The Deanes Pupil premium strategy statement

Transcription

1 The Deanes Pupil premium strategy statement 1. Summary information School The Deanes Academic Year 2016/2017 Total PP budget Date of most recent PP Review Total number of pupils 446 Number of pupils eligible for PP 163 Date for next internal review of this strategy July Current attainment Pupils eligible for PP (your school) Pupils not eligible for PP (national average) % achieving 5A* - C incl. EM ( only) tbc % achieving expected progress in English / Maths ( only) 57.4/24.14 tbc Progress 8 score average tbc Attainment 8 score average 3.53 tbc 3. Barriers to future attainment (for pupils eligible for PP) In-school barriers (issues to be addressed in school, such as poor literacy skills) A. Boys attainment B. Poor numeracy skills C. Low aspirations External barriers (issues which also require action outside school, such as low attendance rates) D. Poor attendance E. Poor home learning 4. Desired outcomes (desired outcomes and how they will be measured) Success criteria A. Quality First Teaching across the curriculum leading to a reduction in the number of students involved in interventions, particularly Maths (and English). B. Students making expected progress across the curriculum. Progress 8 measure to be equivalent to 0. Boys attainment to be equivalent to girls. Most students making expected progress. Key marginal students identified in Maths (and English) engaged in additional support Most students making expected progress. Key marginal students identified in curriculum areas, and engaged in personalised learning programmes. C. Students determined to succeed and able to work towards the requirements of examination expectations. Students attending additional support as

2 D. Students attending lessons and engaged in learning. Homework being completed to an appropriate standard. Good attendance to out of hours learning programmes. Parents attending parent consultation and parents evenings. incorporated into personal learning pathways, and as offered as enrichment activities outside of school. Attendance to be as expected for all students of 95% or above.

3 5. Planned expenditure Academic year 2016/2017 The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies. i. Quality of teaching for all Quality First Teaching across the curriculum leading to a reduction in the number of students involved in interventions, particularly Maths (and English). Students making expected progress across the curriculum. Progress 8 measure to be equivalent to 0. Students determined to succeed and able to work towards the requirements of examination expectations. 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 you review implementation?

4 Lesson observations demonstrate consistently high quality teaching and learning. Students are able to link learning activities to learning objectives Students actively engaged in learning activities Students are challenged through a ranges of strategies appropriate to their learning needs All Teaching staff observed and RAGGed Action plan for improving teaching practice for those in need of support to become effective Clear monitoring programme of T&L in place to ensure quality PiXL strategies to be adopted by all curriculum areas Ensure teachers have access to and are using Data for learning effectively, to plan lessons and monitor progress. Review of examination results 2016 and internal monitoring of T&L Review of Education Endowment Foundation. Middle leader meetings, including minutes Link meetings between ML and SLT including minutes Joint observations with link SLT/Governors Link Meetings between SLT and ML including minutes Senior and Middle leaders will schedule and carry out lesson observations, learning walks, student questionnaires and book sampling each half term and more often where room for improvement identified. T. Bond L. Stroud Termly All teachers use assessment in lessons to re-shape activities so that they match the needs of learners. Appropriate homework set to engage students in further learning QM&F is good in all departments/subjects. Students engage in marking, progress over time is evident. Students are clear on working levels, targets and can articulate next steps. Aspirational targets set for all Increased focused on marking for literacy. Identify and appoint Senior Peer Mentors to focus on marking and feedback Implement new system for Assessment without Levels for next academic year Middle Leaders are trained in lesson observations and feedback Identify and appointed Senior Peer Mentors to focus on challenge and differentiation Senior Peer Mentors and Lead Practitioners in different aspects to lead development practice Rag Reports reflect new assessment procedures Link meetings between SLT and HOFS will focus on outcomes of monitoring and PiXL strategies. Learning walks and observations. Sampling of students work. Student voice. Departmental standardisation of marking and assessment. Analysis of Data drops Observations Staff Evaluations of training Performance management

5 Students take a pride and interest in their work, resulting in their work being well presented. Behaviour for learning facilitates rapid progress. Teachers attending CPD sessions and engaged in developing future practice throughout the school groups for CPD. Performance Management used to identify CPD needs. Programme of personalised CPD in place with opt in and mandatory offers. Develop coaching/mentoring system to develop in-house CPD objectives reflect individual teachers personal development, the teaching standards and the whole school improvement policy. Learning walks Sampling of students work, lesson observations and link meetings between ML and SLT Performance Management reviews and Staff Forum

6 Total budgeted cost ii. Targeted support Quality First Teaching across the curriculum leading to a reduction in the number of students involved in interventions, particularly Maths (and English). Students making expected progress across the curriculum. Progress 8 measure to be equivalent to 0. Students determined to succeed and able to work towards the requirements of examination expectations. Students attending lessons and engaged in learning. 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 you review implementation?

