Disadvantaged Students Strategy Statement (Secondary) The ... · pathway. Year 8 as extraction groups with SSO’s. Students who cannot access the curriculum due to other needs that

Disadvantaged Students Strategy Statement (Secondary) The Telford Priory School 2017/18

1. Summary Information

School The Telford Priory School DSF=Disadvantaged Student Funding

Academic Year 2017/18 Total DSF Budget £379,610 Date of most recent DSF Review May 17

Total number of people 910 Number of pupils eligible for DSF 422 Date for next internal review of this strategy

Jan 18

2. Current Attainment (2016-17 only)

Pupils Eligible for DSF (TPS)

Pupils not eligible for DSF (National Average)

based on 2015/16- will be updated once available

% achieving 9-5 incl. English and Maths 9.4% n/a

% achieving 9-5 in English 30.6% n/a % achieving 9-5 in Maths 14.1% n/a

% achieving 9-4 incl. English and Maths 31.8% 67.3%

% achieving 9-4 in English 48.2% 69.3%

% achieving 9-4 in Maths 41.2% 73.3%

3. Barriers to future attainment (for eligible DSF)

A. The quality of teaching and learning

B. Low literacy and numeracy levels

C. Attitudes to learning and behaviour in all years, especially Year 9 and 11

D. Motivation and level of aspirations for disadvantaged students

E. Support for learning in classroom, 1:1 tuition and after school extended learning

F. Improved attainment (Diminishing the Difference)

4. Disadvantaged Student Objectives


Aims Strategies

A. To implement intervention strategies and provide support for literacy and numeracy for stated pupils to diminish the difference.

Intervention/small group work with both Academic and Intervention coaches Corrective Reading Programme Corrective Literacy Programme Ninja Maths Use of nurture and reintegration staff “Stepping Stones” groups for those not secondary ready Director of Inclusion and Literacy to coordinate projects

B. To provide intervention and support for pupils with behaviour as a barrier to learning and enhance pupil well-being for those in this category, with a particular focus on years 9 and 11.

Specialist behaviour interventions involving Student Support Officers Use of internal exclusion room staff to reduce numbers of return visits Restorative Justice Programme Mentoring for social and emotional aspects of learning The Princes Trust Project Alternative Provision Educational Welfare Officer to improve attendance figures Parental support via Family Liaison Officer and other key staff

C. Programmes to motivate and raise aspirations for disadvantaged students

Progress projects and incentives Motivational workshops Elevate Programme especially for Year 11 to enhance and embed study skills Parental engagement Academic mentoring Use of Aspirations/Careers advisor


D. Support for learning in classroom, 1:1 tuition and after school extended learning Teaching and Learning

After school programmes specifically using Intervention Coaches 1:1 tuition through Intervention Coaches Teaching Assistants, in particular how they support Disadvantaged students and “double disadvantaged” students Weekend/holiday schools Provision of intensive ICT course to enhance overall attainment for selected pupils Whole school CPD including how to track groups of pupils and how to enhance/support progress Leading Teaching and Learning Programme (DR ICE) Lead Practitioners in core subjects Doddle to tighten up assessment tracking and forecasting

E. Personalised resources and equipment for targeted pupils Revision guides Specialised equipment Pupil specific resources Uniform

F. Enrichment experiences (curricular and extra-curricular) Educational visits Extensive extra-curricular activities Enrichment days Music lessons


5. Planned Expenditure

Desired outcome ChoSEND 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?

To implement intervention strategies and provide support for literacy and numeracy for stated pupils to diminish the difference

Intervention/small group work with both Academic and Intervention Coaches. Corrective Reading Programme Corrective Literacy Programme Ninja Maths Use of nurture and reintegration staff

Small withdrawal groups for KS4 students not making the relevant progress in all subjects. Providing small group intervention with a coach focused on overcoming gaps in learning Students on entry are below average with regards to KS2 data. Data suggests that of the DS students in year 11, only 15.2% will achieve 9-4 in Maths against 31.5% for Non DS. In English, it is estimated that 25.3% of DS will achieve 9-4 against 39.6% for non DS. KS3 resource to fill the gaps in knowledge. Empower students with numeracy skills ready for KS4 Low literacy/numeracy levels EOY7 levels for nurture groups into year 8

Peer reviews. QA of Academic and Intervention coaches through tracking and data management. Tracking of numeracy and literacy interventions. Higher numbers of students achieving “higher belts” Increased overall levels of year 7 and 8 groups and seeing enhanced learning

HMY/VSG BKA/JSH JSH/CPE KCE/HPS/LBS

Each data drop Each data drop Half termly through Ninja maths reports Termly Each data drop


“Stepping Stones” groups for those not secondary ready Director of Inclusion and Director of Literacy to coordinate projects

Coordination of projects to enhance overall learning of SEND students. At least 20% of each year group is SEND (Year 9 27%) therefore needs of students to be supported, tracked and implemented sufficiently to show progress. Alternative provision for those needing it (modified timetables etc.)

skills used across curriculum. Numbers in the ARC reduce as a result of offering specific programme for individual students where possible, including alternative provision.

