, Assistant Heads & Senior Leaders to provide challenge as appropriate. Governors to provide challenge at fixed points during the year Regular and robust surveys of stakeholders including: • Parents • Staff • Students

Increased student engagement in Careers Guidance Increase in the % of students achieving aspirational destinations / higher educational pathways Increase in recruitment and retention within 6th Form

Students provided with Work Experience Opportunities as part of their Learning Journey

CLL SLT SDT Attendance Team

Work Experience Programme External Agencies / Programmes

Opportunities for Work Experience monitored and actioned as appropriate. Ongoing connections built with appropriate agencies and programmes.

Successful completion of Work Experience Programme for DA students Positive feedback from relevant stake holders

30 | P a g e

Senior Student Development Officer undertake training as Mental Health First Aider for Young people

SLT SON

External Agency

Internal support provided as needed for relevant students

Completed training programme

Continue to use external agencies to support Mental Health and Well being and resilience. Ensure all DA students have access to attend Health and Well Being Days.

DSL SDT SDC

External agencies Unicef Careers Information Programmes Internal delivery Well Being Day Programmes NCS Jack Petchey Awards/ Speak Out Challenges

Appropriate selection of students for courses. Appropriate calendaring of Well Being Days. Student Feedback and evaluation of sessions following these

Increased DA student recognition of personal progress and attainment. Increased numbers of DA students gaining appropriate accreditation from courses / Graduation from NCS community project. Increased engagement and awareness in key areas / topics from Well Being Days

Weekly PSHRE classes to enable students to access further information and support on relevant social and emotional support

SDC PSHRE Programme

Weekly sessions delivered within curriculum programme. Ongoing review to programmes.

Proportional representation of DA students within Student Based Leadership Pathways and Student Voice to provide and present views of the voice of students

SDC SDT

Student Leadership Programme Processes Student Voice Meetings

Proportionate representation of DA students in Leadership roles Increased whole school participation of steer Groups and Leadership applications

31 | P a g e

All members of the Student Development Team have clarity around their roles and responsibilities linked to DA students

SDT Line Management Minutes

Appropriate Line Management Cycles

Clear understanding of job roles

To foster a Passion For Learning in DA students

To provide a daily Enrichment programme which is stratified to meet the needs of different age groups at different times as appropriate.

SLT EL SDT

Senior Leaders to provide challenge as appropriate. Governors to provide challenge at fixed points. Academy Leadership to oversee and monitor the quality of Enrichments

Increased DA engagement in Enrichment Programmes Positive feedback from relevant stakeholders Closing of gap on Pupil Progress

DA students are active members of the Enrichment Programme which will provide fair access to Enrichment opportunities including relevant Stretch and Challenge and Cultural Capital opportunities.

SLT ML EL HoY Class Teachers

Enrichment Programme

DA students within the Express Band invited to weekly Pomodoro intervention to build independence and further Stretch and Challenge opportunities within their Curriculum Pathway

SLT NACE Drive Team Relevant Class Teachers

Pomodoro Programme

Weekly tracking of student attendance Parental communication Rewards Programme linked to attendance and engagement

Increased attendance of DA students to Pomodoro Interventions Closing of gap on Pupil Progress

Weekly Mentoring Programme embedded which will provide students with opportunities to develop literacy skills along with wider reading material to provide discussion regarding relevant SMSC topics

SLT Relevant Class Teachers – Mentors

Mentoring Programme

Weekly sessions Selection of texts reviewed as needed along with programme of study to match this

Students provided with wider reading material and frames of reference

32 | P a g e

DA students attend regular Assemblies to build a sense of identity within the Academy and develop wider frames of reference and insight into further SMSC topics.

SLT Mentors

Assembly Rota Assembly Sessions delivered

Termly programme to review Assembly content Revise as appropriate

DA students provided with key SMSC information

DA students provided with fair access to Modern Foreign Languages through curriculum and enrichment.

SLT KL

Audits / Surveys from students

Selection of students Appropriate Enrichment opportunities identified

DA Students provided with opportunities to access other Languages

Classroom experiences including lessons, environments and displays provide and expand on appropriate frames of references and contextual insight for DA students

ML Classroom teachers

Displays Excellence Plans SOW Thinking Schools Strategies

Ongoing reviews of Planning documents Ongoing reviews of classroom environments Evidence of feed forward tasks to support pupil progress


Ensure that DA students are receive proportionality the same amount of rewards and credits. DA students are represented for awards on Celebration Presentation Evening to recognise success across the curriculum. Parent invitation to support attendance to event.

SLT ML Classroom teacher

Progresso Teaching and Learning Newsletter Celebration Evening Assessment Point Data Teacher nomination forms

Rewards are tracked regularly and an ongoing feature in Staff Teaching and Learning Newsletter. Celebration Evenings to take place at key intervals in the calendar.

Proportionate representation of DA students gaining credits, rewards and attendance to Celebration Presentation Evening

Disadvantaged Student (PPG) Evaluation 2018-19 · 2019-11-15 · 4.0 Strategies used to improve the...

Documents

Transcript of Disadvantaged Student (PPG) Evaluation 2018-19 · 2019-11-15 · 4.0 Strategies used to improve the...