Closing the Gap - Cornwall Council … · Closing the Gap Case Study: Indian Queens School, Cornwall. June 2014 Page 1 INDIAN QUEE NS PRIMARY SCHOOL Closing the Gap Case Study INDIAN

Closing the Gap Key features of Best Practice in the South West

Across the South West, Ofsted, HMI and Local Authorities have already begun work in partnership to improve the performance of children and young people eligible for the Pupil Premium Grant.

The outcomes of the work undertaken so far have included identification of best practice, together with case studies drawn from schools across the South West. These are available below. Key features that are common within the case studies are as follows:

Meeting Individual Needs

• Knowing pupils – diagnostic assessment • Targeted Intervention – tailored to the needs of individuals • Thorough analysis – effective use of data to plan and deliver the curriculum to meet the

needs of individuals

Pupil Voice

• The use of pupil level advocacy, pupil voice (1:1 conferencing) • Raising aspirations and self-esteem through pastoral support and mentoring

Parental Engagement

• Parental engagement / raising aspirations • Attention to wider support – family, parent, and community • Effective links between primary and secondary schools involving parents • Focus on improving attendance and reducing persistent absence rates

Impact of School Leadership

• Involvement of governors • Senior leaders champion the closing the gap agenda • Whole school ownership reinforced through middle leaders • A relentless focus on accountability • An inclusive ethos • Nothing left to chance - an expectation that nobody gets left behind

Robust self evaluation

• Tracking Progress – frequent and robust analysis of data • Evaluating impact of interventions • Evaluating impact of cross curricular teaching

Quality First Teaching

• High teacher expectations • A good balance of short and long term strategies • Investment – particularly in English and Mathematics • Concentration on reading and literacy, oracy and communication across the curriculum • 1:1 tuition and small group interventions (teacher-led).

Closing the Gap Case Study School Name: Canford Heath Junior School, Poole

• Placed in Special Measures (April 2008). New Leadership put into place. Removed from Special Measures (Oct

2009). • Hard Federation formed with neighbouring First School in 2008. Became one of four Canford Heath schools to

form a Co-Operative Foundation Trust together in April 2013. Currently consulting to form a Primary MAT. • Part time Executive Headteacher (1 day per week) retired in Aug 2013. Headteacher been in place for three years

(two as Associate Head and one as substantive Head.) • School became a 7 – 11 Junior School in September 2013, having been an 8-12 Middle School for forty years. • Significant change in teaching and support staff during the past three years. • Following a dip in the local birth rate for past few years, and a poor reputation, the school is now back up to four

form entry (16 classes) and is large and over-subscribed. • There are 451 children on roll in four year groups. There are 239 girls and 212 boys overall. This is rising to 470

pupils on roll in Sept 2014. • EAL is 3% FSM is 28% SEN is 21% Pupil Premium is 29% Vulnerable is 31% (PP plus CP/CIN) • Attendance for 2013-14 is currently 96.85%. It has increased from 95.46% in 2012-13. Current persistent

absenteeism is at 1.33%. • Last OFSTED grade – November 2011 - GOOD

• Compared to national, pupils achieving Level 4 in maths, reading and writing (and English) over the past three years is outstanding. (10% higher than national in 2013 at 85%).

• Compared to national, attainment at Level 4 the end of Year 6 is outstanding. (Between 4% and 15% above national over last three years in all subjects).

• Compared to national, attainment at Level 5 the end of Year 6 is outstanding. (Between 3% and 21% above national over last three years in all subjects except for 2013 maths which still saw 95% of pupils make expected progress and 30% making 3 levels progress).

• Compared to national, pupils making expected progress who leave at the end of year 6 is consistently outstanding in reading, writing and maths. (Between 4% and 10% higher than national over last three years).

• Compared to national, SEN pupils make outstanding progress, achieving above national for School Action Pupils and significantly above national for SAP and Statements.

• Outstanding progress is made by pupils who attract pupil premium support – their progress is the same as, or better than other pupils at the school and other pupils nationally.

• Progress made in all year groups is consistently high, also compared to national. This builds upon the high prior attainment (KS1) of a very large number of our pupils. (e.g. 41.7% classed as KS1 high attainers compared to 24.7% nationally).

• Increase the number of pupils making three levels’ progress in KS2, which is even more challenging considering our high numbers of 2c and 3c pupils, as opposed to 1a and 2a.

• Further improve the quality of teaching to ensure maximum progress is made by all groups of pupils, through considering the learning diet and amount of teacher talk, and the consistent application of assessment for learning.

• Support for struggling readers, writers and mathematicians through quality first teaching, careful setting and high quality intervention.

School Context

Standards (3 years)

Key Priorities

Actions

1. Invest in good quality pastoral care and support. (Please see DfE case study online)

http://webarchive.nationalarchives.gov.uk/20130802152459/https://www.education.gov.uk/schools/pupilsupport/premium/how/b00218327/pupilpremiumcasestudies/pastoralcareworkers

2. Organise key staff in creative ways to ensure maximum impact.

3. High expectations and a ‘no excuses/children first’ culture for all pupils, enhanced by stringent self-evaluation and the knowledge of the journey from ‘special measures’.

Impact 1a. Teachers concentrate on teaching and learning and not playground issues, squabbles or the other important but distracting school issues. 1b. Pupils, many of whom have family or social complications which affects their emotional well-being, are ‘ready to learn’ because of outstanding pastoral care and support provided. 1c. High and improving levels of attendance are rigorously enforced and followed up by the PC Team – which impacts positively on pupils’ achievement. 2a. Staff with the most expertise, e.g. Assistant Heads for Maths and English, are timetabled to teach the hardest to move pupils (often PP or SEN) in support sets across the whole school. Putting your most experienced and skilful staff with these pupils ensures the greatest outcomes. 2b. Very few, but excellent quality support staff, work with teachers in these support lessons to see how the teaching is most effective. Any aspects which are not fully understood by pupils in these lessons are then revisited in the afternoons on a 1:1 or 1:2 basis by the TA, to ensure the pupils are ready to continue with concepts understood, by the following day’s lesson. 2c. Although a KS2 school and Reading Recovery is unavailable, an adapted KS2 equivalent has been set up to ensure struggling readers are given 1:1 personalised support to improve their reading by a qualified teacher, not TA. This has demonstrated not only accelerated progress, but also a greater love of reading in many of our targeted pupils. 3a. As a staff body, many of whom have been on the SM journey, all teachers understand the school’s ‘no excuses/children first’ culture and have very high expectations of themselves and their pupils. 3b. Regular and robust self-evaluation takes place half-termly to ensure high standards at all times: book scrutiny, learning walks, thorough data analysis; lesson monitoring/drop ins and triangulation of all of the above (linked to PM and pay progression) ensures standards are consistently high and immediately addressed, if appropriate.

• The school has recently had its LA review and a two day ‘Mock Ofsted’ review by a Lead Inspector and his team, from an Educational Academy Trust in Hampshire – both external audits rated the school as ‘outstanding’ in all areas under the new Framework 2014.

Interventions

Current Position

http://webarchive.nationalarchives.gov.uk/20130802152459/https:/www.education.gov.uk/schools/pupilsupport/premium/how/b00218327/pupilpremiumcasestudies/pastoralcareworkers





• The school is currently top of the Local Authority Primary School League Tables for Poole. • 2014 Teacher Assessment results: Reading 92% L4+; Writing 92% L4+; Maths 95% L4+; Science 99%

L4+. • 2014 Teacher Assessment results: Reading 64% L5+; Writing 49% L5+; Maths 48% L5+; Science 51%

L5+. • 2014 Teacher Assessment results: Writing 3% L6; Maths 6% L6. • Level 4+ RWM is 90% • Level 5+ RWM is 39% • Two levels progress in reading: 97%; two levels progress in writing: 95%; two levels progress in maths:

98%. • Three levels progress in reading: 35%; three levels progress in writing: 33%; three levels progress in

maths: 17%.

Kate Carter Head Teacher 18th June 2014

Closing the Gap Case Study: Indian Queens School, Cornwall. June 2014 Page 1

INDIAN QUEENS PRIMARY SCHOOL

INDIAN QUEENS PRIMARY SCHOOL

Closing the Gap Case Study

INDIAN QUEENS SCHOOL

School Context

Indian Queens School is a local authority maintained primary school with a maintained nursery, accepting children from the age of 3. The current number on roll is 345 including the nursery children. It is set in the very centre of Cornwall, just off the A30, and is at the heart of the area fringed by Truro, Newquay, Wadebridge, Bodmin, and St Austell, all approximately 10 – 15 miles from Indian Queens. The school currently has 10 classes, with a 2 form entry in Reception and Year 1, and mixed age classes from Yr 2 - 6. There has been a significant increase in pupil numbers on intake into the Reception Year since 2012, and as a result the school is set to increase to a capacity of 420, with 5 new classrooms currently under developmen t. There are, at present, 72 pupils in the pupil premium cohort (R – Yr 6). It is helpful to note the number of pupils classified as pupil premium and those with special educational needs, particularly if seen as a percentage of that cohort. Similarly, note the number of pupils arriving at the school from the end of Year 4 and the percentage of those in the pupil premium category. These are distributed across the year groups as follows:

YEAR GROUP To

tal

Boy

s

Gir

ls

Pupi

l Pr

emiu

m

Pe

rce

nta

ge o

f

Pu

pil

P

rem

ium

FSM CLA

Serv

ice

Fam

ily

BME

/ EAL

SEN SA

SEN SA+

SEN

St

ate

me

nt

Mig

rati

on

in

war

d

ACTUAL NUMBERS Number of pupils also PP, in brackets

Reception 50 26 24 9 18% 8 0 1 3/2 9(1) 2(0) 0(0)

Year 1 60 35 25 10 17% 10 0 0 2/2 6(1) 5(2) 2(2)

Year 2 38 23 15 10 26% 10 0 0 0/0 4(2) 0(0) 0(0)

Year 3 37 16 21 10 27% 9 1 0 2/1 2(0) 2(0) 1(1)

Year 4 36 18 18 12 33% 12 0 0 0/0 2(1) 5(3) 0(0)

Year 5 38 24 14 10 26% 9 0 1 1/1 8(3) 1(1) 5(1) 6(2)

Year 6 35 15 20 11 31% 11 0 0 0/0 4(1) 5(3) 3(1) 7(3)

TOTAL 294 157 137 72 24% 68 1 2 8/6 35(9) 20(9) 11(5) 13(5)

The school was inspected in May 2014 and was judged outstanding in all 4 areas.

