Pupil Premium 2017-18

Pupil Premium Strategy Statement – Diminishing the Difference 2017/18: Fazakerley High School

1. Summary information
School Fazakerley High School
Academic Year 2017/18 Total PP budget £ 397,461
PP+ £29,196.00
= £ 426,657.00
Date of most recent PP Review 6th October 2017
Total number of pupils
Y7: 175
Y8: 177
Y9: 164
Y10: 142
Y11: 145
Total 803 Number of pupils eligible for PP
Y7: 77 (44%)
Y8: 143* (80.7%)*
Y9: 70 (42.7%)
Y10: 64 (45%)
Y11: 61 (42%)
Total 415
51.7% of pupils eligible for PP
Date for next internal review of this strategy Directly after external review is carried out on 1st December 2017
2. Summer 2017 Achievement:
All Pupils Pupil Premium
% 4+ English and Mathematics 40.5% 33.3%
% 5+ English and Mathematics 19% 13.7%
Progress 8 score -1.28 -1.55
Attainment 8 score (ave.) 34.61 28.81
Summer 2018 Achievement (prediction):
% 4+ English and Mathematics 66% 47%
% 5+ English and Mathematics 33% 12%
Progress 8 score -0.5 -0.9
Attainment 8 score (ave.) 43.83 34.43
3. Barriers to future attainment (for pupils eligible for PP including high ability)
 In-school barriers (issues to be addressed in school, such as poor literacy skills)
A Leadership: The leadership of pupil premium funding requires improvement. Funding is not used as effectively as it should be. Leaders have plans that identify barriers to learning for disadvantaged pupils and use the funding to overcome them, improvements are not quick enough. Disadvantaged pupils make less progress than other pupils. Their attendance is lower than other pupil’s nationally.
Leadership and Management of year 7 Catch up premium requires improvement. The monitoring of its effectiveness by school leaders is inconsistent. Ofsted Judgement April 2017
July 2018: Leadership of pupil premium is robust, there is a strategic pp team working closely with teaching & learning, attendance, and learning mentors. Whole school knowledge and information sharing with staff, who our pupil premium children are? Whole school aspirations improving. Learning mentors working towards improved outcomes for pupils, mentors understanding pupil data and taking active role in their overall school life. Mentors working closely with parents to overcome parent and pupil barriers to education.
B Teaching & Learning: Teaching is not consistently good, consequently pupils do not make good progress across a range of subjects, across year groups. Teaching does not consistently meet the needs of disadvantaged pupils including most able disadvantaged pupils. Teaching does not promote high standards of behaviour in class or attitude to learning in lessons with enough consistency.  Books show incomplete or poorly presented work. Assessment is not consistently good and holds back the learning of pupils. In some subjects the agreed department assessment systems are not used. Teachers do not always check that pupils understand where they have gone wrong or how to improve. Ofsted Judgement April 2017
Engagement for all…
July 2018: The specific focus on “Engagement For All" in place and has been designed to tackle consistency in the areas highlighted by OFSTED. A comprehensive CPD programme is in place taking into account EEF Research to secure a self- improving model.
C. Progress: Disadvantaged pupils: Progress of Disadvantaged pupils towards expected grades was lower than other pupils nationally and within school. Poor literacy and numeracy skills are a significant contributing factor to this.
July 2018: Progress of disadvantaged pupils is expected to be improved / significantly improved for 2018 GCSE cohort. The majority of PP students have followed a 20 lesson programme since November, focussing on raising aspirations, motivation and self-confidence as well as developing key study skills and revision strategies.
 External barriers (issues which also require action outside school, such as low attendance rates)
D. Attendance: Disadvantaged pupils: The attendance of Disadvantaged pupils is persistently lower than other pupils.
67.6% of persistent absentees are Disadvantaged pupils. The persistent absence figure is higher than national. July 2018
4. Outcomes
  Desired outcomes and how they will be measured Success criteria
A.
July 18
Leadership:
  • Use of the PP funding is effectively planned.
  • Provision is clearly mapped and closely monitored with high levels of accountability.
  • The gap between PP/Disadvantaged and others narrows.
  • Governors provide more robust challenge to the Head teacher and SLT regarding the planning and expenditure of PP funding.
  • Leadership and management of the year 7 Catch Up Premium improves: consistent monitoring of its effectiveness is carried out by leaders.
  • Strategic pp team weekly meetings to discuss progress
  • PP team meeting half termly with the following :
  • Faculty Heads
  • Attendance team
  • Learning Mentors
  • Expenditure is strategically planned and transparent: Funding is targeted appropriately.
  • Leadership will ensure monies expended for PP and Disadvantaged are costed acutely and outcomes measured for success.
  • Leadership evaluate and monitor the provision for PP spending and hold to account those charged with delivering programmes of support and intervention for PP and Disadvantaged pupils.
