LSA Narrowing The Gap | Report 2014/15

LSA Narrowing the Gap Pupil Premium The pupil premium is additional funding from the DfE for publicly funded schools to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Funding is received for students in receipt of Free School Meals and children whose families are in the military.

Additional Pupil Premium + funding is allocated to Children who are looked after.

The LSA Team At LSA the work to ensure that our Pupil Premium Students are not disadvantaged is led by an Assistant Head Teacher (Inclusion). Following this appointment in September 2014 an Inclusion Team consisting of Inclusion and Intervention Leads in English and Maths, the SENCO and AHT Inclusion was created. This team meets once a fortnight to plan, monitor and review Interventions in English and Maths for PP students. Academic barriers to learning are discussed and addressed. A second group of Pupil Premium Champions was also set up and met half termly– staff who volunteered from each subject area to help raise the profile of “Narrowing the Gap” and share best practice. This group also encouraged departments to consider their practice and the resources and opportunities afforded to all our students and PP students in particular. 2014 saw an increased investment in revision support materials, events etc for PP GCSE students across the curriculum. In 2014 The SSG Pastoral Team reorganised the structure of team meetings to include focused meetings on PP Students and CLA thus further ensuring a continued high profile school wide at LSA to ensure our PP students are not disadvantaged and that pastoral barriers to learning are addressed.

All LSA teachers are expected to carry out detailed profiling of their classes, to know exactly who their students are (PP, CLA, SEN, EAL, late starters etc) and the barriers to learning they need to address. This profiling is a basic expectation of ALL our staff.

At LSA in 2014 we had 16 Looked after children (CLA) in receipt of Pupil Premium + funding.

Following attachment disorder training for some members of the Inclusion and Pastoral team, best practice in the classroom was shared with Pupil Premium Champions and cascaded into departments. Pupil Premium + funding has enabled us to provide a range of support for our CLA including English, Maths and Science Tuition to Years 10 and 11, Art Therapy, Music Lessons and instruments, Sports Coaching and additional TA support specifically for our CLA in English and Maths alongside other events designed to raise aspirations. The Assistant Head Teacher Inclusion has the role of Designated Teacher for Looked After Children thus ensuring a continued focus on our CLA throughout the Inclusion Team. In 2015/16 we currently have 14 children in the care of 5 different Local Authorities.

In 2015 The Inclusion Team has been strengthened to include our Lytham Inclusion Unit Manager.

The Team continue to meet fortnightly. A new structure for LINC commences in 2015/16 with a timetable of pastoral support interventions running in Linc. From Anger Management, Dealing with Anxiety and Attachment courses to “Behaviour for Learning” Courses. A system of referrals has been introduced and the Inclusion Team will consider both academic and pastoral referrals for support at each fortnightly meeting. The Pupil Premium Champions will continue in 2015 but with a change of role towards mentoring as well as sharing good practice with their departments.

All members of the Inclusion Team and all Pupil Premium Champions are very familiar with current practice in Inclusion. Staff are regularly directed to The Sutton Trust Toolkit and strategic decisions around the provisions we make are considered alongside this and other research and evidence of

impact. A key focus across the school is on the IMPACT of what we are able to do to challenge disadvantage within our school.

How our Pupil Premium Funding was used in 2014/15 The total PP Grant in 2014/15 was £265,100 21% PP Pupils on roll

Cost

To raise attainment in English and Maths •

We funded additional curriculum time created in English and Maths.

20,000

•

Employing subject based TAs and HLTAs. The core of our Intervention programme has been built around developing effective use of TAs allocated specifically to the English and Maths Teams. Building expertise within the subject area and upskilling staff. Delivery of Wave 2 and wave 3 Intervention programmes.

140,000

•

Homework and Breakfast clubs in English and Maths were created & English and Maths specific activities and revision resources were purchased for PP students. Maths Challenge trips to LJM University for PP, theatre companies events for PP etc

•

We extended the use of Accelerated Reader programme to all of KS3

•

An English and Maths Residential to Borwick Hall for Year 11 PP was funded.

•

We also funded the cost of the Inclusion/Intervention Leads in English and Maths*

22,400

11,528 4000

To raise PP attainment across the curriculum •

PP Bids were supported. Staff across the curriculum were successfully able to bid for learning materials, revision resources, funding for events and to fund other opportunities specifically for named PP students.

•

Easter School was funded with additional small group sessions for PP students.