The percentage of pupils who have achieved level 4 in English and Maths combined and have achieved 2 levels progress in English and Maths over the last 3 years is as follows:

Standards (3 years)

2011 2012 2013

Level 4 + English / Maths combined (including Writing {TA} in 2013)

91% 97% 88%

FSM/CLA 86% 90% 85%

Non FSM/CLA 93% 100% 90%

2 levels progress in English 97% 100% *100%

FSM/CLA 100% 100% *100%


*2013 Reading 100% : Writing 100% INDIAN QUEENS SCHOOL: APS at KS2, from 2011-2013, overall and by subject by pupil groups

Maths English Reading Writing (TA) GPS

2011 2012 2013 2011 2012 2013 2012 2013 2013

All pupils 29.5 29.0 29.5 28.8 30.5 30.2 28.5 29.5 27.7

Gender

Boys 28,6 30.0 29.9 27.9 31.5 29.6 29.5 29.0 **25.9

Girls 30.6 28.4 28.8 29.8 29.9 31.2 27.9 30.7 30.7

*Pupil Premium

FSM 29.0 28.2 29.8 29.0 28.8 29.8 28.2 **27.5 27.9

Non FSM 29.6 29.3 29.3 28.7 31.2 30.4 28.6 30.7 27.6

SEN

No id. SEN 30.6 29.9 30.9 29.2 31.6 31.1 29.9 30.8 29.4

School Action 27.0 28.5 25.5 27.0 30.0 28.5 25.5 25.5 24.0

School Action Plus 25.0 23.0 27.0 27.0 23.0 27.0 21.0 27.0 21.0

Statement - 27.0 26.5 - 27.0 27.0 27.0 25.0 23.0

* All FSM pupils; none were CLA or service families. ** Data is affected by the percentage of children in that cohort who migrated into the school within the previous 2 years, who were boys and who were Pupil

Premium children with additional special educational needs.

INDIAN QUEENS SCHOOL: KS1 to KS2 Value Added Summary

In 2013, the gap between pupil premium pupils and non-pupil premium pupils in writing is significant. Analysis of this data shows this i s attributed to a combination of inward migration after the end of Yr 4, with associated SEN issues specifica l ly impacting o n wri ting. Furthermore, those pupils made well in excess of expected progress over their time in school . One of these pupi ls made 16 points

progress in five terms. All data is as on RAISEonline

upil Voice To increase opportunities for pupils to discuss and share their learning, further developing th eir sense of ownership of, and responsibility for, their own learning. The programme of pupil conferencing and weekly class conferencing has had a significant impact on pupils’ (and staff’) understanding of where they are in their learning and what they need to do to improve – their next steps. It also provides valuable opportunities to understand what the pupils think they find difficult, worry about or want to

Non FSM/CLA 96% 100% *100%

2 levels progress in Maths 94% 100% 100%

FSM/CLA 86% 100% 100%

Non FSM/CLA 96% 100% 100%

Aggregate score Maths English Reading Writing (TA)

2011 2012 2013 2011 2012 2013 2011 2012 2013 2013

All pupils 101.4 102.2 102.2 101.5 101.8 102.0 101.2 102.5 102.2 102.2

Gender

Boys 101.8 103.5 102.7 102.0 103.4 102.6 101.6 103.5 102.7 102.8

Girls 101.3 101.9 102.0 101.4 101.3 101.7 101.1 102.6 102.4 102.4

Pupil Premium*

FSM 101.1 102.9 102.2 100.9 102.2 102.3 101.2 103.5 102.7 **101.3

Non FSM 101.7 102.3 102.6 101.9 102.0 102.2 101.4 102.7 102.6 103.4

SEN

No id. SEN 101.3 102.2 102.2 101.6 101.9 102.3 101.0 102.6 101.7 102.6

School Action 106.2 104.6 102.1 105.7 103.8 101.3 106.6 105.4 104.3 101.6

School Action Plus 102.2 101.4 105.0 101.9 100.9 104.3 102.4 101.8 106.9 104.7

SEN with statement - 104.7 103.5 - 100.9 102.6 - 105.4 105.4 103.2

*Al l FSM pupils; none were CLA or service families.

Ethnicity i s not reported on as the population is predominantly White British.

Key Priorities


improve further in. 1:1 pupil conferencing is a very time consuming process and at present can only take place, for the majority of pupils, half termly (with the exception of Foundation Stage children where this is a key feature of their learning). If pupils are to drive forward their own learning even more, ways need to be found to increase opportunities for pupils to discuss how well they feel they are doing, reflect on what they know and can do and what help they need from others - this may differ from the views of their teacher. Where 3 years ago Year 6 tutorial groups were organised to support pupils staff identified as needing ‘boosting’, pupils are now requesting they also take part in tutorials for their own (valid) reasons. Over the last 5 years, taking responsibility for their learning (i.e. increasing their resilience and independence in their learning) has been the single most important factor in enabling children to maximise their potential, alongside progress tracking meetings. It has been most significant in children who have gone through the school from Minpins Early Years (nursery), and has required an absolutely consistent culture across the school where children feel safe and confident in expecting, and knowing, they will be listened to. Within this context, effective feedback has been a key focus. There is an increasing expectation that pupils respond to the feedback given and show that they have not only recognised what needs to improve but also identify (in subsequent work) where this improvement is evident. This is the agreed target for improvement as written in the recent inspection report. Receptive and Expressive Language To close the gap between Pupil Premium and non-Pupil Premium children in receptive and expressive language skills across the Foundation Stage and Key Stage 1. Though progress from KS1 to KS2 has been at least good and often very good, over the last 5 years, there remains a need to ensure that progress from the onset in the Foundation Stage, is equally good. There are a significant number of children across the Foundation Stage and Key Stage 1 who have required additional speech and language support, which in turn impacts on their progress in phonics, reading and writing. There is also a correlation between children classified as pupil premium and children requiring additional receptive and expressive language support, as seen below. In all but Year 5 there is a significantly higher percentage of pupils receiving Pupil Premium who have also required additional speech and language support.

Numbers of pupils who have / have had (including/since Reception) additional Speech and Language support. Numbers in brackets state the total number of that cohort. The percentage figure indicates the percentage of pupils in that cohort (eg Yr1 with PP) who have/have had additional support regarding expressive and/or receptive language support.

Additional SAL support* Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Non Pupil Premium 17(41) 41% 16(50) 32% 7(28) 25% 7(27) 26% 5(25) 20% 11(28) 39% 7 (24) 29%

Pupil Premium 7(9) 78% 6(10) 60% 5(10) 50% 9(10) 90% 7(11) 64% 4(10) 40% 7 (11) 63%

* this includes children who are either in receipt of Speech and Language Therapy and / or have an additional programme of support in

receptive and expressive language, at some point since Reception.

These difficulties can, and often do, impact on a child’s confidence and attitude to learning across the curriculum, including in mathematics. There is, therefore, a current focus on ensuring that children are immersed in opportunities to develop both their receptive and expressive language. The advantage of having a maintained nursery on site is significant here, though the rapid increase in demand for places has resulted in children spending an average of 3 terms in the setting, where prior to the increase in numbers, the average was 5 terms. Analysi s of progress made by children who have attended the nursery (Minpins) as compared with those children who have not attended, up to the end of Foundation Stage, indicates that on average ‘Minpins children’ make significantly better progress (data available). The school is currently working closely with Truro Nursery to develop expressive and receptive language support for children across both the Foundation Stage and Key Stage 1. This will remain a priority for a minimum of 3 years (2013-2016) Reading To reduce the number of pupils who are not at least at age-expected attainment from the end of Year 1. To ensure all pupils* make at least good, if not very good progress, in reading from Year 1. *this is with the exception of those pupils with specific (cognitive) learning difficulties

4 years ago, following a year introducing the Every Child a Reader programme, the school developed its Graded Reading Programme, placing every child from Year 1 – 6 on a reading ‘grade’ from those at the earliest stage of reading to the most advanced (reading age 13+). Provision was agreed within each grade for pupils according to


where they are in this programme. Rigorous monitoring of reading progress, as well as the child’s attitude to learning, has shown that, where a child is provided with appropriate and robust support, this impacts not only on the child’s reading ability but also on their enthusiasm, motivation and attitude to learning. This is turn enables the learning to be made more challenging. All teachers, teaching assistants and a number of parent / grandparent volunteers are trained in the Better Reading Partnership programme, and links into the Graded Reading Programme, for those pupils who are slightly more advanced than those at the earliest stage of reading. At the ‘top’ of the programme are those pupils who have a reading age of 13 years 3 months+. Their programme includes acting as mentors and reading buddies, carefully matched to pupils at other grades; setting themselves targets for the range of genre, complexity and quantity of books to be read and reviewed / shared with others ; monitoring and advising on the range of library books available to all pupils. As with receptive and expressive language skills, there is a correlation between pupils eligible for pupil premium support and progress in reading, coupled with a positive attitude to learning (data available). Every child has access to early intervention in reading support, should they require it, and the impact this programme has on Pupil Premium children has been significant in improving the child’s confidence and positive attitude to learning at an early age. The involvement of parents and carers is also crucial in enabling them to observe staff working with their child, and to guide them in the principles of the Better Reading Partnership, which in turn boosts the support the child is able to receive at home. Ensuring the child has sufficient access to books within the home is also an important element, with those who require it borrowing a range and number of books at any one time (flexible loan system). The programme is led by an Assistant Headteacher and a highly experienced HLTA and is regularly reviewed (and, where necessary, modified) with the Leadership Team. The single most important impact this programme has had, and must continue to have, is the attitude to and engagement in learning that each child needs if they are to take responsibility for their own learning and have the confidence to challenge themselves and take risks in their learning, as they go through the school. This will remain a priority until 2016, by which time the aim is to be focusing additional support almost exclusively* on Year 1 pupils and new intake pupils (post Year 1) who have a deficit in reading skills. *It is likely that there will remain a small cohort of pupils who will require ongoing support for a number of more complex reasons, typically linked to cognitive abilities.