  • Leadership critically review programmes to determine their effectiveness.
  • Middle leaders plan and deliver Faculty PP strategies (see faculty action plans).
  • Programmes are delivered effectively.
  • Pupils are engaged with the programmes put in place to raise aspiration and improve outcomes.
  • Attendance team working consistently and ensuring PP and PA continue to improve
  • Introduce cultural visits for rewards and attendance programme
  • Learning Mentors engaging with parents to improve whole school experience and improve confidence. Working together to improve parental skills and both parent and pupil engaging on education and behaviour programmes.
A Teaching & Learning:
  • Quality of teaching over time moves from 53% to 70% good or better through a focus on our 5 priority areas (5toDrive)
  • Challenge & Engagement
  • Progress and Use of Data
  • Motivation & Confidence
  • Planning Preparation and Creativity
  • Feedback and Independent Learning.
  • Specific focus for 2018 – 19 is Engagement for All
  • Teachers use assessment and feedback which supports all groups of disadvantaged pupils in knowing what they are doing well and what they need to do to improve.
  • All teachers have high expectations of behaviour and work and challenge pupils to always do their best.
  • Whole school coaching triads CPD programme following the lesson stud model allows teachers to work on identified areas for development over the year with peer support. CPD is an embedded process which has impact.
  • New CPD programme for 2018-19 designed by the newly formed Fazakerley Teaching & Learning Collaborative (Fazakerley TLC). Taking into account relevant research from EEF etc.
  • Levels of challenge and engagement increase through improved quality and consistency of feedback and pupil response (Dedicated Improvement Reflection Time - DIRT) and peer and self-assessment (self-regulation and metacognition) (identified as strategies which have the most impact by EEF toolkit).
  • Teachers use Question Level Analysis (QLA) to inform planning and identify and close gaps in all pupils’ knowledge in all year groups.
  • PP/Disadvantaged Work Scrutiny carried out whole school and within faculties to identify areas for improvement and share good practice.
  • The % gap between disadvantaged and other pupils narrow as teaching improves for all pupils.
  • Pupils are motivated through teaching which is planned to meet the needs of all groups.
  • Motivation increases through increased opportunities to attend extra-curricular activities.
B Progress:
  • PP Progress 8 Measure increases from-1.55 to -0.5
  • PP Basics measure (M and E) increases from 30% to 50%
  • Teachers are aware of which pupils are PP and this informs planning.
  • Progress of PP/Disadvantaged is closely monitored in all subjects and year groups.
  • Gaps between PP/Disadvantaged and others begins to narrow. (Results August 2018).
  • Regular data updates indicate progress, where progress is slow, targeted intervention takes place and is monitored.
  • Weekly intervention lessons for PP students.
  • More robust assessment for learning / GCSE mark schemes to enable students to achieve greater progress.
  • Good attendance for lesson 7 and Easter revision school.
C Attendance:
  • PP Attendance increases to 90%
  • PP PA reduces to 15%
  • New attendance strategies are in place to secure improvement.
  • The attendance team review weekly the effectiveness of initiatives currently operational e.g. 25 Day Challenge.
  • Weekly xxxxx sessions to encourage attandance
5. Planned expenditure
Academic year 2017/18
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
i. Quality of teaching for all
Desired outcome Chosen action/approach Evidence & rationale for choice Ensuring Good Implementation Staff lead Review of implementation:
Improve quality of teaching and learning.
  • Teachers complete T,L&A audit in September 2017 as a reflection and self-assessment tool to identify areas for development.
  • New coaching triads CPD system to secure sustained improvement and avoid lack of impact which can be an issue with ‘one off’ CPD sessions. Teachers work in a triad identified through the T,L&A audit to plan and deliver lessons using the lesson study model
  • From September 18 designated Monday CPD Teaching and Learning sessions every half term.
  • Studies show that this of style of CPD has greater impact on teacher performance than traditional stand-alone sessions.
Triads set up by SKS and RBN in response to the audit grouping staff in relation to need.
RBN to run the programme.
SKS / RBN to monitor. SLT to support with cover where needed.
RBN
SKS
Review at the end of each stage (see coaching triads action plan).
Improve the quality and consistency of feedback
  • Feedback and pupil response is structured through the DIRT approach and target stickers.
  • Monitor the use of DIRT through whole Learning Walks and Work Scrutiny – take action where necessary to address inconsistencies.
  • Work Scrutiny carried out within faculties involving all teachers. Everyone in the faculty scrutinises the books and gives feedback on good practice and areas for improvement.