•

Beyond the Bell Homework Club

•

Aspirational events were funded including the Richard McCann Inspiring Speaker Event.

3000 3000

Staff Training relating to raising achievement, Pupil Premium Best Practice, understanding standards etc.

10,000

Hardship Fund to support our PP with uniform, transport, meals etc

5000

To provide FSM with free breakfasts and to supplement other meals.

12000

To Improve Attendance to continue the work on improving attendance particularly with a

focus on PP students.

•

We funded our Student Inclusion Worker. A vital part of the Inclusion team providing home school liaison, supporting families to ensure children are in school and able to learn.

•

Specific Incentives for PP students only were funded.

•

Attendance workers funded & attendance Materials purchased “I’m in!”

8,219

2000 To Fund the TLR Holders •

We appointed an Assistant Head Teacher Inclusion to lead the strategic development of our work in narrowing the gap.

•

Additional staffing costs to free up Inclusion Lead

•

We fund the roles of Intervention/ Inclusion Leads in English and Maths*

•

Numeracy and Literacy Leaders

7,453

11,500 5,000

Total PP Spend 265,100

The Impact of our work to support the attainment of our PP Students.

The aim of our work is to narrow the “gap” between our students in receipt of the Pupil Premium and all others nationally. Where our results are higher than national averages, as a team we also judge our success against narrowing the gap within our own school.

In KS3 where national comparisons are unavailable we measure the performance of our PP students compared to the performance of all other students not in receipt of the Pupil premium Funding.

Working to narrow the gap 2014/15

Making Expected Progress or better English

Making Expected Progress or better Maths

D

D

AOS

Current Gap

Gap on entry

AOS

Current Gap

Gap on entry

Year 7

52%

60%

2

5

66%

77%

3

6

Year 8

53%

56%

1

9

60%

80%

9

8

Year 9

39%

58%

9

10

78%

77%

0

8

D = Disadvantaged students school

AOS = All Other Students School

The gap is expressed as the number of students who make up that gap. i.e. if this extra number of students had made expected progress there would be no gap.

The gap on entry is the difference between the number of disadvantaged and other students attaining Level 4b or above in Key Stage 2 in each subject.

In 2014/15 all year groups across the KS3 curriculum sat rigorous end of year examinations which assessed them across the year’s work. These were designed to build the skills demanded by the linear exam structure they will now face at GCSE and in some subject areas were a departure from the previously more modular structure of assessment. This progress data is based on this form of rigorous internal assessment.

Additional Progress Information for KS3 In Maths by the end of Year 7 45% of PP have made more than expected progress with 50% of all others making more than expected progress. This is outstanding.

The gap in attainment in Maths in both Year 7 and year 9 has greatly reduced.

In Maths by the end of Year 8 although the gap has not narrowed this is against a backdrop of increased attainment for all other students. Although PP students making expected progress has fallen it is worth noting that 32% of PP have made more than expected progress in Maths with 44% of all others making more than expected progress. This is encouraging. Evidence shows that those PP students receiving interventions to tackle underachievement have made good progress however other PP students have underachieved in the final year exam having met expected progress levels throughout earlier assessments. Identified students within this year 8 group have been targeted for “Behaviour for Learning� work in Linc and the Head of Maths and Wave 1 teachers have planned class based interventions.

In year 9 there is no gap in the progress of our PP students. This is outstanding and evidence of the successful impact of both quality Wave 1 Teaching and well planned and targeted intervention strategies.

In English by the end of Year 7 a greater proportion of PP students have made more than expected progress although a gap of 8% (2 pupils) overall remains between PP students and all others making expected progress. The positive impact of those interventions focused on our disadvantaged students in year 7 is evident here with 24% of PP made more than expected progress compared to 14% of all other students who made more than expected progress.

In English by the end of Year 8 9% of PP students made more than expected progress. In English in Yr 8 although only a gap of 3% (1 pupil) overall remains between the progress of PP students and all others, it is clear that this is to be considered against a continuing focus on improving the progress of all students in English. In English, by the end of Year 9, progress of PP students is a concern. No PP students made more than expected progress and the % making expected progress fell.

Close monitoring of these year 9 English students when they start GCSE, ensuring effective Wave 1 teaching and timely interventions, will be a focus for the English Intervention Leader in 2015/16. The appointment of a new Head of English in 2014 and the introduction of new schemes of Learning across the whole of KS3 in 2015/16 are in place. New Intervention programmes have been designed to support the skills taught in English within each half term rather than more generic English skills interventions.