GPS To narrow the gender gap between the attainment in grammar, punctuation and spelling attainment by the end of Year 6. Last year’s data showed that boys did significantly less well in the Grammar Punctuation and Spelling Test than girls. Further analysis of this data showed a correlation, within the Pupil Premium cohort, between those who had speech and language difficulties, delayed reading and less time due to their date of admission, to become sufficiently competent and confident in grammar, punctuation and spelling by the end of Year 6. Furthermore, the impact on those children who had arrived at the school within the last 2 years contributed significantly to this data, though their actual progress during that time was good and in some instances very good. Those pupils in Years 4, 5 and 6 are now given more ‘discrete’ lessons in GPS and those identified for similar reasons as being more vulnerable in this area are being given specific GPS tutorials, currently in Year 6, but with the intention to start this from Year 4 over the next 2 years. It is predicted that this gap will narrow as the pupils coming through the school continue to show the benefits of the Graded Reading Programme introduced 4 years ago and children’s ability to use increasingly challenging vocabulary and sentence structure in their writing, at an earlier age. English (writing) To narrow the gap between Pupil Premium and non-Pupil Premium attainment in writing by the end of Year 6, with specific emphasis on boys’ attainment. The gap in writing attainment in 2013 between Pupil Premium and non-Pupil Premium pupils is similarly attributed to migration (significantly more boys than girls) into the school in the last 2 years, and again exacerbated further by the number of those new intake children who also had significant special educational needs. Nevertheless, there will be a focus on supporting those children who are identified as at similar risk of attaining less well than their peers, whatever the reason, through specific writing tutorials (as GPS above). Again it is the intention to provide this support from Year 4 over the next 2 years.


It is worth noting that the English / GPS data (2013) is also a reflection of the number of children in Year 6 who reached Level 6 in writing (6/34 = 18%) – only 1 of whom was Pupil Premium. Whilst this undoubtedly attributed to a ‘widening’ of the gap, the challenge remains to close this gap by supporting Pupil Premium children to attain equally as well. Interventions

A key aim for the school is to continue to reduce the number of interventions, and the number of pupils requiring intervention, and to focus on the ongoing improvement in quality first provision, pupil voice (for all) and intensive tracking of all pupils’ progress (not just data, but all aspects of each child’s development regardless of their status e.g. boys/girls; Pupil / non-Pupil Premium etc). This, coupled with an aspirational culture and consistent very high quality support throughout the school, has enabled, and must continue to enable, children to become increasingly engaged in and pro-active about their own learning. There are a growing number of children who are more motivated, willing to express their views, and have a variety of ways in which they can do so. Peer support, trusted adults, pupil conferencing, weekly class conferencing (for those who are confident to share their concerns with the class), ‘worry’ boxes are all ways which children now express their concerns in their learning, as well as in the other aspects of school life (e.g. re safeguarding). The intensive tracking of each child’s development and progress is becoming more closely aligned to one to one pupil conferencing, in order that the views of the child’s teacher is seen alongside the views of the child and shared between them. This requires a significant investment in time but has massive returns. The following interventions focus on the key programmes which are available to any child who requires or makes a request for support*. There are no therefore no specific ‘data targets’ other than the expectation that the individual pupils involved will accelerate their progress in learning, all of which is carefully tracked, and that this will therefore impact on the overall attainment of that cohort. *This has to be qualified with regard to those children who want to be part of every tutorial or programme of support on offer ‘(attention’ being the most basic need, which itself can be addressed in a variety of constructive ‘positive’ ways), and involves negotiating with the child as to where the focus needs to be to make the greatest impact. In reality this has not been seen to be a problem.

Actions Intended Impact

Expressive and Receptive Language (Every Child a Talker) To identify and support all pupils in the Foundation Stage and Key Stage 1 who have delayed expressive and / or receptive

language acquisition and to provide enhanced opportunities to develop these skil ls.

This work involves working closely with other early years providers, specifically Truro Nursery where staff are ECaT trained, to deliver this programme.

To increase the acquisition of expressive and receptive language skil ls in Foundation Stage and Key Stage 1 children thereby:

increasing the capacity of younger children to talk

about their learning and become confident learners

who can be successfully challenged to make good or better progress

increasing the number of children ‘ready to read’ at

an earlier age, and who therefore make better

progress not only in their reading but also in developing a positive attitude to their learning and time in school (success breeding success)

Graded Reading Programme: specifically interventions

modelled on Every Child a Reader and the Better Reading Partners programme

To continue to identify those pupils at the start of Year 1 (and new intake above Year 1) who are only just at or below the age related expectations in reading and provide a graduated programme of support to enable accelerated progress in

reading to be made (and maintained).

To accelerate the progress in reading of pupils in Year 1 (and new intake above Year 1) who are only just at, or below, age

related expectations in reading thereby:

enabling the child to engage fully in his / her learning

enabling the child to feel confident and competent in

becoming independent learners at an earlier age

Group Tutorials (Yr 6, extending to Yrs 4 – 6) in maths, reading, writing, GPS.

To identify those children who are not making at least

To raise attainment in pupils expressing concerns / a lack of confidence in maths, reading, writing, or grammar, punctuation and spelling, specifically at Year 6. Programmes will gradually be increased at Years 4 and 5, as well as new

intake pupils, who arrive with a deficit in attainment and


expected, if not good, progress and plan with them a programme of group tutorials based around those areas where they are less confident. Pupil voice is crucial in

recognising where the focus should be; ‘self-referral’ is being encouraged through pupil conferencing.

need to accelerate further their progress.

Thrive To continue the implementation of the Thrive programme to support children with emotional and behavioural concerns , for whom accessing learning is in itself challenging (training

completed 2014, implementation begun in small way due to staffing) This is an individual programme, but there is much within it

which should be a cultural expectation, based on trust and respect, across the school in the way in which we can (and do) support all children. Whole class assessments can identify particular behaviours which significant numbers in the class

find challenging. The SEAL and other behaviour support material can be used to focus on these behaviours and benefit the individuals as well as the way in which the whole class then functions.

To accelerate the emotional development of the child through a structured plan of activities matched, following an assessment of the child’s behaviours, to the specific needs

of the child. Children with emotional and behavioural difficulties currently make less progress than their peers as they find focusing on and accessing their learning very

challenging.

Current Position

In 2007, the school developed its own intensive tracking system in order to learn as much as possible about the development, learning and progress of every child. This has become increasingly more forensic over the years. In termly meetings to discuss each child’s development, the question posed is ‘What more should we be doing, or needs to be done, to help this child do better?’ , with the expectation that whatever is needed should be put in place, if at all possible. If it doesn’t exist, it needs to be created. For every teacher, for each child in their class, this has been the main focus in driving up standards. In parallel to this, the continued development of ‘the pupil voice’ is crucial if we are to understand what each child feels about their own learning and progress. Initially, pupil conferencing was frequently a fairly passive affair, with pupils lacking the confidence or skills to know what they thought about their learning. Some had not given it much thought. Over time, pupils went from relatively passive, accepting, often benign participants to active, engaged, perceptive contributors to the discussion, showing a strong understanding of where they are in their learning, what they need to do to improve, and what they will do once they have improved. The progress review and tracking system has been consistently refined and improved over time, covering not just attainment and progress in reading, writing and maths but all those aspects that contribute to learning and progress, including attendance; resilience; preferred learning styles; strengths (often likes and dislikes in the curriculum); friendships; maturity; support from home; issues at home or within the community; barriers to learning. Pupil voice is now closely aligned to these reviews and additional pupil conferencing is set up, where there are concerns, to understand what the child’s view of their situation is and to look at what responses should be made, in agreement with the child. This is clearly dependant on the age of the child, but it merely follows the expected practice in the Foundation Stage where children are engaged in their own learning, both in talking about it together and contributing to future plans. The active process of reviewing every pupil, including the contribution the pupil makes to this process, has become the key driver in enabling pupils to understand and accept responsibility for their own learning, progress and behaviour. Teachers are currently preparing reports for parents with each child – pupil conferencing always precedes the writing of each report, giving them the opportunity to contribute to the report about themselves. Ownership is everything. The Graded Reading Programme, introduced 4 years ago, has been the intervention which made the most dramatic impact on pupil progress and not just in reading. It also correlates with a change in attitude to learning across the curriculum particularly in pupils for whom reading was a real barrier. The aim continues to ensure that, from Year 1, pupils are given as much support as possible to become confident readers knowing that this impacts on everything.


Parents’ attitudes to their children’s learning and progress is very closely aligned to the success they see their children have in learning to read. And this programme does not just benefit the underachievers. The least able, through 30 minute 1:1 sessions, 4 times a week, make rapid progress, whilst the most able readers are, for example, set targets regarding the number of texts read, the range of genre, the ir critical analysis and the support they offer as reading buddies to carefully matched less confident readers. The most able readers need to make accelerated progress just as much as the less able readers, and all the readers in between. 50% of pupils in Year 5 are currently on track to reach 4B or above, in reading, writing and maths by the end of this year. This would not have been the case 5 years ago. There remain, however, cohort characteristics. Our current Year 5 and 6 have 7 pupils between them on P levels, all with significant cognitive learning difficulties, and overall statistics will be affected. But there is not one pupil who has not been supported effectively to make good or better progress and to enjoy and be proud of their learning and themselves. And that must continue. Jane Scown Headteacher June 2014 with thanks to Richard Horswell, Senior Statistician, Directorate Support Team (Data and Statistics), Cornwall Council

See also: Key Stage 1 – 2 Value Added Analysis 2013 CSIT Categorisation 2013

Closing the Gap for Disadvantaged Learners

Case Study : Impact of Pupil Premium

School: Linwood School

Context (including number and percentage of Pupils supported by Pupil Premium):

Linwood School is a day special school located close to the centre of Bournemouth. Linwood School is based over two sites; Springwood Campus, co-located on Heathlands Primary School site and Linwood Main Provision, Alma Road, Winton. We welcome pupils from a wide geographical area and support a comprehensive range of Special Educational needs. We welcome children and young people between the ages 3-19 The range of needs includes: • Moderate learning difficulties • Severe learning difficulties • Profound and multiple learning difficulties • Autism Spectrum Disorders • Complex Learning Difficulties and Disabilities (CLDD) In addition to these learning difficulties, some pupils at Linwood may experience; • Emotional and social difficulties • Physical difficulties • Speech and language difficulties • Hearing impairment • Visual Impairment • Sensory Impairment We currently have 235 pupils on roll across the two sites and 96/235 are in receipt of FSM/Pupil Premium = 40.1%

Key Actions taken to maximise impact of Pupil Premium funding and any associated costs :

• Member of SLT responsible for overseeing PP budget in conjunction with School Business Manager.