  • Teachers use year 7 and 11 QLA to inform planning. Teachers start to use QLA of internal testing to inform planning.
  • New assessment policy in place from September 18 to increase impact of
  • EEF research states that feedback is one of the strategies which has the most impact on pupil progress including disadvantaged pupils (+8 months).
  • Evidence from other schools indicates that this is a good method for monitoring and securing improvement through its transparent nature.
  • QLA allows teachers to identify areas of weakness in teaching and / or pupil learning and address the issue by securing mastery.
Dialogue with SLT line managers and Faculty Heads.
Training to introduce new assessment policy, marking and feedback approaches in September 18 ongoing review of policy throughout 2019.
SKS
PFK
SLT
Heads of Faculty
Reviewed half termly.
Improve pupils’ metacognition and self-regulation through peer and self-assessment
  • Teachers introduced to the concept in December 2016 INSET focusing on the Magenta Principles and EEF Toolkit.
  • T,L&A briefing used to share expert research findings (Dylan William, John Hattie etc.) and to give clear guidance on how to implement strategies.
  • Monitored through whole school and faculty Work Scrutiny.
  • EEF research states that metacognition and self-regulation is one of the strategies which has the most impact on pupil progress including Disadvantaged pupils (+8 months).
Communication to all staff through regular briefings, Learning Walks feedback and work scrutiny feedback. SKS
Heads of Faculty
All teachers
Reviewed half termly.
PP pupils are challenged and engaged in lessons and take pride in their work.
  • Work from coaching triads is implemented in lessons.
  • Importance of high expectations, challenge and engagement of all groups is communicated regularly through the SLT weekly focus.
  • Disadvantaged pupils often have low self-esteem and need structured provision which challenges and engages in a targeted way.
SLT to monitor and communicate expectations. SKS
Heads of Faculty
All teachers
Reviewed half termly.
PP pupils are identified and their needs are taken into account when planning lessons.
  • MINT class programme purchased to give teachers easy access to pupil information (PP, SEN, HAPs and to plan seating which takes PP needs into account easily, reducing workload.)
  • PP highlighted on department trackers. Department intervention takes place as necessary.
  • Seating plans support organised learning.
  • Teacher awareness of PP pupils enables targeted support.
Use of MINT class monitored in learning Walks and through logins to the programme. Ensure all classes have seating plans in place. SKS
Heads of Faculty
All teachers
Reviewed monthly.
Improve engagement of PP / Disadvantaged pupils in science.
  • Take part in the Shaping Futures – ‘Chemistry for All’ programme. Delivered to a group of 30 year 9 and 30 year 10 PP pupils from target wards with sessions delivered by LJMU staff at FHS and LJMU. Resources will be provided to deliver the programme to all pupils in the year by FHS staff.
  • Partnership with the Physics Institute to develop the delivery of physics in school.
  • Partnership with expert providers / institutions / organisations will improve self-esteem, access and create opportunity for all. Motivation and engagement improves through awareness of career pathways.
SKS to facilitate communication between school and LJMU / Physics Institute. SKS
SWS
AES
Reviewed monthly.
A range of academic intervention strategies are in place to support al pupils not working on target including PP / Disadvantaged.
  • Intervention strategies in place for all year groups (see Academic Intervention Strategy 2017-18 assertive mentoring, period 7 etc.)
  • PP progress set as a performance management target for all staff.
  • Programme will address underachievement across all year groups with a particular emphasis on the specific interventions for PP / Disadvantaged.
  • All staff to ensure PP pupils are monitored and tracked effectively and interventions are timely and well targeted.
Structured plan in place. All staff aware of requirements.
A more structured intervention programme for year 8-10 in place for 2018-19.
ART
Heads of Faculty
All teachers
Reviewed half termly.
Increased awareness of the importance of numeracy and literacy.
  • The development and introduction of strategic initiatives to promote literacy (language for learning) and numeracy across the curriculum; working with the National Literacy Trust and the LCQM and through these mediums address deficits for PP/Disadvantaged.
  • Testing and results revealed weaknesses for a significant cohort of PP /Disadvantaged pupils in terms of literacy and numeracy. We believe that arresting this deficit will lead to improved outcomes for all.
Regular meetings between PFK, SKS, KBE and JCN to ensure that the strategies in the respective action plans are quality assured.  PFK
SKS
KBE
JCN
Reviewed weekly.
Increase extra-curricular provision.
  • Departments to set up additional clubs at lunch time / after school and promote them with pupils to increase engagement.
  • Increase pp participation in extra-curricular activities
  • All or most pp including CLA partake in DofE programme
  • Paid TLR to run DofE, run weekend expeditions for full DofE programme
