The Pupil Premium

Lady Lumley’s School Disadvantaged Student Strategy

 

Summary

Academic Year

2016/17

Total Budget

£61,258

Number on roll

KS3&4 = 714 KS5 = 166

Number of Disadvantaged students

109

Review Date

Jan 2017

 

 

 

Current Attainment

 

Disadvantaged Students (LLS)

None Disadvantaged (National)

% 5A*-C incl grade 4 in EM

52%

66%

% 5A*-C/grade 4 or above

61%

72%

%5A*-G/grade 1 or above

100%

96%

Ebacc

17%

28%

Progress 8

 

 

Attainment 8

D

 

 

Barriers to future attainment

In-school barriers

A

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

B

Lack of understanding of data by a minority of staff. We need to make sure all staff understands the data and that this is shared and that good practice is embedded within departments.

External Barriers

C

Home based/Post school academic support. Home learning not being completed and lack of parental support impacts on learning and subsequent progress

D

Attendance rates of disadvantaged students finished 15/16 at 91% (below the target of 95%). Time away from the classroom reduces progress. 

 

Outcomes

 

Desired Outcomes and how they will be measured

Success Criteria

A

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Greater staff and student aspirations so that individual student progress in English will be maintained. Maths and Science will be improved.

Disadvantaged students in English are performing considerably higher than national none disadvantaged students. Maths data shows the students performing 13% lower than none disadvantaged students nationally. This is expected to improve to become a -4% gap.

Science data showed disadvantaged Science students were outperformed nationally by 14.6%.

B

Lack of understanding of data by a minority of staff. We need to make sure all staff understands the data and that this is shared and that good practice is embedded within departments.

Make staff more aware of the individual needs, barriers and motivational factors behind all disadvantaged students. 

Increase the accountability of all teaching staff with regards to ensuring that all the disadvantaged students they teach make at least (expected progress) EP.

Where not making EP appropriate interventions will have been put in place at class teacher level.

C

Home based/Post school academic support. Home learning not being completed and lack of parental support impacts on learning and subsequent progress

Engaging students to attend post school study club. An increase in numbers will have a positive effect on performance.

The attainment of the disadvantaged students will increase and more students will make expected progress.

Tasks will be planned by teachers to be enjoyable and allow the students to make more progress.

D

Attendance rates of disadvantaged students finished 15/16 at 91% (below the target of 95%). Time away from the classroom reduces progress. 

Target disadvantaged student attendance above 95%.

Develop student’s attitudes towards work and school life. Ensure that they know what school is able to provide them.

Improvement in behaviour of the disadvantaged students in lessons.

Engage parents.

 

Planned Expenditure

Academic Year

2016/17

Quality teaching for all

Desired Outcome  

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will implementation be reviewed?

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

All disadvantaged students to have a learning passport.

We plan to offer high quality teaching for all students. Having the use of learning passport will enable staff to break down barriers with the students and know what works best for them. It is clear that if you know your students better then you can help them relate to your teaching and in turn make more progress.

Staff will be held responsible for the progress of each disadvantaged student that they teach. This will be data driven and the staff will be challenged by HOD’s and senior staff. Learning walks will take place to ensure that students passports and being implemented into classroom practise.

HOD’s

PP Champion

At each appraisal cycle.

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Maintaining 6 forms/class.

Smaller class sizes leads to greater progress.

Teachers with smaller classes will be able to offer more support to individual students. Learning walks from all members of staff will ensure that progress is being made by all students.

Head teacher

Sept 17

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Offering vocational pathways to KS4 students.

Options at the beginning of KS4 give the students the opportunity to specialise in specific areas of interest. All students have the chance to consider and opt for one of two vocational pathways. Engineering/Construction offered and delivered via Yorkshire Coast College, also Hair and Beauty offered and delivered via the Academy, Norton.

Disadvantaged students make up a large percentage of this group. Past students have shown success at achieving a level 2 qualification.

 

Students will be tracked in regards to progress and support sessions are offered in school for catch up. A member of staff will work alongside the students to ensure progress is being made by all.

PP Champion

May 17

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Disadvantaged student champion in place.

A school premium progress champion is in place to take the lead on monitoring and evaluating all aspects of disadvantaged students. Much of the information is then passed to departments to be analysed and integrated into lesson planning and progress support.

Data on each student and department is rigorously analysed to ensure progress is being made. 

PP Champion

Jan 17

Lack of understanding of data by a minority of staff. We need to make sure all staff understands the data and that this is shared and that good practice is embedded within departments.

‘Closing the gap meetings’

Senior and Middle leaders to hold regular meetings in regards to the progress of disadvantaged students. This information will then be passed back to departments.  

Minutes for will be taken from line management, middle leaders and senior management meetings. This will then be passed down to teaching staff. Learning walks will be specifically allocated to ensure that specific students are making at least expected progress. Guidance will be given following these learning walks.

Senior and middle leaders.

Jan 17

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

 

Change of the Science curriculum.

Science data has been low for the previous 3 years due to the curriculum choice made by the school.

We have opted to change the curriculum to ensure that is appropriate to the learners.

Year 10 science data should show vast improvements due to the nature of the courses studied. Staff input data every half term for all KS4 students.

Head of Science

Sept 17

Total Budget Cost

£100,891

 

 

Targeted Support

Desired Outcome 

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will implementation be reviewed?

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

 

Lack of understanding of data by a minority of staff. We need to make sure all staff understands the data and that this is shared and that good practice is embedded within departments.

Mentoring and Pastoral Support

Pastoral support is integral to the wellbeing of students. Student wellbeing is paramount to success. 

School has 4 pastoral staff based around 5 year groups. Pastoral staff are available to work alongside students to help and support them within a multitude of areas.