HPS/BKA/NBW

Termly

To provide intervention and support for pupils with behaviour as a barrier to learning and enhance pupil well-being for those in this category, with a particular focus on years 9 and 11.

Specialist behaviour interventions involving Student Support Officers Use of internal exclusion room staff to reduce numbers of return visits via Restorative Justice Programme; Reduced numbers of C4/C5/C6

Numbers of students in IER increasing due to staff using the Consequence system correctly. Tightening up of system regarding none attendance to detention and behaviour protocols whilst in IER. See above.

Reduced numbers of students in “revolving door” situation in IER. Students taking responsibility in attending detention first time if requested. Increase in parental support with “revolving door” students. SSO to log restorative justice and other behaviour interventions.

SMH/NSH/JKA SSO’s/SMH/HOH

Termly Half termly


Mentoring for social, emotional aspects of learning The Prince’s Trust project Alternative Provision Educational Welfare Officer to improve

Increased student numbers using the school nurse. Cases where mental health is a factor have also increased. Students in band 3 who require more support with “lifelong learning skills” are generally those who cannot cope with a full curriculum- Year 9 and 10 as a curriculum pathway. Year 8 as extraction groups with SSO’s. Students who cannot access the curriculum due to other needs that cannot be catered for at TPS. Improved attainment through increased attendance.

All parties involved will engage through early intervention with parents and students when required. Appropriate services identified and actively engaged. Working with the Director or Inclusion and ADH Relationships (AP) to identify graduated response for those who require referrals to other services. Ongoing completion of portfolios in year 9 and 10. General conduct around school and within lessons to be in line with other students. Attendance figures for named students increases as a result of enjoying school and alternative provision offered. Thorough EWO/HOH briefing fortnightly and

SMH/RND/NSH SSO’s/HOH KPD/SSO’s GSS/SMH/HOH HOH/EWO/SMH/ HLR

Half termly (graduated response as and when required) CAMHS report is annual. Termly Termly Weekly/Fortnightly


attendance figures. Parental support via Family Liaison Officer and other key staff Increase in VIVOs given for 100% attendance and punctuality throughout the year. Assemblies rewarding good attendance. Attendance reports via HOH. Attendance league tables across houses for competition. Attendance focus weeks.

Addressing attendance is a key step.

with DH Relationships etc. to be aware of existing absence issues. Implement tighter school processes, ensuring they work smoothly. Attendance process acted upon quickly to ensure students are tracked and monitored. Letters about attendance to parents/guardians. EWO to visit all PA at home to discuss attendance with parents/guardian and/or barriers.

Programmes to motivate and raise aspirations for disadvantaged students

Progress projects and incentives Targeted, high quality careers IAG. Attendance to university days. Use of Aspirations/Careers advisor

Targeted incentive work for those not making relevant progress across specific subjects Number of students without a KS5 destination plan needs reducing so that 100% move onto Further Education or training.

Review of incentives given and the impact on progress via data tracking. Student questionnaire to see whether having the impact required and to make reward package bespoke if required. Up to date careers advice from LWH. Tracking of numbers involved. Attendance to university days via More Able cohort to be logged and impact

KS3- JSH KS4- HMY HOH/AWT/RCM LWH/CLD/OBY HOH

Half termly Weekly via Vivo league. Half termly


Motivational workshops Elevate Programme especially for Year 11 to enhance and embed study skills. House intervention (Mondays) Parental engagement

Numbers of students choosing to go to university is low but on the increase. Students not always seeing rationale behind the work they are completing and therefore improved knowledge on life after KS4 will be beneficial. A more positive approach to learning required in order for study skills to make a difference. Wave students to be targeted for house intervention, looking specifically at IAG in smaller, differentiated groups. By getting parents on board, students are more likely to achieve better results as all round support being given.

shared through Student Voice and possibly through progress data. Student feedback on House intervention. Attendance rates to these sessions. Student feedback on Elevate. Training sessions for staff to see techniques learned by students therefore to implement strategies into own teaching methodologies. Attendance to parents evening and other success evenings. Parental involvement with decisions made regarding modified timetables and rationale behind choices made by SLT. Positive approach to parental meetings.