  • All faculties to run at least one extra-curricular programme
  • Create area of responsibility for PP uptake of activities
  • Research clubs outside school and increase CLA participation
  • Extra-curricular provision has been shown to increase motivation, especially in disadvantaged pupils. It also provides opportunities for pupils to extend their learning and experience. Our range of extra-curricular activities were not well enough attended and where they did exist, did not always capture pupils’ interest. Monitoring of attendance was not thorough enough and did not highlight PP.
  • Working with CLA and their carers to work towards engaging pupils into external outdoor clubs: Air, police and army cadet’s programmes. Looking at their interest and talents and exploring their options.
All faculties to offer clubs and classes.
Intervention groups are part of all faculty extra-curricular provision.
Registers taken to monitor attendance / uptake.
Faculty heads. Reviewed termly.
Improve ICT equipment and access to information whole school
  • Upgrade all school laptops and PCs across the school through a new rental programme.
  • Enter three year lease to enable the school to upgrade as much hardware for faculties
  • Catch-up funding  programmes
  • Introduce information TV’s throughout the main mall which display current guidance and information on the following:
  • Attendance
  • Extra-curricular activities
  • Rewards programmes
  • Good news and information sharing
  • New hardware will improve speedier access for all students including Disadvantaged and SEN pupils. Pupils will be able to carry out research more effectively and compose assignments more easily.
  • Lexia and Mathletics (Catch Up funding no PP) software will run more effectively and will boost literacy and numeracy outcomes.
  • SEN pupils needing laptops for every lesson will have good working equipment.
  • Create an environment whereby pupils, staff, parents and visitors are consistently seeing updated and important facts, information relating to bullet points listed.
WTY and network manager to work collaboratively to introduce equipment.
Heads of faculty to manage use.
Regular updates from English and Maths faculty heads to ensure catch up programmes are working.
WTY and Network Manager to monitor information to ensure updates are consistently refreshed
WTY
Network manager
Reviewed termly.
Attitude and equipment (A&E)
  • This needs to become a mantra for all staff and pupils. Pupils to be greeted at the ‘Fazakerley Line’ every morning by SLT / pastoral team. All staff to familiarise themselves with this term and use this on a daily basis at the start of each day.
  • Form time – form tutors to reinforce the message of correct equipment and uniform.
  • Lessons and corridors – class teachers to do the same
  • Headteacher / Deputy Head and SLT – have a presence around the whole school, calling into form classes at the start of the school day, be present at all school assemblies to welcome and greet the pupil on arrival and ask the question A&E?
  • Ensure all pupils are wearing the correct school uniform and if not use spare uniform to ensure standards remain high at all times.
  • Introduce signage around the building relaying the message of correct A&E.
  • Provide an environment where teaching land learning is not hindered by unprepared pupils.
All school staff to reinforce the message. PFK
JBN
SLT
All school staff
Reviewed half termly.
Total budgeted cost 111,106.00
ii. Targeted support
Desired outcome Chosen action/approach Evidence & rationale for choice Ensuring Good Implementation Staff lead Review of implementation
To provide focused intervention for pupils where performance is below expected.
1. Innovative methods and strategies to narrow the gap.
2. Tracking and analysing the effectiveness of interventions.
4. Working with teaching staff to generate new ideas.
  • Use KS2 and reading age data to inform Catch Up Literacy sessions in year 7.
  • Run the Accelerated Reading Programme for Y7 and Y8 to encourage reading for pleasure.
  • Use Lexia phonics programme for struggling readers across all year groups.
  • Use Mathletics programme to set tasks based on the QLA outcomes of each pupils KS2 score. Pupils will be able to access the programmes in lessons and during lunch club.
  • In maths use of Numeracy Ninjas booklets to target numeracy skills at KS3.
  • Use of intervention lessons at KS3 maths – small group extraction with HLTA targeting <100 pupils in Year 7.
  • Provision of intervention booklets for PP pupils not making expected progress based on SIMS data entry.
  • Revision guides and workbooks provided for PP pupils.
  • Exam equipment e.g. calculators purchased for PP pupils.
  • Early identification and provision for exam concessions for PP/Disadvantaged pupils.
  • Technicians to provide targeted technical support to PP pupils in creative subjects.
  • By carefully tracking and analysing PP pupil data and implementing the planned interventions the gap between PP/Disadvantaged pupils and others will be diminished.
Heads of Faculty to create Faculty Action Plans which will contain clear and specific actions.
Shared with PP lead.
Heads of Faculty

