The Pupil Premium

Lady Lumley’s School Disadvantaged Student Strategy

Summary

Academic Year

2017/18

Total Budget

£61,258

Number on roll

KS3&4 = 718 KS5 = 147

Number of Disadvantaged students

120

Review Date

Jan 2018

 

 


Current Attainment

 

Disadvantaged Students (LLS)

None Disadvantaged (National)

% 4+ English & Maths

63%

A*-C 70%

% 5+ English & Maths

31%

A*-C 70%

% 4+ Maths

69%

 

% 5+ Maths

31%

 

% 4+ English

75%

 

% 5+ English

50%

 

EBacc 9-5

6% (25% eligible)

29%

Progress 8

-0.11

+0.12

Progress 8 English

0.13

 

Progress 8 Maths

0.05

 

Progress 8 EBacc

-0.34

 

Progress 8 Open Element

-0.13

 

Destinations

All 19 students in further education or employment with training.


Barriers to future attainment

In-school barriers

A

Student progress in Science is below the required rate. Need to consider appropriate support given to students.

B

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 expectation should be high.

External Barriers

C

Attendance rates of disadvantaged students finished 16/17 at 91.36% (below the target of 95%). Time away from the classroom reduces progress. 

D

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


Outcomes

 

Desired Outcomes and how they will be measured

Success Criteria

A

Student progress in Science is below the required rate. Need to consider appropriate support given to students.

Greater staff and student aspirations in Science. Data improvement in GCSE results achieved by all

 

B

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 expectation should be high.

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

Attendance rates of disadvantaged students finished 16/17 at 91.36% (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.

D

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.


Planned Expenditure

Academic Year

2017/18

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?

Student progress in Science is below the required rate. Need to consider appropriate support given to students.

Change of the Science curriculum.

Science data has been low for the previous 4 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.

This curriculum is now being delivered to all of key stage 4. The final delivery of the old curriculum was 16/17.

Year 10 & 11 science data should show improvements due to the nature of the courses studied. Staff input data every half term for all KS4 students.

SLT line manager for Science.

Jan 18

Student progress in Science is below the required rate. Need to consider appropriate support given to students.

Change is staffing structure of Science Department.

The previous staffing structure for Science was to have one head of department. The new staffing structure has individual heads of each subject area. This allows for more students to have specific contact with staff with responsibility for an area of need.

This has been implemented and is currently in its 1st term.

SLT line manager for Science.

Jan 18

Student progress in Science is below the required rate. Need to consider appropriate support given to students.

Rigorous learning walks in Science.

Staff from around school will be strategically requested to conduct drop ins and learning walks within Science lessons with a specific focus being the disadvantaged students.

Learning walk forms.

PP Champion

Jan 18

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 expectation 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 student’s passports are 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 expectation 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 18

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 expectation should be high.

Continue to offer 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.

Disadvantaged Champion

May 18

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 expectation should be high.

Continue with the role of disadvantaged student champion.

A school progress champion continues to be 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. 

Disadvantaged Champion

Jan 18

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 expectation should be high.

 

 

 

 

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 18

Student progress in Science is below the required rate. Need to consider appropriate support given to students.

Science to highlight students to focus on support, possibly from 6th form Science students. Class helpers during student subject support sessions

Support for students who are working below expected progress is going to have a positive effect. All 6th form students offer subject specific support. When appropriate 6th form students will work directly with disadvantaged students not making expected progress.

Heads of each Science discipline will organise for 6th form students’ to work directly in lessons with disadvantaged students.

Heads of Science

Each data input

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 expectation 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 18

Attendance rates of disadvantaged students finished 16/17 at 91.36% (below the target of 95%). Time away from the classroom reduces progress. 

Continued appointment of a school attendance manager to work alongside ATS attendance monitor.

This has had impact whole school but less impact on disadvantaged students.

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 18

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 expectation 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 ATS staff 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 staff can also work with the students to help increase the amount of students making MEP, specifically in year 8 & 9 where the difference is 3 or more in a number of subjects.

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 18

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 18

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

Continued support of Study club

A number of students continue to 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.  

Year 8 & 9 students should be guided towards study club to enable more students to make MEP, as the difference is more than 3 students in a number of subjects.

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 18

Total Budget 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.

Progress Champion

Weekly

Total Budget Cost

£2240

               

Review of Expenditure 16/17

Desired Outcome

Chosen Approach

Estimated Impact

Lessons Learned

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 expectation should be high.

All disadvantaged students to have a learning passport.

We wanted to break down the barriers between students and teachers to enable staff to relate to and know the students better. This would in turn improve the outcomes of the students as these students clearly have different starting points in education.

Staff need to be more consistent with the use of learning passports. Also more time is needed to gather the passports and put them in place for all students. Staff also need to us the ‘knowing the students’ section of the staff handbook.

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 expectation should be high.

Maintaining 6 forms/class.

Smaller class sizes means more teacher contact time. This is always going to have a positive impact on the students and the staff.

This is a great strategy and where appropriate will continue to be implemented.

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 expectation should be high.

Offering vocational pathways to KS4 students.

The students come away from our external providers making expected progress. Many move onto further education in the field of engineering, construction or hairdressing.

A more detailed and rigorous approach to tracking these students needs to be implemented.

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 expectation should be high.

Disadvantaged student champion in place.

To raise the profile of disadvantaged students and challenge staff and students in relation to progress.

Staff need to be more directly challenged as to why some students are not making expected progress. This should come from the HOD, the SLT line manager or the disadvantaged champion.

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

Middle and senior staff meet to discuss the need to close the gap between disadvantaged and not disadvantaged students.

This should not be a designated meeting it should be engrained into the school and into every line management meeting. Hence why this is no longer a strategy.

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.

By changing the Science curriculum to a course more suited to the students we feel that more students will make expected progress.

The change to 1-9 grading is new to the staff and has made forecast data harder to predict.

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 expectation should be high.

 

 

Mentoring and Pastoral Support

To give staff further details in regards to the students so work and student discussions can be structured to reap maximum benefit.

Mentoring will give staff further contact time with students. This will enable staff to offer support and guidance where appropriate.

Both these should raise confidence and attainment.

Relevant information must come to staff.

Mentoring needs to be consistent and staff need to know clearly who is mentoring which students.

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 expectation should be high.

School Councillor

Help support vulnerable students.

The disadvantaged champion needs to have more direct contact with the school councillor.

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.

Raise the school attendance rate.

One persistent absence can have a substantial impact on overall data when disadvantaged student numbers are low.

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 expectation should be high.

Advanced Teaching Support (ATS)

Raise achievement by supporting students and staff in lessons.

ATS need to be deployed appropriately within lessons. School are undertaking the recommendations from MITA.

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 expectation should be high.

Netbooks

Make learning easier for some students.

These need to be used appropriately and monitored.

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 expectation should be high.

Careers Advisor

To have all disadvantaged students moving onto further education or employment with training.

Students know more than we are aware of in regards to opportunities. Following careers interviews students are now more aware of their opportunities.

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

Study Club

Offer support and help to students who find working at home more difficult.

Students aren’t accessing this as much as we would like. We need to target specific disadvantaged students.

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

Disadvantaged resources

That staff are more aware of which students are eligible for what level of support in and out of class. 40% can be given towards trips in any one year group.

Anything educational or cultural that needs financial support can usually be funded when the students are disadvantaged.

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

Impact of PP Spending (word document)