• Ensure expenditure of PP budget is outcome focussed and progress tracked to ensure expenditure = value for money

• Monitoring of income/expenditure – excel spreadsheet – individual pupil level

• Tracking of progress and attainment at individual and PP cohort level– P/NC levels ,Reading ages, wider outcomes

• Pupil Premium Policy written • Pupil Premium income/expenditure reported via website • Intervention Policy written • Intervention Team set up to support with Literacy /Numeracy

• Effective staff training to deliver intervention programmes • Decisions regarding expenditure discussed with class teacher,

phase leader and parents carers. • Effective partnership with parents/carers- communication at all

stages • SMLT updated re: income /expenditure • Engagement in AfA Programme

Impact on attainment, progress and wider outcomes for disadvantaged learners

• Progress within reading accuracy and comprehension- 10 month gain over 12 month period

• KS1-2 English – 33% 1 level progress, 56% 2 levels of progress, 11% 3 levels of progress

• KS1-2 Maths – 44% 1 level progress, 33% 2 levels of progress, 22% 3 levels of progress

• KS2-3 English – 22% 1 level progress, 22% 2 levels of progress, 11% 3 levels of progress,44% within the level ( 4 PMLD/Complex Needs)

• KS2-3 Maths – 44% 1 level progress, 11% 2 levels of progress,44% within the level ( 4 PMLD/Complex Needs)

• KS3-4 English – 67% 1 level progress, ,33% within the level ( 1 PMLD/Complex Needs)

• KS2-3 Maths– 67% 1 level progress,33% within the level ( 1 PMLD/Complex Needs)

• Improved progress and attainment within speaking, listening ,reading , writing , spelling and maths

• Improved memory skills – Turnabout data • Improved concentration- therapeutic data (aromatherapy) • Improved attitudes to learning • Increased self esteem • Learnt knowledge ,skills and understanding are now being

applied in all areas of the curriculum • Improved parental engagement • Increased access to Extended Services – after school clubs

Impact of interventions on other learners:

• All teachers trained by intervention team in delivering intervention activities / strategies so that they can be implemented into classroom practice as Quality First Teaching.

• Improved differentiation in classrooms for all learners • Improved use of technology

Who in the school has leadership responsibility for Pupil Premium funding?

• SLT – Julie Jeanes – Head of School – Linwood Main Provision

How have Governors/ parents / carers/children and young people been involved:

• Dialogue with parents/carers at Parent Consultations, Annual Reviews, structured conversations etc regarding agreed expenditure.

• Pupil voice where applicable in conjunction with class teacher and through ARs/PCRs

• Governors- update through Curriculum Committee and FGB

meetings- Governors question and challenge 2013/14

Activities Funded for individual pupils-

primary and secondary

Purpose of Activities

I pads/Laptops To explore alternative ways of communication as part of a total communication approach

Mobile Magic Carpet

To develop communication skills. To develop choice making skills To develop interaction between peers To develop inclusive opportunities between more able and less able peers

Eye Gaze To develop communication skills. To develop choice making skills To develop interaction between peers To develop inclusive opportunities between more able and less able peers

Residential board & lodging support (80% of costs)

To provide a context for learning and an invaluable opportunity for the key elements of the curriculum to be emphasised, learnt, shared and enjoyed. Improved outcomes in motivation, personal development and behaviour

Teaching Assistant Time

To support access to the curriculum To narrow the gap between individual children and their peers To encourage interaction To enable participation in activities beyond the school environment To maintain levels of physical skills e.g. physiotherapy

After School Club To develop interpersonal and social skills To help facilitate positive changes in pupil behaviour and attitude To raise motivation, self-esteem and create more effective learners To enable pupils to have choice and control through decision making To help to reduce barriers through inclusive participation To increase pupils’ self awareness, awareness of others and how to relate to others

Targeted Intervention Programmes – English /Maths-FFT Working Memory -Turnabout Social Use of Language Self esteem groups

To actively seek to address and overcome barriers to learning To provide appropriate access to all aspects of the National Curriculum through a personalised approach to learning To improve skills in speaking, listening ,reading , writing , spelling and maths Improve memory skills Improve concentration Develop positive attitudes to learning Increase self esteem

Aromatherapy

To promote communication To improve co-operation and engagement To improve attention and concentration To relax the individual To increase interaction To have a calming effect To improve muscle tone To relieve tension/muscle pain

Music Therapy

To promote communication To develop emotional expression To increase socialisation To increase motivation To develop motor skills To develop vocalisation To work through difficult feelings or thoughts

GCSE SUPPORT –additional teacher time

To support with course work To ensure students continue to be engaged with programme To support home learning activities

Guitar Lessons

To develop skills in playing a musical instrument To promote communication To develop emotional expression

Equipment to support individual needs/learning

To improve engagement To improve access To ensure progress and attainment within a range of curricular areas.

Breakfast To improve energy levels To improve concentration

Early Bird Programme –NAS

To support parents and families from diagnosis to school placement.

To support and empower parents and help them support their child's

social communication. To support and empower parents and help them with behaviour

management.

SALT

To further develop a total communication approach To develop expressive and receptive language skills To help generalise skills to the child’s environment

Examples of collaboration with schools/partners including of examples of sharing practice:

• LAC – pupil premium expenditure discussed at PEP Meetings in conjunction with Foster Carers, school and LAC team

• SALT – pupil premium funding used to purchase communication aids to support progress in speaking and listening.

• Coda Trust – delivery of music therapy for identified pupils • LSS – supporting with assessments to inform planning and

expenditure • EMTAS – assessment and support re: purchasing of appropriate

resources • Attendance at LA Pupil Premium workshop – sharing of good

practice across Bournemouth schools. • Policy and Practice shared with local mainstream partners and

across LAs What are the school’s plans to further develop the use of Pupil Premium funding.

• To buy in additional SALT time – training for staff and focussed work with pupils.

• Expansion of intervention team/programmes- training TAs to deliver intervention for identified pupils in receipt of PP.

• To support access to extended services during term time. • Continued engagement in the AfA Programme – bespoke school

improvement programme focussing on improving outcomes for the most vulnerable learners.

Key contact for more information:

Julie Jeanes- Head of School , Linwood Main Provision. 01202 525107

Please return this form to Hilary Evans, [email protected] 01202 456155.

mailto:[email protected]

Closing the Gap Case Study School Name: Melksham Oak Community School

Number of

pupils on roll

Number of boys on roll

Number of girls on roll

Percentage of pupils with SEN

with statements

or on School Action Plus

Percentage of pupils

with English not as a

first language


eligible for free school

meals


eligible for FSM at any time

during the past 6 years

England - national (secondary state-funded) 3210119 1616335

(50%) 1593785 7.7% 13.6% 16.3% 28.3%

Melksham Oak Community School

1175 625 (53%) 550 5.9% 2.6% 10.6% 23.1

Ofsted: Good Sept 2012; Satisfactory March 2011; NtI Dec 2009.

Gaps Cohort 207

Pupil Premium

Result gap PP vs all NOT in PP

5+A*-C incl GCSE E&M

No. pupils in PP cohort

Pupil Premium

All NOT Pupil Premium

school gap

LA gap

National gap

2013 36

(17%) 50 60.8 -10.8 -33.8 -27 2013 Y11 cohort: groups

2012 37 29.7 58.7 -29 -31.6 -27.3

CLA cohort 0%

SEN 30%

ever6 FSM 37%

Services 0.02%

2011 0 no PP data for 2011 KS2-4 3L of Progress in English


Pupil Premium


school gap

LA gap

National gap

2013 36

(17%) 67.6 78.7 -11.1 -25.6 -18.9

2012 37 54.3 70.8 -16.5 -24.1 -19.1 2011 0 no PP data for 2011

KS2-4 3L of Progress in Maths


Pupil Premium


school gap

LA gap

National gap

2013 36

(17%) 67.6 75.6 -8 -30.8 -22.7

2012 37 45.5 71.9 -26.4 -29.9 -23.1 2011 0 no PP data for 2011

School Context

Standards (3 years)

http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.totpupsendn&ord=desc




http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.norb&ord=desc

http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.norb&ord=desc

http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.norg&ord=desc



http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.psensap&ord=desc









http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.pnumeal&ord=desc







http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.pnumfsm&ord=desc





http://www.education.gov.uk/cgi-bin/schools/performance/group.pl?qtype=GR&f=zT27AhrQvA&superview=sec&view=cqs&set=1&tab=33&no=998&sort=census_13.pnumfsmever&ord=desc








http://www.education.gov.uk/schools/performance/school/126448/sec

http://www.education.gov.uk/schools/performance/school/126448/sec

Standards

Percentage achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs

2010 2011 2012 2013

School 46% 51% 53% 59%

LA 55.8% 60.5% 59.3% 61%

England - All Schools 53.5% 59% 59.4% 59.2%

All

pupils Low

attainers Middle

attainers High

attainers

Percentage of pupils making expected progress in English 77% 62% 74% 94%

Percentage of pupils making expected progress in maths 74% 41% 82% 82%

Develop as a centre of excellence for teaching and learning

Actions 1. Senior SLT member responsible for

achievement of ‘groups’. All students expected to make 4 levels of progress

2. Two Pupil Premium governors with specific roles

3. Specialist Heads of Years 7 and 11 (others move with cohort)

4. Heads of House have responsibility for progress (competition between houses)

5. Yr11 RAG rated regularly. All students, not just targeted

6. Heads of House work with any ‘amber’ students 7. Across the school: assessment points reduced

from six times a year, to three: to make it manageable

8. Clear leadership on expectations regarding interventions and good teaching – recent STL workshop on pros/cons of interventions

9. Clear, unrelenting focus on good teaching. The

TEEP model has ensured that teachers pay

Impact Many of these ‘actions’ cited are more to do with Leadership and Structures – resulting in clear, transparent lines of accountability (visible on HT office wall. Expectation that all students make good progress Sufficient time between assessment points to allow for evaluated interventions Resulting statement: “we continue our unrelenting focus on improving Teaching and Learning (with a real focus on marking). Interventions should occur early and in every case we need to ask why they are needed. We should not forget that every child matters and that in a school which places students at the centre of all we do interventions are sometimes needed.” 90%+ of teaching is at least good

Key Priorities

Interventions

National progress figures: 73% in both Eng & maths

attention to ‘access to leaning’ and ‘challenge’ for all

10. 1-2-1 maths and English intervention with Yr11 with specially chosen/employed tutors

Very high success rate with these targeted students

Continuing to improve. Will be part of a MAT with six local partner primary schools. Clear themes in the success of the school: leadership focuses on empowering teachers; all staff expected to contribute to the learning ethos of the schools; the school is a learning community (staff meetings/SLT meetings use academic research/books as a basis for development)

Current Position



School: Moordown St Johns


2 form entry primary school – 407 on role 17% PPG (71 children) (PPG+ - 3 LAC, 2 recently adopted, 1 special guardianship) 20% SEN


Gaps in learning identified through data analysis and then bespoke intervention sessions planned and delivered. All reviewed weekly by SLT and children identified changed termly. Additional TA hours used for intervention – some one to one but mostly small groups.