ART

PFK

HoF to review with faculty members at weekly meetings.
Provide additional mentoring for all PP/disadvantaged pupils in year 11.
  • PP mentoring group focused on a weekly programme of meetings to develop pupils’ exam technique; support emotional resilience; reflection time and importance of independent study; building self-esteem; supporting other core interventions.
  • The group has been identified as having specific impediments that could affect academic outcomes. This programme will support challenge and engagement for the pupils involved.
JON to meet on a weekly basis with the group and deliver planned sessions. JON to report back to ART on progress. JON

PFK

Half termly.
Improving attitude to learning in a core year 11 group of pupils.
  • Cameo project – community project involving selected PP/Disadvantaged year 11 pupils who are below target and display difficult behaviours working with a local church group on a variety of projects.
  • Group nominated for LJMU community award – ceremony held at St George’s Hall. Parents invited.
  • Engaging these pupils in a community activity will allow them to develop interpersonal, organisational, transferable skills and therefore encourage engagement in lessons.
Regular meetings chaired by WTY. Regular communication with parents to give positive feedback. WTY

ZLH

Reviewed at Cameo meetings.
Targeted support for HAPs PP/Disadvantaged to increase challenge and engagement.
  • PP pupils included in HAPs challenge classes (after school club).
  • Creation of HAPs year 8 form of which 90% are PP.
  • Mentoring of PP HAPs in year 10 and 11 by Lead Practitioner.
  • HAPs PP pupils involved in university link projects.
  • Project Based Learning delivered in HAPs form and HAPs challenge classes.
  • A significant number of our PP pupils are HAPs and need additional support to ensure challenge and engagement as they may not receive the desired level of challenge from home.
  • Project Based Learning is proven to be highly successful with HAPs groups and PP pupils because of ownership.
Lead Practitioner (HZJ) to report to PP lead and line manager (SKS) on all aspects of HAPs programme. HZJ