HMY/ADS HMY-Yr11 VSG-Yr9 and 10 JSH- Yr7 and 8 HOH/AHOH

Elevate- Session1: October 2017 Session 2: February 2018 Staff: November 2017 Half termly Monthly

Teaching and Learning. After school programmes specifically

P8 identified gaps in year 11 knowledge overall. After

Tracking and monitoring of Intervention Coaches work,

HMY/VSG/HOH

Each data drop for year 11


Support for learning in classroom support, 1:1 tuition and after school extended learning

using Intervention Coaches 1:1 tuition through Intervention Coaches Teaching Assistants, in particular how they support Disadvantaged students and “double disadvantaged” students. Weekend/holiday schools

school programme put into place as a result to ensure gaps are closed. Students needing more specific intervention due to barriers to learning, progress is not where it should be. SL’s to put forward specific students, backed up by data for those needing specific 1:1 support in class. Staff not aware of the term “double disadvantaged” and what that means for progress and attainment. DDS not having a learning space in home environment to complete homework. Attending revision classes/schools outside of normal school hours is more relaxed therefore students learn more as they are usually targeted sessions on a specific theme.

looking specifically at impact across subjects and P8 overall. QA of intervention work. Tracking and monitoring of data across year 11. Tracking sheets with regards to impact of coaches and their work. Doddle PLC’s Use of PLC’s through Doddle to track impact of teaching and learning. Creates specific areas for learning development. Tracking of data for DDS. Numbers at homework club to increase as confidence grows. Protocol on what holiday intervention should look like and how students are targeted to attend. Attendance to holiday/weekend schools should increase.

HMY/VSG/JSH HPS/LBS/JSH VSG/HMY/SL’s

Each data drop Ongoing. Half termly.


Provision of intensive ICT course to enhance overall attainment for selected pupils Whole school CPD including how to track groups of pupils and how to enhance/support progress Lead Teaching and Learning Programme (DR ICE)

Students who have a larger –P8 score generally go on a modified timetable towards the end of the year without a full range of qualifications. An intensive ICT course would allow these students to achieve a qualification that would enhance overall P8 well before the end of their GCSE year. To ensure that staff understand the data for their classes and the needs of particular students. All staff should understand how to use systems to track student grades, LOP and progress, using it as a teaching tool via differentiation. Evidence of engaging lessons and deepening thinking. If students are more engaged in lessons, and actively thinking deeper about their learning then attainment will improve.

Success rate of intensive ICT course should be 100% pass. Students to be chosen carefully so that it is beneficial towards their overall qualification profile. Use of data is much clearer during PM data discussions and in LW drop ins. Staff refer to data as supporting evidence when planning Impact of strategies to be demonstrated through internal and external scrutiny. (Peer reviews). Student engagement in lessons clearly improving between PM windows. Higher order thinking skills

VSG/IIL/HMY IIL/VSG IIL/Line Managers/SL’s

September/October 2017 Review ongoing PM windows Termly Half termly review; as part of QA weeks 3 performance management windows each year Feedback


Lead Practitioners in core subjects Doddle to tighten up assessment tracking and forecasting

Assessment predictions and actual EofY grades have been an issue therefore using Doddle will tighten up the use of data, generating pre populated steps as decimal numbers.

demonstrated via DRICE sessions too. Use of PLCs across all subjects and year groups. Progress made as a result of PLCs being used, targeting specific areas for enhanced intervention when required. Focus on Performance management

JSH/IIL/SJN

3 x PM windows Subjects - at the end of each assessment point

Personalised resources and equipment for targeted pupils

Revision guides Specialised equipment Pupil specific resources Uniform

DS students can find it difficult to provide equipment and necessary resources for self, especially when in year 11. Some families at a disadvantage when paying for uniform and shoes etc. Students borrow shoes from SSO’s if wearing trainers. Numbers of ties lent to students is increasing.

Revision guides for year 11 to be provided for all the DS students through subject leads. Loan system implemented for ties so they can be returned. Saver system so that ties can be purchased in instalments if required. All cases where DSF can be utilised must come through HMY.

VSG/HMY/SL’s HOH/LDE HMY

September/October 2017 Ongoing- review termly for spends.

Enrichment experiences (curricular and extra-curricular)

Educational visits Extensive extra-curricular activities Enrichment days Music lessons

DS students make up approximately 50% of the overall school cohort. Opportunities must be the same for all students

All trips that go out must have at least 50% DS. Monies available for partial funding of trips, music lessons etc. if required.