At KS2 100% of children in receipt of PPG are expected to make 2 levels of progress in reading and writing and 80% in maths 50% of those are expected to make three levels of progress in reading and 10% in writing. We have paid for sensory circuits to happen twice a day out of the PPG funding enabling the children who access this better access to curriculum once their sensory needs are addressed. We have paid for additional ELSA support for some individuals who then, with their emotional needs met have better access to curriculum and improved behaviour.


Interventions are usually groups of 2 – 4 where at least one child is in receipt of PPG. The rest of the group is made up of other children with the same gaps in learning identified at progress checks.


The deputy head and assistant head work together on this.


Deputy head informs governors at regular governors meetings. The information is on the school website.


We are part of a 7 school trust and both the deputy and the assistant head have been involved in discussions at their level about practice and strategies.

What are the school’s plans to further develop the use of Pupil Premium funding.

We are starting a nurture group in September which will impact on KS1 children – some who are in receipt of PPG and PPG+ and some who aren’t.


Emma Martin – Assistant Head or Gina Angiolini – Deputy Head



Closing the Gap Case Study School Name: Community Primary School in Swindon

Large primary school. Number on roll – 397 Pupil Premium children – 67 SEND - 37% FSM- 61% LAC-1 BME- 19% Service Family-2 In a recent OFSTED inspection it was noted that “Pupils who are supported by the pupil premium make good progress from their starting points. Their attainment in tests at the end of Year 6 is broadly in line with that of other pupils in the school in reading and mathematics, but is lower in writing. The gap is equivalent to just over one term’s progress.” “Pupils who underachieved in the past are making faster progress and a rapidly increasing number of pupils in all year groups are now working at levels above those expected for their age.” “Disabled pupils and those who have special educational needs, pupils from minority ethnic backgrounds and pupils new to learning English make progress that is similar to, and often better than, that of the other pupils in their classes because the school provides well-targeted support for them.” “Pupils supported by the pupil premium receive well-managed help which enables them to progress as well as their classmates. Staff commitment and care also ensure that disabled pupils and those who have special educational needs, pupils from minority ethnic backgrounds and pupils new to learning English are supported effectively and progress well.” “The school’s work to keep pupils safe is outstanding. Concern for pupils’ welfare and safety is a strength of the school. Strong links with external agencies, together with staff who know their pupils extremely well, help to provide sensitive and highly effective support for pupils whose circumstances may make them vulnerable.”

Closing the Gap data (2011 – 2013) In school gap (Maths, Reading & Writing): 2011: – 11.6 2012: – 2.8 2013: – 1.6

e.g. Gender, year group, curriculum subject

• Ensure that we reduce the gender gap between boys’ and girls’ achievement in writing in end of year assessments across the whole school. Gender gap to be at least in line with national gender gap.

• Raise the attainment of Pupil Premium children in Writing across the school, with particular focus on boys.

• Raise attainment in SPAG across KS2 and especially Year 6.

School Context

Standards (3 years)

Key Priorities

Interventions

Percentage of Pupil Premium Pupils achieving Level 4+: 2011: – Maths : 0%, English: 0%, 2012: – Maths : 67%, English: 67%, 2013: – Maths : 77%, Reading 85%, Writing: 54%

Actions Inclusion Team – offering whole child focused support including family support. Individual and small group child focused support groups centred around the curriculum but differentiated to closely suit pupil ability. Free Breakfast Cafe – pupils assist in the running of the café. Strategy meetings (In house TAC) – Meetings focused on pupil, ensuring every aspect of their home circumstances, academic ability and strengths are taken into account when devising an action plan tailored to the pupil. Created Pupil Premium children provision map Close tracking for each pupil by class Teacher and members of SLT. Funded clubs and residential visits. Performance Meetings have had a specific focus on progress of Pupil Premium children School Development Plan has specific focus on raising the attainment on PP children. We researched the best and most effective ways to use Pupil Premium funding and applied them in our Action plan and PP cost breakdown – see attached sheet

Impact Improved parental involvement. Improved attendance. Improved attainment. Pupils spend more time in class accessing curriculum due to improved behaviour. Pupils engaged and accessing the whole curriculum. Positive start to the school day. Improved attendance. Improved behaviour and concentration. Effective action plan ensuring maximum opportunities for the pupil to succeed. Ensured that every child was receiving appropriate support Early identified needs and consequential actions. Pupils have all the opportunities available to enhance their educational experience Class teachers made very aware of Pupil Premium children and Pupil and specific targeted interventions have been put into place Strengths and weaknesses in each year group were identified and plans put in place to target them. Helped us to make the most effective use of our funding and target those who need it most as well as benefiting others where applicable.

Percentage of Pupil Premium Pupils on track to achieve Level 4+: 2014 Y6: Maths 80%, Reading: 93%, Writing: 86% Percentage of Pupil Premium Pupils on track to achieve Level 2B+ 2014 Y2 : Maths 84%, Reading: 67%, Writing: 67% - Out of 6 pupils in Y2 only 2 won’t be 2B+. and 2 are 2A+ in all subjects and 2 are 3C+

Current Position

Closing the Gap Case Study School Name: Primary

School type: Community Primary School. XXX is 5th in Devon’s schools ranked as more deprived Number on roll: 350 including nursery (data below will exclude nursery) Proportion PP broken down into SEND: 43% (with half of these children being PP pupils) /FSM: 50% /LAC: 2 pupils /BME: 22% (with 12% of this group also being PP pupils) /EAL 22%) / one service family Last Ofsted judgement: Good (March 2012)

Floor Standards: The school is currently below floor for the percentage of pupils achieving 4+ in reading, writing and maths combined; results for reading, writing and maths individually are above floor (the school was above floor for the combined measure in 2012). Progress from starting points for 2013 in reading and writing are above the national median but progress in maths is below. The school is currently taking robust action to improve progress in maths and ensure that more pupils achieve expected levels in all core subjects. Gap data: At Key Stage one attainment for FSM pupils (58%) in 2013 was in line with that of FSM pupils nationally, and was above in 2012, particularly in maths where FSM pupils were in line with all pupils nationally. At Key Stage two, progress for FSM pupils was above the median for all pupils nationally in all core subjects, with 100% making expected progress in reading and 91% making expected progress in writing and maths. In reading and maths the proportion of FSM pupils making more than expected progress was better than their peers in school in reading and close to national, and in maths PP progress was better than that of all pupils nationally at expected and at better than expected. The proportion of PP pupils achieving level 4 in reading, writing and maths in 2013 was greater than that of non FSM pupils in 2013, this gap has closed over the past 3 years, going from -19 to -13 to +29.

The key priorities for the school are to improve progress and attainment in maths at Key stage two and to raise the proportion of outstanding teaching and learning across the school.

Actions

Impact

School Context

Standards (3 years)

Key Priorities

Interventions

Nursery: The school has a focus on children in the early years. A large proportion of pupils enter the school well below expected levels. Speech and language support is provided in the nursery to develop communication and ability to play and learn effectively. A teaching assistant is trained to support speech and language intervention led by a therapist and is paid at an appropriate level for this specialist work. Reception: Children are organised into three classes of 20 rather than two of 30. The school monitors the quality of teaching and learning regularly and the expectation is that teachers will secure rapid progress for all pupils, particularly those whose starting points are low. The school buys in additional Educational Psychologist provision so that planning is more strategic. A teacher is employed as an Education Support Worker has a specific role in improving attendance ensuring that pupils arrive in school on time and supporting vulnerable children. There is a ‘Read to Succeed’ initiative, the winner from each class is able to choose and purchase a new book each half term. Governors mentor Pupil Premium pupils, meeting weekly. They look through children’s books and read together, taking an interest in their mentor pupil such as sending them a postcard when they are on holiday. They teach them to play chess. Additional funding to enable pupils to attend extra provision such as residential visits

Of 36 children who started nursery in September 2012, 56% of children did not score on vocabulary assessments for three year olds. Assessments in January showed that this percentage had reduced to 25% and other children had closed the gap to match their chronological age. Half of the children who had not yet closed the gap, did not have English as their first language.

Progress is accelerated for pupils in the nursery and pupils enter reception ready to learn and continue accelerated progress. 57.9% of FSM pupils achieved a good level of development, in comparison to 52% of all pupils nationally. The measures taken for the youngest pupils at Willowbrook ensures that these pupils make rapid progress to achieve a good level of development by the time they enter Key Stage one. Behaviour for learning is good and pupils are supported where this is necessary. FSM pupils make good progress as a result. Persistent absentees have reduced since 2011 but despite this input remains above the median trendline for the school’s FSM level. Attendance of vulnerable pupils is now in line with national averages. 100% of FSM pupils achieved expected progress in reading and more pupils made better than expected progress in reading than non FSM pupils in 2013. Governors are well informed of the needs and achievements of FSM pupils. All pupils took part in the residential visit in 2013 for the first time.

Expected outcomes for 2014 KS2 This is a cohort of 25 children. 2 late arrivals in yr 6 with little or no English are not included Profile of year group is 72% boys. 52% PPG. 16% eal (not including late arrivals). 45% SEN This group were sig - at KS1

Current Position

Current levels for this cohort in the table below:

Attainment All pupils PP pupils gap Reading 4+ 84% 79% - 6% 5+ 16% 21% +5% Writing 4+ 76% 64% - 12% 5+ 16% 21% + 5% Maths 4+ 92% 86% - 6% 5+ 40% 36% - 4% Reading+writing+maths 76% 64% - 12%

Progress All pupils PP gap Reading 2 levels 96% 93% - 3% 3 levels 32% 29% - 3% Writing 2 levels 92% 93% + 1% 3 levels 40% 43% + 3% Maths 2 levels 100% 100% - 3 levels 32% 36% +4%

Closing the Gap Case Study School Name: Priory Community School an Academy Trust

Priory Community School has 1220 students on roll. 23% of the students are eligible for FSM compared to 28% nationally. 4.5% of the students come from minority ethnic groups compared to 24.5% nationally. 2.2% of the student’s first language is believed not to be English compared to 13.6% nationally. 15.7% of the students are supported at School Action; this is above national (11.2). 9.6 % of the students are supported at School Action plus or have a statement of special educational need, this is above national (7.7). Persistent absence in 2012/13 was significantly below national at 1.8% (6.6%). Overall attendance is better than national at 95.9% (94.1%). The school was judged to be a good school by Ofsted at its last inspection in 2010. Priory converted to become an Academy in February 2012. The school received an interim letter in January 2013 saying it would not be inspected before summer 2014. It is expected the school’s overall effectiveness will be judged to be outstanding when it is next inspected.