One member of staff is responsible for the mentoring and support of specific students. Students are selected based on whole school data. These students are then tracked and supported through their academic studies.

Pastoral staff keep a log of all situations that they deal with. Where relevant this information is shared weekly with whole school staff.

Students who are being mentored work through a log book, this is tracked via the teaching staff and the member of staff responsible. Data is then tracked through every mark book to show and highlight the success of the system.

 

Deputy Head

Jan 17

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

School Councillor

Some students need help and support beyond what pastoral and teaching staff can give. A school councillor can give trained advice and listen to the student needs. Although the majority of the information is confidential, the school councillor aims to help specific  students feel more comfortable in the school environment.

The school councillor will work with specific students as requested by the students support team. Her appointments are either daily or weekly dependant on the students requirements.

Deputy Head

Sept 17

Attendance rates of disadvantaged students finished 15/16 at 91% (below the target of 95%). Time away from the classroom reduces progress. 

Appointment of a school attendance manager to work alongside ATS attendance monitor.

Disadvantage student attendance has historically always been slightly lower than what we are happy with. The school attendance monitor delivers information to senior staff and parents are then contacted. We have since appointed the attendance manager. Her role is to contact and visit parents to hopefully engage them in the importance of school attendance.  

All school attendance is tracked. The school attendance manager evidences all visits and monitors the targeted students.

Deputy Head

Jan 17

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Advanced Teaching Support (ATS)

ATS are a vital aspect of school life. Evidence suggests that when ATS are deployed appropriately in the classroom they make a positive impact on progress. Staff are trained to ensure that these teaching assistants are used in the correct manner and help all students in the classroom, allowing the teacher to then spend more time with the students who require more detailed and specific support.

ATS are overseen by the deputy head. All learning walk forms comment on the use of ATS when appropriate. All staff must also produce a 5 minute plan for the use of teaching assistants in their specific class.

Deputy head

Jan 17

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Netbooks

Netbooks are available to specific students to make work more accessible to them as individuals. Although this is in its early stages the feedback from students has been very positive.

A member of staff is responsible for the implementation and integration of netbooks into the classroom. She will be tracking the use of these and gaining regular feedback from the students and the staff.

Deputy Head/CBN

Jan 17

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Careers Advisor

A careers advisor work with predominately ks4 students to help and support their decisions for post 16. Disadvantaged students are highlighted early in the process.  

Careers advisor work closely with the deputy head to ensure that all students receive good advice appropriate to them as individuals.

Deputy Head

Sept 17

Home based/Post school academic support. Home learning not being completed and lack of parental support impacts on learning and subsequent progress

Study club

A number of students within the school do not study at home. For a variety of reason these students fall behind in class and get into trouble within school for not preparing for school while at home.

Study club provides the opportunity 3 times a week for students to stay behind at school and study with the support of members of staff. Teaching staff will provide students with extension or catch up tasks.

All targeted disadvantaged students have been invited to study club.

Students receive snacks and drinks free of charge during this time.  

Support staff lead study club under the supervision of the deputy head. Staff create an environment that is conducive to the learning of the students.

Students do not have to attend but are actively encouraged too.

Deputy head

Jan 17

Total budgeted cost

£68,658

 

 

Other Outcomes

Desired Outcome

Chosen action/support

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead

When will implementation be reviewed?

Low aspirations of some students and staff. Need to change the mind-set of all involved to understand that many disadvantaged students are coming from a different starting point and therefore need extra support and guidance and that expectations should be high.

Disadvantaged resources

Specific resources can be provided for specific students. These might be cultural trips that are required to support the learning of the students or revision guides that can be funded via school. Any specific support that is needed for the development of the student we will try to support. 

This is tracked on an individual department and student need. Each situation is different and will be tracked on different ways.

Pupil Progress Champion

Weekly

Total budgeted cost

£2,240

 

Review of Expenditure 15/16

Targeted Support

Desired Outcome

Chosen Approach

Estimated Impact

Lessons Learned

Cost

Home based/Post school academic support. Home learning not being completed and lack of parental support impacts on learning and subsequent progress

Study Club

Engaging students to attend post school study club. An increase in numbers will have a positive effect on performance.

The attainment of the disadvantaged students will increase and more students will make expected progress.

Tasks will be planned by teachers to be enjoyable and allow the students to make more progress.

Having previously only offered one after school club we realised that the attendance and the impact had been positive. Therefore we decided to offer the study club over 3 evenings during the 16/17 academic year. 

£32,820

Attendance rates of disadvantaged students finished 15/16 at 91% (below the target of 95%). Time away from the classroom reduces progress. 

ATS attendance monitor.

Over the 15/16 academic year our attendance monitor had 2 periods per cycle to work on whole school attendance. This has a positive impact over the school year. Increasing disadvantaged student attendance from 82% to 91%.

The impact of the attendance was substantial and made a difference to the progress of the targeted students. During the 16/17 academic year the non-contact time available for the ATS attendance monitor has been increased to 8 per 2 week cycle. 

£10,626

Increase the work ethic and commitment to progress of targeted disadvantaged students.

Challenge to change programme.

The students were tracked lesson by lesson with specific targets and having one to one meetings with their tutor teacher with the each student having individual targets per week. If the students achieved their specific targets they had the opportunity to take part in an outdoor activity such as surfing or climbing.

The role of the tutor teacher did not allow them specific time to work closely enough with the students involved.

The parents did not involve themselves in the supportive process; therefore attendance at the activities was poor.

Some parents needed to be contacted by phone rather than by letter.

More rigour required from staff involved.

£400

 

 

DOCUMENT: Breakdown of PP spending (MS Excel 2010 Spreadsheet)

Impact of PP Spending (word document)