The gap in attainment of PP students is clearly narrowing across KS3 However raising attainment in English is an ongoing focus in 2015/16

Working to narrow the gap at GCSE

2013-2014

English

D

AOS

AON

2014-2015

Gap as a %

Gap** D expressed as number of students

AOS

AON

Gap as a %

Gap expressed as number of students

Making expected progress

51%

76%

74%

23%

9

51%

64%

74%

23%

15

Making above expected progress

24%

38%

34%

10%

4

5%

19%

34%

29%

17

Making expected progress

46%

83%

76%

30%

12

50%

79%

76%

26%

14

Making above expected progress

5%

39%

37%

32%

13

19%

42%

37%

18%

9

Mathematics

Key: D = disadvantaged students; AOS = All other students in the school; AON = all other students nationally ** The gap is between the performance of disadvantaged students in the school and all other students nationally, expressed as the number of students who make up that gap.

The Impact of our work to narrow the gap at GCSE In both English and Maths the % of PP students making expected progress has been maintained or increased. There has been a significant increase in PP students achieving above expected progress in Maths.

English The % of our PP students making expected progress in GCSE English has been maintained at a time when the results of all other students in the school has fallen. The gap in attainment of those making expected progress compared to all others nationally has stayed the same. 46% of our PP students achieved a C or above in 2014/15. Of those achieving less than a C a further 21% had made expected progress. Raising attainment in English is a major focus for 2015/16. After a period of significant change English staffing is now secure and a strong team and new Head of Department in place.

Maths While the attainment of our PP students in Mathematics continues to be impacted on by the moves away from early entry and the modular structure, a goal from 2013 was to increase the number of PP students making more than expected progress. Strategies to raise attainment here have been successful with an increase to almost 20% of PP students achieving more than expected progress in Maths alongside an overall increase for all other students achieving greater than expected progress.

Maths GCSE results continue to be above the national average. The gap between PP and all other students has narrowed in terms of expected progress and significantly narrowed in terms of those making more than expected progress. This indicates the significant impact of the Maths PP Interventions.

Analysis of LSA PP Performance on Education Endowment Fund’s “Families of Schools” database (Whose data uses a 3 year average) shows that PP Students at LSA are achieving above the national average for PP at 5A*-A and also above the national average for PP in terms of expected progress in Maths. In terms of the Best 8 GCSE Points score LSA PP students are performing at around the national average for PP. In English however there is work to do to raise the attainment of our PP students.

The gap between LSA PP achieving 5A*-C including English and Maths is 36% (National 28%)

Attendance

Attendance

2012-13

Persistent Absentees*

AOS

DS

AON

AODN

AOS

DS

AON

AODN

94.6%

89%

95%

91%

5%

19%

19%

16%

2013-14

95.23%

92.13%

NA

NA

3.6%

8.72%

NA

NA

95.5%

91.42%

NA

NA

3.1%

7.81%

NA

NA

2014-15

*Persistent Absentee is defined as a student with 15% absenteeism or more for whatever reason Key: AOS = All other students

DS = Disadvantaged Students School

AON = All other students nationally

AODN = All other disadvantaged students nationally

NA = figures not yet available Attendance for PP continues to be lower than for non PP with a gap of 4.1% in attendance. However the focus on tackling persistent absenteeism continues to have a positive impact with the significant reduction in persistent absenteeism experienced in 2013/14 continuing in 2014/15. This reduction in PA is greater for PP students than for all others.

Plans for the Pupil Premium Funding 2015/16 Throughout 2015/16 some of these spending plans will be amended as there may be changes in priorities based on the needs of the PP cohort. This is also based on an indicative budget which is subject to change.

The total PP Grant in 2015/16 is estimated at £263,495

Estimated costs

Raise attainment in English and Maths and further narrow the gap

•

•

Employing subject based TAs and HLTAs. The core of our PP Intervention programme has been built around developing effective use of Tas allocated specifically to the English and Maths Teams. Building expertise within the subject area and upskilling staff. Delivery of Wave 2 and wave 3 Intervention programmes.

New Wave 2 programmes have been devised for implementation from October 2015. A Primary Trained Teacher has also been employed for 2 days a week to enable those students who require very basic language support to have specialist input.

123,000

Homework and Breakfast clubs for PP in English and Maths English and Maths specific activities and resources for PP students.