Priory attainment data for previous 3 years Year Disadvantaged pupils Non disadvantaged pupils Achieving 5 A - C Inc E & M Achieving 5 A - C Inc E & M 2013 65% (Nat 41%) 78% 2012 64% 71% 2011 43% 73% 2010 29% 59%

Exam outcomes in Home Economics were significantly lower than all other subject areas in 2013 at 36.1% (55.5%) A*-C grade. Only 36 pupils were entered. These all achieved a pass at A*-G. The percentage achieving at A* or A in Humanities at 3.6% was significantly below national (7.6%).

School Context

Standards (3 years)

Key Priorities

Actions

1. Target setting plans (working at grades and target grades for all students).

2. Use of tracking data.

3. Praising Stars (Developed over many

years. All data colour coded. Data collected 4 times per year. Collect current grade/level, predicted grade/level and effort mark. All data analysed against targets – by student, by subject and whole school. Targets set at FFT D. One written tutor report per year. Contextual information on students. Expected progress in English and maths. Success against target as a % - known as Success Score. Average effort mark for all subjects. Positive and negative behaviour logs from Sims).

4. Seeking out best practice.

5. Not linking PP eligibility to low ability.

6. Targeted intervention.

7. Mentoring support.

8. Provision of resources.

9. Smaller class sizes.

10. Parental involvement.

11. Involvement of governors (During

inspections, inspectors are asked to pursue the following: What the school is spending the pupil premium money on? Why is the school spending it in this way? How it is making a difference for disadvantaged pupils? How are governors holding their school to account for the way in which this money is spent? Senior leaders and governors will be asked to demonstrate improvements in progress and attainment for pupils eligible for the pupil premium in relation to the performance of pupils not in receipt of this funding).

12. Student engagement

Impact English • Expected progress (3 levels) for PCSA PP

students is above national non PP students • More than expected progress (4 levels) for

PCSA PP students is above national for all students

• A*-C for PCSA PP is in line with national non PP students

Mathematics • Maths expected progress for PCSA PP

students has risen rapidly in last 3 years as is well above national PP students

• Maths more than expected progress for PCSA PP students is above national for all students

• Maths A*-C for PCSA PP in line with national non PP students

5A*-C including English and Mathematics • 5A*CEM for PCSA PP students is above

national for all students, SIG+ for national PP students and rising rapidly

• For all key measures, the gap between PCSA PP students and PCSA non PP students is smaller than the national gap

• For all key measures (except English expected progress) rate of improvement for PCSA PP students is the same as rate of improvement for all PCSA students

Interventions

There are high expectations of all staff and all pupils and this seemed very reciprocal. Staff treating pupils with respect and pupils treating staff with respect. Many staff talk about the need to develop positive and meaningful relationships with individual pupils. The school is committed to placing pupils at the centre of everything they do and cherishing their staff. What Priory promotes in its literature is evident in the reality. The Headteacher has high expectations of his staff and at the same time recognises their hard work and provides opportunities for staff to grow and develop. There is a sense of purpose across the school, from the clean school environment to the consistency in each class. This contributes to limited ‘In school variation’ across classes one of the biggest causes of pupil underperformance. The headteacher sites the importance of a clear Teaching and Learning policy. The use of vocabulary across the school is grounded in the positive. The data tracking system is called Praising Stars, the school talks about target groups, not vulnerable groups, there are success groups rather than drop groups. Pupil premium status is not viewed as an indicator of ability. The use of data is very strong particularly in Y11 and this helps the school respond quickly to provide pupils with the support they need in a timely manner. In mathematics in particular there is a drive for smaller classes. This might seem at odds with the findings of the Sutton trust toolkit but in reality it’s not. As the Headteacher explained, smaller class sizes allows the teacher to offer individual pupils more feedback on their performance and that is the number one high impact strategies for closing the gap. There are lots of new ideas, approaches and innovations. Period 6 extends the school day with a variety of opportunities for pupils to choose from and broaden their horizons. The school has appointed a Pupil Premium mentor who meets and works alongside all Pupil Premium pupils on an individual basis. Ex pupils are brought in to teach maths, Y11 tutors keep a keen eye on academic progress, learning forums, ‘Wake up call’ meetings with pupils and parents who slip off track all contribute to a sense of urgency and purpose. Priory clearly has travelled a long way, as year on year improvements in data show, but there is no sign of complacency. The journey continues.

Current Position

Closing the Gap Case Study School Name: Rednock School, Gloucestershire

11-18 Mixed Comprehensive School 1164 on Roll (11-16) 149 PPI in 2012-2013 Ofsted : RI with Good for Leadership & Management (December 2012)

5A*-C including English and Maths

2011

2012

2013

Cohort School

National non

CLA/FSM

Diff

Cohort

School

National non

CLA/FSM

Diff

Cohort

School numbe

r

School %

National non

CLA/FSM

Diff

All Student

s 238 57 65 -8

224 54 64 -10

229 159 69 64 5

Pupil Premium 18 39 65 -26

23 26 64 -38

26 16 62 64 -2

Non PP 220 59 65 -6

201 57 64 -7

203 143 70 64 6

-20

-31

-9

Expected Progress in English

2011

2012

2013

Cohort School

National non

CLA/FSM

Average

Diff

Cohort

School

National non

CLA/FSM

Average

Diff

Cohort

School numbe

r

School %

National non

CLA/FSM

Diff

All Student

s 237 76 77 -1

219 71 72 -1

229 192 83.8 72

11.8


21 43 72 -29

26 17 65.4 72 -6.6

Non PP 219 78 77 1

198 74 72 2

203 175 86.2 72

14.2

-28

-31

-20.8 Expected Progress in Maths

2011

2012

2013

Cohort School

National non

CLA/FSM

Diff

Cohort

School

National non

CLA/FSM

Diff

Cohort

School numbe

r

School %

National non

CLA/FSM

Diff

All Students 236 66 71 -5

219 57 73 -16

229 163 71.2 73 -1.8


22 23 73 -50

26 14 53.8 73

-19.

2 Non PP

218 67 71 -4

197 61 73 -12

203 149 73.4 73 0.4

-17

-38

-19.6

School Context

Standards (3 years)

Focus on accurate data tracking and effective intervention for all year groups but particularly Year 10 and 11 Actions/Impact An Interventions Manager (IM) was appointed in 2012. This role has been invaluable in the coordination of tracking and interventions for the PP Cohort which was reflected by the improvement in the Closing the Gap data for 2012-2013. The following is an outline of the 2013-2014 Interventions used with Pupil Premium Students: Action - Year 11 Champions League- Boys – 16 - 20 students in 4 teams, with 30% of participants being PP students. They were all potential C+ students who, for different reasons, were not achieving their targets. It was run as a competition with points being earned for attendance, good behaviour, reward points, reaching / exceeding target grades, going to revision and the like. So the focus was entirely on them ‘getting it right’ and working hard. If they gained behaviour points – it becomes an ‘own goal’ and the other teams get points. Each week the IM and the teams met, there was a ‘Goal of the Week’ and ‘Player of the Week’ and a league table, with prizes for the team on the top. As the league progressed – it ran from Jan to May in Y11, extra points were offered for e.g. attending Easter Revision at different times. At the end of the season the overall winners received a larger prize. Impact - The boys really liked the element of competition, they liked prizes and a real change in their work ethic was observed in a significant number of them and in achievement grades. The same positive messages were reinforced week in and week out with the belief that they can do it being the key message. Action - Science Premier League- Mixed – similar to above but aimed at Y10s, including girls - with the focus on a group of students who might not reach their target grades in the CORE Science exams. Impact - These exams have just been taken with results out in the summer (Aug 2014). Action - War Room – A display of the current position of the Y11 cohort in the staff room. Middle leaders meet for a briefing every fortnight next to this. Department and Community meetings have also taken place looking at this. It is updated at every set of reports and has made all staff aware of where students are currently in terms of achievement and has raised the profile of the ‘bigger picture’ linked to PP students. Impact - Higher Profile of PP students across the school – tracked continuously - in communities, departments and Core Scrutiny meetings. Action - Individual Packages – YAF /Work Experience / Bridge/ GL11 - as appropriate to their needs Action - Community Support – counselling- DOOR/ Mentoring/ 1:1- as appropriate to their needs. Impact - Recent ‘Exit’ interviews suggest that the opportunities and support given to these students has been very beneficial. Action - Additional qualifications offered and achieved e.g. NCFE Health and Nutrition Impact - All students passed this course last year

Key Priorities

Interventions

Action – Focus on Revision (throughout the year):

• Revision - after-school sessions (transport provided if necessary) • English revision booklets were sent out to targeted Y11 students • Maths after school sessions were run on Tuesday and Fridays after school.

Impact - Exit’ interviews with PP students have stated that they have benefitted greatly from what has been offered. Action - May half term revision sessions - Walk and Talk Mock Maths Day, Science revision day and Drama revision. Impact - 30% of PP students attended the maths sessions; 60% of drama PP students attended revision with lifts in being provided for students who needed this. ‘Exit’ interviews - 23% of PP students surveyed to date. 86% had attended revision classes and had felt the exam preparation was very effective as was the academic and pastoral support they received. Action – Maths Support - Intensive Maths Support sessions aimed at PP students 4 x20 mins per week during tutor time with 2 longer sessions on Monday. Action - 1:1 English support from the Post-16 Literacy person (during Y12 study leave) on-going until exam – aimed particularly at students with a ‘C’ in maths but below in English. Impact - English exams complete- very positive feedback from students as to the assistance. 1 boy had been completing mocks at ‘B’ grade- up from ‘E’ Action – Focus on raising aspiration and self-esteem - Y9 Raising Aspirations project – working with YAF. One Y9 PP student who was dis-engaging in school attended GL11 once a month to cook the community lunches. A number of PPI students targeted to join School Production – (following attendance Interviews). Impact - YAF staff very positive about the progress students are making. Dis-engaged boy - his aspiration is to be a chef. Fantastic reports back about his progress. Production – students involved were very positive and really enjoyed the experience. One student even sang a duet in front of 200+ people! The Stroud College STUDENT OF THE YEAR award was a PP student from Rednock! Fantastic!