HMY/LDE/SJN SMS to track and monitor through trip lists. Ongoing throughout the year.


regardless of whether DS or Not. Happy students mean improved attendance and therefore increased attainment overall.


Review of Expenditure 2016/2017

A. Quality First Teaching

Desired Outcome Chosen Action/Approach Estimated Impact Lessons Learned (and whether you will continue with this

approach)

Cost

Improved quality of Teaching and Learning through DRICE

Appointment of lead teachers CPD provision is appropriately targeted to support QFT and individual teacher needs.

Lead teachers appointed for core subjects (English and Science) Peer Review-Internal Learning walks, work scrutiny and structured performance management process Securing effective implementation of whole school marking and feedback policy

Approach will continue, but greater focus on PP students and diminishing the difference. Additional intervention for targeted students. Teaching and Learning - STALC through lead practitioner to enhance quality of lessons QFT to remain a focus and new targets set for 2017/18

£42,000

Teacher- reintegration and nurture

To target students not at expected levels from KS2 through “Stepping Stones” groups at year 7 and 8.

Greater use of structured programme to track and monitor all aspects of this pupil cohort.

£25,00

B. Improved Literacy Levels

Improve literacy standards with selected cohort

Corrective Literacy Programme (Licence)

Focus groups showed improved reading ages against those with no structured intervention

Show improved literacy levels with focus groups

£4,000


Corrective Reading Programme Intervention for “Catch up” groups

Planned approach across year groups Some changes in delivery, training and management of the programme

£5,000

Director of Inclusion (% of Salary)

To secure a whole school approach to PP and SEND students at strategic level due to the numbers who are seen as “double disadvantaged”

Strategic approach to work more closely and gain expertise from other hub schools. Greater use of structured programme to track and monitor all aspects of cohort.

£28,500

C. Improved Attainment

To ensure more students achieve their target grade. Diminishing the Difference

Intervention Coaches Academic Coaches

Focused intervention and support for year 11 cohort to ensure coursework completion and specified revision sessions. EEF toolkit indicates that it is a vital resource in raising attainment. Work under gone with regards targeting the right students via QA of prediction process.

To continue a more structured and streamlined approach to the work. Continue with focused intervention. Early intervention is a key factor from EFF toolkit, improving grades by 6 months. Targeted year 11 programme for intervention and tracking.

£31,240 £71,500

Assessment

PixL Doddle

DTT approach to identifying learning needs. To tighten the assessment process to ensure that data predictions are more in line with actual “working at” grades.

Many subjects set up assessment PLC’s in line with flight paths Many different exam specifications being used so set up is slow on legacy specifications

£3,510 £5,300


D. Behaviour Issues

Student Support Officers Working with identified students across Houses to support where necessary CAF/TAC Process Link to cones of intervention with pastoral team

To keep a central flow of information of key students through the pastoral team. To ensure progress in lessons and monitored as well as attendance and other key factors. Support “revolving door” students in reducing behaviour around school.

£88,700

Family Liaison Officer Working with identified families across Houses to negotiate support packages and address issues arising in and out of school

Continue to develop these relationships this year and also look to provide additional parental support/ information evenings/ networking opportunities to support families

£17,000

Alternative provision Varied response. Smaller numbers in AP

Quality assured programme in place to look at quality of providers Cost effective approach and rationale if continue with placements

£75

Toot Toot Online anti-bullying tool Students to use Toot Toot to report any bullying incidents however small

Training for some staff. Student launch to follow.

£1,100

E. Attendance

EWO Attendance EWO to ensure improved attendance of Disadvantaged students to improve attainment.

Continue to work on this area as we have already seen an increase in attendance in this group.

£15,200

F. Other Expenditure

Engagement improved for PP families

Uniform EEF suggest limited impact To give greater level of support to families as needed. Proactive approach

£6,000

Music lessons Impact to those pupils who take lessons

Continue to support where necessary Evidence that it keeps pupils engaged and attending

£2,500


Engagement and enjoyment of PP Students

Trips/extra-curricular Participation in extra-curricular activities for PP students

To track and monitor impact Parental involvement

£12,000

Resources and staff training CPD/resources Staff to have a wider range of engaging resources to use with Disadvantaged students who are at risk of disaffection.

Continue to invest in staff training to improve QFT and impact on all learners.

£2,200

Documents

Disadvantaged Students Strategy Statement (Secondary) The ... · pathway. Year 8 as extraction groups with SSO’s. Students who cannot access the curriculum due to other needs that