7 Students determined to succeed and able to work towards the requirements of examination expectations. Review of Intervention/Additional Support for 2014/2015. Intervention Plan Developed focusing on small group of students in Year 11. Focus Day Programme led by effective teachers to be developed across key areas of the curriculum. FDP linked to timely subject assessments to develop a further sense of purpose. Review of examination results 2016 and impact of additional support/interventions historically over time. Review of Education Endowment Foundation. Students timetables enhanced to provide personalised learning pathways; focusing on Maths, English and Science, and Bucket 3. Selected students to study ECDL.. Focus Days evaluated accordingly. Progress of key groups of students tracked using Rag Reports. L. Stroud Half termly. Key marginal students identified across the school. All teachers aware of identified students and their barriers to learning. Development of we can succeed ethos across the school. Key marginal students to work with mentors with the role of tracking progress, giving praise, encouragement where appropriate and support. Middle Leader Meetings used as a vehicle to discuss key students and ensure continuous progress. Additional support evaluated appropriately. Year 11 Additional Monday After School sessions to be delivered across the curriculum. Students develop skills

8 Students making expected progress in Maths (and English). for independent learning and an appreciation for an enhanced focus on learning throughout Year

9 Progress 8 measure to be equivalent to Development of study skills and independent learning through focused tutorial sessions. Out of Hours Learning Programme to be developed, and include opportunities to learn on selected Saturdays. ECDL Programme to be developed throughout the year to ensure all students are involved with the minimum disruption to other curriculum areas. Use of PLCs to enable students to focus on gaps in understanding. Development of an intervention programme focusing on a small targeted group of individuals, to include; Morning learning, one to one/small group work, personalising students timetables to incorporate additional Maths Focus days to be introduced focusing on Study Skills, Independent Learning and Motivation/Determination to succeed. Development of Well-Being

10 Total budgeted cost iii. Other approaches Students attending lessons and engaged in learning. 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 you review implementation? Attendance to improve across the school, in particular for the disadvantaged students, Identified students engaged in learning. Icarus well-being zone to be developed. Identified students to attend focused groups working towards developing a positive sense of well-being. Governor responsible for disadvantaged students to meet informally with selected students to evaluate learning pathways. Review of attendance figures for pupil premium students for 1015/2016, and in particular pupil premium students joining the school part way through the academic year. Progress of key groups of students tracked using data drops. Additional support evaluated appropriately. Attendance monitored weekly. L. Stroud K. Hampstead Weekly Appropriate transition programme in place for KS4 mid term admissions. MTA students to study a personalised timetable with fewer subjects if necessary. Total budgeted cost

11 6. Review of expenditure Previous Academic Year i. Quality of teaching for all Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost 75% of lessons observed effective. Monitoring Focused CPD Most students are not making expected progress. Particularly in Maths, Computing and Science. For expected progress the gap is closing between pupil premium students and others in English at GCSE. Teaching and learning continues to be a focus. 80% of lessons to become consistently effective across the curriculum, enabling QFT ii. Targeted support Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Students to make expected progress in Maths Maths incorporated into the pastoral programme One to one tuition Small group work tuition Maths Learning Mentor The % of students making expected progress in Maths is 31.82%, with pupil premium students continuing to underperform. A continued focus on QFT, with additional support being targeted towards a core group

12 Students to make expected progress in English One to one tuition Small Group work English Learning Mentor Accelerated Reader for Years 7 and 8 Reading Club English Booster Classes English incorporated into the pastoral The % of students making expected progress in English 66.04%, with pupil premium students improving from 40% (2015) to 57.14% (2016). To continue Students at KS3 to make expected progress in literacy and numeracy. Primary focused literacy and numeracy For those students involved on average reading age improved by 40 months, and spelling age by 20 months. To continue iii. Other approaches Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Students confident to begin secondary school, with a focus on literacy and numeracy Summer School 93% of parents feel confident their children benefits from this week, and 80% of the children viewing summer school as a positive experience. To continue next year with a greater focus on literacy and numeracy

13 Students to make expected progress in English through development of spelling and reading Dyslexia Sessions 40% of students have a reading age of above 10 years. Average improvement of reading age is 17.5 months. 20% of students have a spelling age of above 10 years. Average improvement in spelling age is 12.3 months. Dyslexia sessions to continue with targeted students. Dyslexia expertise to be shared across the curriculum. Encourage the engagement of parents with their child s learning, empowering them with skills to support learning at home. Year 7 Celebration Evening Parental evaluations indicated a positive experience, giving them a good insight into learning at The Deanes. As a result of the evening 5 parents have volunteered to support the school further. Students engaged in learning, and improved attendance Motivated Minds Counselling Comparing students involved with Motivated Minds to other students, motivated minds students attain more house points indicating greater engagement, and higher attendance. Ethos to continue with a more co-ordinated approach from Icarus Students engaged in learning through a focus on S.E.A.L. Nurture Group Particular improvements seen with students taking responsibility for their actions, working with others, and developing confidence with success. To continue

14 Students become independent learners, able to approach examinations with confidence and make expected progress across the curriculum Out of Hours Learning

15 7. Additional detail In this section you can annex or refer to additional information which you have used to inform the statement above.

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