Action - Stroud College Group – Y10 includes 4 PPI students will attend GL11 for 4 days in term 6 after college has finished and will work on an extra qualification – Health and Nutrition L2 Course. Action - TUTE- online tutoring for Y7 English group to help raise their basic literacy skills. Action - Organise English workshops for targeted Y10 students. Track progress of students attending. Action - Statistics Revision Day – 20th June Action - Y10 War Room – to be introduced to staff in Term 6. Action - MENTalk – football focussed well- being programme for young men – Cheltenham Football Club and NHS sponsorship – June 13th/ 17th/ 27th – Y9 Boys – small group- 47% PP students Action - Creating tracking charts of PPI /SEN y7-10 students who currently have more than 30 behaviour points- each cohort to be discussed in communities and with Community Leaders - individual support packages to be put in place as appropriate- this

Current Position

is on-going at every community meeting. Action – Projects available - Cam lunch Club / Allotment Community projects-/ Past Times Café – all projects for our students to get involved in as appropriate. Action - G&T conference –book in when next conference date is released. Action – Focus on improving self-esteem and social interactions - Y7/8 Glos Rugby project – Autumn term 2014

Closing the Gap Case Study School Name: AN Other Academy in Swindon

AN Other Academy is a comprehensive converter academy serving a mixed urban area that is 'average' on most demographic/socioeconomic measures. The academy has just under 1000 pupils aged 11-16 but will grow to over 1200 with the imminent addition of a sixth form. In January 2014 the academy had 27.1% of pupils eligible for the Pupil Premium, almost exclusively as a result of being eligible for FSM (the academy has relatively few LAC pupils and only one pupil from a service family). Around a third of Pupil Premium pupils are also on the SEND register. The proportion of Pupil Premium pupils who have EAL is in line with the whole school at just under 12% and the proportion of BME pupils is also in line with the whole school figure at just under 20%. The academy was last inspected in January 2014 and was rated 'good' in all categories.

Overall standards of attainment for all pupils have risen significantly with the main headline 5+A*-C(EM) measure moving from 45% in 2010 to 61% in 2013. Since 2011 the attainment of PP pupils has risen faster than their peers. In terms of key measures: * The percentage of PP pupils making expected progress in English is now in line with their peers

nationally at 55%. Whilst this is 12% below the school average, the gap has closed by 12% since 2011.

* The percentage of PP pupils making expected progress in mathematics is 5% better than their peers nationally. This is 14% below the school average but the gap has closed by 13% since 2011.

* In 2013 48% of PP pupils attained 5+A*-C(EM) in their GCSE results which compares well to the national figure of 40%. Whilst this figure was still 13% below the school average the gap closed by 4% compared to the previous year.

The school has a curriculum that emphasises traditional GCSE subjects where it is pragmatic to do so and hence the school performs well on measures that exclude 'GCSE equivalents'. On the '5+A*-C(EM) GCSE only' measure, 46% of PP pupils 'passed' compared to only 32% of their peers nationally. The in school gap closed by 6% in 2013 compared to the previous year.

Key priorities amongst PP pupils include: * Improving attendance, as persistent absence is higher than non-PP pupils * Improving the level of aspiration. This goes much wider than the PP cohort and reflects weak

traditions of HE participation and progression to professional careers that are prevalent within Swindon. However, a lack of awareness of where their potential could take them is particularly evident amongst our PP pupils and, in many instances, the level of support pupils receive from home is weaker.

* Weaker literacy skills on entry than the school average * Weaker numeracy skills on entry than the school average

School Context

Standards (3 years)

Key Priorities

Interventions

Actions Improving overall attendance and targeting persistent absenteeism. The school has worked with the LA for a number of years to improve attendance through the issuing of fixed penalty notices and the like. However, persistent absenteeism was (and still is) a concern, being more prevalent amongst PP pupils and limiting their attainment. Strategies followed: * additional pastoral support within school to

allow faster home contact and on-going dialogue with parents

* purchase of improved EWO support resulting in better targeting of problem families

* assertive mentoring system with Year 11 pupils to increase motivation and maintain contact with home

* additional pastoral support to reach out to hard to contact families and gain their attendance at consultation evenings and general support

* revisions to rewards system to encourage high attendance (including eligibility for the Year 11 Leavers Prom)

* creating a more bespoke curriculum for some pupils through alternative placements (Oakfield, Swindon College)

Improving the level of aspiration Academy conversion has led to wide ranging changes across the school (wholesale relaunch with new name, new uniform, new school day structure, new behaviour management system, all reflecting higher academic aspirations) which have improved pupil ethos considerably. *Against this, PP pupils have received mentoring by carefully selected staff who encourage, cajole and, where needed, supervise pupils to ensure that work is done on time and to a good standard. *Pupils have also received career advice and academic support to ensure they identify a route forwards. Again, for PP pupils this has been carried out by senior, experienced staff. *The school is part of the Villiers Park Trust Scholars Programme which provides intensive mentoring and university-type experiences for disadvantaged pupils. Academic PP pupils benefit directly from this. *The school has introduced a Futures Week including employer visits, careers guidance and university input. The programme for PP pupils is considered closely.

Impact (as of end of 2012/13 academic year) Overall absenteeism amongst PP pupils dropped by 0.4% to 90.0% in 2012/13 compared to 2011/12. However there is still further to go as the in school gap is 3.5% compared to a national average of 2.4% Persistent absenteeism (85% attendance or lower) dropped by 4% to 17.4% amongst PP pupils in 2012/13 compared to 2011/12. However, persistent absenteeism amongst non-PP pupils dropped faster so the gap widened slightly! It's hard to disassociate the impacts of this work from other school wide strategies to improve pupil ethos and motivation, but improved attendance amongst Year 11 in particular was identified by staff as a key factor behind record GCSE results in 2013 (both overall and for PP pupils). This work has now become standard practice and should have a cumulative effect over subsequent years. Completion of classwork and homework has improved and motivation has increased as pupils see themselves increasingly meeting academic targets. Mentors for PP pupils have become learning coaches and exit questionnaire responses show how highly PP pupils value their input. The Villiers Park Scholars who are also PP have become highly ambitious about their route through HE and talk openly about applying for Russell Group universities. This level of ambition has spread to their friendship groups and is very evident in the sixth form interviews we have completed this year. It is also reflected in the choice of subjects being made by these students for Year 12. PP pupils who are less academic are now much clearer about their route forwards and are focused on progressing through education or training to a suitable employment.

Weaker literacy and numeracy skills on entry than the school average Strategies used: *CAT testing, SAT levels and reading age tests are used to identify pupils on entry who have literacy skills lower than the academic level indicated by CAT tests. PP pupils receive individual or small group support, using intensive schemes such as Distar Reading. *PP pupils who have weak literacy skills are able to Literacy lessons throughout KS3 in addition to timetabled English classes. This is done by allowing them to stop studying an MFL, PP funding is used to create small groups created around a common literacy need. *Additional small mathematics groups have been created to allow for more individual teaching *An upper primary/lower secondary specialist teacher has been employed to focus on developing literacy and numeracy skills with a core group that includes many PP pupils. *PP funding allows for 1:1 and small group intervention classes for PP pupils who are behind in English and maths throughout Y7-11 *PP pupils are provided with free revision guides and other materials once they reach KS4. Staffing has been increased in some curriculum areas to create opportunities for specialist intervention work with these pupils. *PP pupils are highly represented amongst Year 11 students in ‘key marginal’ groups in English. Where iGCSE is a better fit to a student’s literacy profile, they are diverted onto this course and additional tuition (including school holiday revision) is provided.

PP pupils make good progress in their reading skills in particular. In their January visit, Ofsted commented that this part of the school’s work was now very secure and suggested it was time to move onto writing skills. Progress rates for PP pupils in English and maths have improved considerably in the last two years and the gap between PP and non-PP pupils has narrowed (actual figures given above). GCSE results in English for PP pupils have improved (in terms of levels of progress) in spite of a toughened marking regime. A pilot scheme by which some PP pupils were entered for iGCSE English in 2013 yielded a higher A*-C rate than the ‘home’ board and this was widened to a greater number of PP pupils in 2014.

Overall attendance rates for the school are at their highest ever (95.1% attendance for 2013-14 academic year so far compared to 93.5% for 2012-2013 academic year). Attendance amongst PP pupils has further improved this year from 90.0% in 2012-13 to 91.9% for the academic year to date and persistent absence amongst PP pupils has decreased further to 16.8%. The school opens a sixth form in September 2014 with a largely academic course offer. All PP pupils have a route forward planned that includes progression to college or sixth form, and a high proportion (70%) of PP pupils who are likely to progress to level 3 courses have elected to stay at the school. Of these, a large majority have elected to choose at least two facilitating subjects amongst their course choices. We have planned Year 12 activities that will carry on the aspiration raising and mentoring activities that have got them to this point. Our predicted results for 2014 are set against a backdrop of many changes to the examination board regime and hence are tinged with a degree of uncertainty. However, predicted grades suggest strongly that PP pupils will make greater progress than earlier cohorts in English, achieving higher progress rates than their peers nationally and narrowing the gap further compared to non-PP pupils in the school. Our predictions for GCSE Maths are more pessimistic because of the negative impact of exam board changes. Our current cohort of students has worked well and had all the support and interventions that have brought success previously. However, the ability to early enter ‘key marginal’ students without risk has been taken away and this was a strategy that disproportionately benefitted many PP pupils, allowing them to either have two attempts at GCSE Maths or gain GCSE Maths early and then focus on their English. Our predictions for this summer suggest that PP pupils may do less well in GCSE Maths as a result and the in-school gap may widen. That said, we still expect the above strategies to improve the position of PP pupils at Lydiard Park Academy in terms of relative performance against similar pupils in similar schools, even if nationally GCSE Maths results turn out to be lower in 2014.