•

Continued use of Accelerated Reader programme to all of KS3

•

An English and Maths Residential to Borwick Hall for Year 11 PP .

•

We will also fund the cost of the Inclusion/Intervention Leads in English and Maths*

5000 5000 10,000

Tackling the Barriers to Learning for PP Students.

•

•

•

Redevelopment of the LINC Unit with a focus on PP students and a coordinated academic/pastoral approach to tackling barriers to learning and developing positive “Behaviour for Learning”. Courses to be shadow timetabled alongside classes where underachievement due to poor behaviour for learning to facilitate students moving into pastoral interventions in order that they can better engage when they return to academic Wave 2 Interventions. ¾ of the cost of LINC to be supported through PP as ¾ of the time in LINC will be focused in this way with the remainder available for non PP student referrals to LINC support.

Introduction of a “Progress Programme” targeting disaffected, underachieving PP students with a focus on developing self belief, successful learners and responsible citizens. A similar approach was successfully funded through additional CLA funding for one student with High level needs in 2014. This approach was so successful we are now piloting the use of these strategies in a structured programme for groups of PP students. The programme will run for one day a week for 20 weeks.

Subsidising EAL Tutoring and part payment of TEFL courses for 6 th Form students

20,000

2000

who deliver EAL language support.

Raising PP attainment across the curriculum •

PP Bids will be supported. Staff across the curriculum may bid for learning materials, revision resources, funding for events and to fund other opportunities specifically for named PP students. Staff must indicate the expected impact.

•

Easter School will be funded with additional small group sessions for PP students.

•

Beyond the Bell Homework Club /The Zone staffing and resources

•

Pupil Premium specific CEAIG and aspirational events

7000

5500 500

Staff Training relating to raising achievement, Pupil Premium Best Practice, understanding standards etc.

10,000

Hardship Fund to support our PP with uniform, transport, meals etc

5000

To provide FSM with free breakfasts and to supplement other meals.

12000

To continue to improve Attendance to continue the work on improving attendance particularly with a focus on PP students.

•

Student Inclusion Worker. A vital part of the Inclusion team providing home school liaison, supporting families to ensure children are in school and able to learn.

•

Specific Incentives for PP students only were funded.

•

Attendance workers funded

•

Attendance Materials purchased “I’m in!”

22,700

To Fund the TLR Holders •

We appointed an Assistant Head Teacher Inclusion to lead the strategic development of our work in narrowing the gap and additional staffing costs

•

We fund the roles of Intervention/ Inclusion Leads in English and Maths*

29,000

5,500

We also plan to use some of the PP Funding to commission a review of our PP Provision 1295 Total planned PP Spend 262,950

Narrowing the Gap Summary 2014/15 •

In Maths GCSE the gap has narrowed in terms of expected progress and significantly narrowed for those achieving more than expected progress

•

The number of PP students making more than expected progress has increased significantly. Up from 5% to 19% of PP in GCSE in 2014.

•

In English GCSE the % of PP making expected progress was maintained despite an overall fall in the attainment of all others in English. A clear indication that the intervention work focused on our PP students had a positive impact.

•

However in English there is significant work to do to raise the attainment of our PP students at all key stages. (Including those making more than expected progress which has fallen)

•

Significant numbers of KS3 PP students are making more than expected progress in Maths 45% of PP in Year 7 and a third of PP pupils in Year 8 have made more than expected progress based on rigorous end of year examinations. Outstanding progress.

•

In Maths there is no gap in the performance of PP in Year 9 despite a significant gap (represented by 9 pupils) on entry. Outstanding progress in Maths for PP students.

•

The gap in progress across KS3 is narrowing in both Maths and English.

•

Poor results in Year 9 English have been remedied by year end following a policy of extensive DIRT work and exam question resits.

•

The poor performance in English has had a significant negative impact on our narrowing of the gap in 2014

•

60% of our Yr 11 PP students achieved a C or better in Maths GCSE

•

46% of our Yr 11 PP students achieved a C or better in English

•

55% of Y11 PP achieved any 5A* – C at GCSE

EEF Analysis (Based on data over the last 3 years) of LSA PP Performance shows PP Students at LSA are: •

Achieving above the national average for PP at 5A*-A

•

Above the national average for PP in terms of expected progress in Maths.

•

In terms of the Best 8 GCSE Points Score LSA PP students are performing at around the national average for PP.

•