Current Position (2013/14 academic year to date)

Closing the Gap Case Study Severn Vale School, Gloucestershire School Context Severn Vale School is a comprehensive academy situated in a City with four selective Grammar Schools. It is an 11-16 school with 1180 on roll. 26% of our cohort is eligible for Pupil Premium funding. From this cohort: 1% is LAC; 12% BME; 88% FSM; 11% Forces; 21% SEND and 1% EAL. Severn Vale was last judged as “Good” by Ofsted in January 2011. Standards (3 years) Severn Vale School has demonstrated success in supporting the attainment of its PP students. The 3-year average shows 45% of Severn Vale School PP students gained 5 A*-C GCSE inc E&M vs 38.7% nationally. In 2013 PP students achieved 54% compared to 70% by non PP. This is a gap of 16% which has decreased from the gap of 29% in 2012. For 2014 we are expecting to match or exceed 2013 headline figures with the gap between PP students decreasing.

Table showing 5 A*-C inc Eng and Maths 2011 2012 2013 2014 est June PP 40 41 54 57 Non PP 59 70 70 71 Gap 19 29 16 14 Table showing 3 levels of progress in English 2011 2012 2013 2014 est June PP 80 80 65* 72 Non PP 86 86 83 84 Gap 6 6 18 12 Table showing 3 levels of progress in Maths 2011 2012 2013 2014 est June PP 37 67 65 62 Non PP 59 76 83 76 Gap 22 9 18 14

Key Priorities Our key priorities over the past 3 years at Severn Vale have been to improve GCSE Maths results, from our poor results in 2011, and to maintain our very high English GCSE results. The key to delivering on these priorities has been to address the issue of quality first teaching. Our belief, supported, by evidence from the EEF / Sutton Trust, is that PP students are disproportionally impacted by lower quality teaching. A significant number of our interventions have therefore focused on this. We also feel that this is a more impactful and sustainable model of action rather than relying on interventions such as large scale tuition. To support developments in quality first teaching we have sought to enhance pastoral support for Pupil Premium students. This has been to address issues relating to :

• attendance • attitude to learning • behaviour • aspirations

Interventions Action Impact

Quality first teaching - Increasing Maths curriculum time at ks4 by 25% (now increasing again to represent a 30% increase)

Results have improved. With more time we have seen more effective learning in English and Maths. Staff are able to give better feedback and more depth to learning. Students are able to spend time consolidating knowledge. It has also allowed more time for testing.

Quality first teaching - Increasing Eng curriculum time at ks4 by 15%.

As above

Quality first teaching - Additional groups have been timetabled for Eng and Maths at ks4 and this has enabled us to focus on PP students in smaller more focused classes.

With smaller groups for our key students, staff have been able to give better feedback and improve the quality of the student experience.

Quality first teaching - Recruiting better teachers in Eng and Maths. By being proactive and over staffing in core subjects we have been able to advertise earlier and appoint top quality staff. We have done this for 2014/15 in Science offering additional TLRs.

English - 90% of lesson observations at good or above Maths - 80% of lesson observations at good or above

Action Impact

One to one and small group intervention – a significant amount of PP funding has been used to provide catch-up interventions for individuals and small groups using a Personalised Learning Checklist approach with clear Diagnosis, Therapy, Testing.

See results

TLRs for teachers in Maths and Eng with a responsibility for achievement of PP students.

Members of staff with the TLRs monitor the achievement of PP students across the school. If they are not on track, specific interventions are planned with other members of their department or via one to one tutors.

Appointing non-teaching pastoral staff (Deputy Year Team Leaders) and an Educational Welfare Officer (EWO) to improve attendance by monitoring and challenging poor attendance more frequently.

The attendance picture of PP students at SV is improving but is historically has not been good. Overall attendance has risen from below national average in 2013 (93.4%) to considerably above so far this year (94.9%-March 2014).

In 2013 PP attendance was 88.8% which is below PP national averages (91.7%). This year the PP attendance has risen to 90.1% (March 2014). This is still too low.

A monitoring and mentoring process for PP has been put in place with the additional capacity created by the Deputy Year Team Leaders appointment. All students achievement is tracked but if PP students are not on track to achieve, they are mentored by the YTL. Records of these sessions are kept and followed up.

Impact from the mentoring can be seen in attendance, achievement and attitude to learning data. Pupils enjoy talking about their learning and working on targets.

Class of

ATL June 2013 Non PP

ATL June 2013 PP

Gap June 2013

ATL Nov 2013 Non PP

ATL Nov 2013 PP

Gap Nov 2013

2014 (11)

3.41 2.62 0.79 3.38 2.75 0.63

2015 (10)

3.19 3.09 0.10 3.68 3.44 0.24

2016 (9)

3.43 2.78 0.65 3.58 3.08 0.50

2017 (8)

3.55 2.96 0.59 3.58 3.16 0.42

2018 (7)

- - - 3.74 3.41 0.33

Action Impact

Pupil Premium finding has allowed the school to enhance the provision of the school’s Social Inclusion Unit. This allows the school to intervene in a variety of ways to address key concerns / barriers to success eg confidence, anger management, social skills, careers support. It has been particularly successful in helping the school integrate service children at KS4 where there are issues relating to matching subjects / exam boards between schools.

Fewer internal exclusions and detentions to date in academic year 2013-14 (-20% on 2013). Our NEET figure for 2013 was less than 1% down from 3% in 2012. The 3 services children in the current Year 11 have all benefitted from significant SIU intervention. All are on track to achieve in line with or above expectation including one student who is expected to be amongst the highest achievers in the cohort.

Current Position 5+ A* - C (EM) English 3 LoP Maths 3 LoP PP 57% 72% 62% Non PP 71% 84% 76% Gap 14% 12% 14% Our current position shows increasingly narrowing gaps in attainment and progress between PP and non PP students. There do however remain significant areas for further development:

• Further improve levels of attendance • Improve levels of attainment and progress in Science GCSE subjects • Improve levels of attainment and progress in targeted non-core GCSE subjects • Further improve levels of parental engagement



School: St Luke’s CE Primary


St Luke’s is a 2 form entry mainstream primary school, 420 pupils on roll EAL 10% SEN 15.3%, statements make up 3.1% of the school population 51 children in receipt of PP, this is 12.1% of the school population


• Maths sets in year 5 & 6 – HLTA leads acceleration intervention set

• ECaR – daily groups run by TAs & daily 1-1 sessions run by specialist TA

• Hardship / clothing allowance • Contributing to sustaining class TA arrangements – they have a

focus on PP children • Funding for residential & day trips • AfA – weekly release time for teachers to meet with parents &

lead coaching sessions with children (certain year groups only) • Music lessons


Year 6 2012 – 13 – now in Year 7. End of KS2 SATS scores

Number of children

Combined APS for group

Reading Writing Maths

Non P 52 28.36 29.35 27.42 28.32 PP 8 28.92 32.25 26.75 27.75 Difference +0.56 +2.9 -0.67 -0.57 time Less than

4 months 8 – 12 months

Less than 4 moths

Less than 4 months

Summary Children in receipt of Pupil Premium achieve slightly better than their peers overall. There is a definite strength in Reading. In Writing & Maths children in receipt of Pupil Premium are less than 4 months behind their peers.


All children benefit from pastoral support from class / year group TA

ECaR groups – some non-PP children included


HT & DHT


Report to govs at each FGB meeting Info published on website Parents updated at AfA meetings & parent consults


Spring term 2014: OCEAN trust deputies meeting – sharing ways the funding is used within each school & consequent impact on children’s progress


Release time for teachers to lead coaching sessions across the school Further develop role of class TAs Sustaining current level of support in light of budgetary constraints!


Kate Tuck [email protected]






School: St Mark’s CE Primary


Total number of pupils on roll: 419 Total number of pupils eligible for PPG: 57 (Oct 13)


Additional support from teaching assistants in the classroom(KS1-2) Small group support from teaching assistants(KS1-2) 1:1 support from teaching assistants (KS2) Small-group tuition from an experienced teacher (KS2) Small-group tuition from an experienced teacher (KS1) Nurture Group support (EYFS, KS1 & KS2) ELSA (KS2) Breakfast Maths clubs (Years 6) Part funding of: Trips, before and after school clubs and activities, uniform, horse care


At the end of KS1 (2013), 100% of pupils receiving PPG and not on the SEN register achieved at least L2B+ in Reading, Writing and Maths. At the end of KS2 (2013), 4 out of 6 pupils receiving PPG achieved 2 Levels of Progress in Reading and Writing and 5 out of 6 pupils achieved 2 Levels of Progress in Maths.


Where possible, we include other children in small group work so that the funding impact spreads wider than just PP-entitled children.


Deputy Head New tracking system for spending. See website. http://www.st-marks.bournemouth.sch.uk/bournemouth/primary/stmarks/site/pages/keyinformation/pupilpremium

http://www.st-marks.bournemouth.sch.uk/bournemouth/primary/stmarks/site/pages/keyinformation/pupilpremium




Governors are kept informed about spending and data. Parents kept informed about intervention support. Children aware of increased support.


Shared tracking system with NPQH placement school. They are now using it to track spending and impact.


Increase amount of teacher-led additional support. Continually review spending and seek ways to maximise effectiveness.


Andrew Bright



Dorset Pupil Premium (PP) Seminar 18.10.13 Follow-up information

School: Twynham School

Name: Daniel Hurley

Please give details of 3 key changes which you have initiated (since the seminar 18.10.13) which have had a positive impact on the achievement of pupils accessing PP.

1. Progress reports being sent to HOF’s and HOD’s following each data input. These highlight the progress of the PP students.

2. 1:1 Maths intervention tuition programme launched with selected Year 11 students.

3. Year 11 have had “Progression Interviews” to check where they are with their Key Stage 5 applications and discuss current progress.

PP attainment data forecasts for Yr 6 or Yr11 2014.

69.7% 5 A* - C including English and Maths (this would mean that the gap would have been closed to 10.2%).

% of PP cohort (all years) currently making expected progress as indicated in Autumn term data catch/review.

90 % making three levels progress in English 91% making three levels progress in Maths

What are the next steps for your school to ensure better outcomes for pupils accessing PP and in narrowing the PP gap?

Implementation of Peer Mentoring scheme Parental engagement with Easter Revision Programme Greater dialogue with feeder schools Interviews with all Year 9 PP students to ensure that they are on the correct pathway. Potential opening of a Innovation Bursary which could be bid for by HOD’s for schemes to help PP students.

Any other comments / further support required.

www.cornwallraas.org.uk

http://www.cornwallraas.org.uk/

Documents

Closing the Gap - Cornwall Council … · Closing the Gap Case Study: Indian Queens School, Cornwall. June 2014 Page 1 INDIAN QUEE NS PRIMARY SCHOOL Closing the Gap Case Study INDIAN