SKS

Half termly and through appraisal process.
Targeted support for MAPs PP/Disadvantaged challenge and engagement.
  • MAPs intervention programme in place (majority PP pupils).
  • MAP Aspiration Programme run by Lead Practitioner.
  • Ensure MAPs PP pupils are challenged and engaged and good communication with parents / carers is secure.
  • Enhance the link between our curriculum and vocational employment for MAPs PP pupils. A series of trips and visits to various training centres and vocational employment bases organised.  Guest speakers will attend school to talk to groups of students about vocational employment.  This will tackle disengagement, encourage independence and align pupil aspirations with the curriculum.
Lead Practitioner (RBN) to report to PP lead and line manager (SKS) on all aspects of MAPs programme. RBN

SKS

All teachers

Half termly and through appraisal process.
Counselling - Ensure pupils emotional well-being and mental health is supported by an expert.
  • Continue to provide counselling services for pupils in need with John Quigley.
  • Continuing this essential support for pupils in crisis and for those with ongoing needs has provided a much needed safety net for vulnerable pupils including Disadvantaged and SEN over the last year. This additional support will ensure those pupils needs are met within the school environment rather than relying on external (NHS) support.
  • As well as running timetabled sessions John has also supported ad hoc in emergency situations.
Support workers / any member of staff can request a pupil referral.
A regular timetable is set up for appointments.
SENCO
Support workers
John Quigley
Review half termly to determine pupil list.
Student Assisted Programme (yr10) - provide therapy for vulnerable PP children with low self-esteem and confidence.
  • The Student Assisted Programme group (yr10) will meet weekly for group therapy sessions with a trained student support worker to discuss emotional issues.
  • Better mental health contributes to better academic outcomes, attendance and social cohesion.
Support worker to select target group with an emphasis on PP/Disadvantaged.
PP lead to monitor and review.
LHE
PFK
Regular meetings with PP lead to review.
CAMHS group sessions - support pupil mental health, wellbeing and promote resilience.
  • Child and Adult Mental Health Services monthly group meetings (yr7) to improve resilience over time for PP vulnerable pupils by supporting social and emotional needs.
  • Better mental health contributes to better academic outcomes, attendance and social cohesion.
Pupils selected based on need by support workers.
LHE Regular meetings with PP lead to review.
Parents group / coffee mornings to encourage parental engagement.
  • Encourage those parents of disadvantaged pupils to come into school once per week for a two-hour session.
  • Support workers will engage with parents to assist them in any issue they may have, this can lead to sessions on how to manage finances, stress busting sessions, help with benefits, encourage training and take up of course available.
  • Better communication and relationships with parents of Disadvantaged and SEN pupils facilitates better engagement of pupils. By engaging with our most disadvantaged parents this will ensure both parent and teacher are working together for the best outcome for the pupil. ‘Educate the parent and you will educate the child’.
Regular checks on levels of engagement by SLT and designated staff. SRL

Support workers

Review meetings with SRL and PP lead.
Transition day – Utilise this day to engage with parents, ensure registration groups are in place for the day and all pupils attending have this time to get to know who their form tutor will be.
Induction packs for parents with all information is available once the parent has selected the school they want.
All new starters are entered on sims as early as March.
Move towards a paperless file for pupils within SIMS.
  • Administrator to work closely with pastoral lead to ensure all parents receive all relevant information in a timely manner, once returned from the parent ensure all information is uploaded onto SIMS and any paper files received from the feeder primary school are scanned and disposed of in a secure way.
  • All SEN and any safeguarding files are transferred and communicated to the appropriate person in charge of that specific area.
  • Change the format of the transition day whereby the pupil will get to meet their new form tutor and spend the day getting to know them. Invite all parents / carers back to an information evening. Support staff to offer drop in sessions to parents for support and guidance and encourage an open door policy whereby we are working together for the best possible outcomes for the pupil.
  • Address attendance issues, sending a message out of the importance of good attendance at all times.
  • Communicate to parents identifying key staff within the school so parents feel they can contact a key person at any time to address any concerns they may have.
  • Better organised office systems and working practice. Utilising the SIMS management system to its full potential.
  • By ensuring good communication early in the transition process this will lead to a smoother start to the school year in September.
  • Pupils will know exactly where they need to be and who those key staff members are.  Parents will feel more reassured and make the transition easier for both parent and child at the start of the new term.
Planning meetings with relevant members for staff to ensure good communication. Plans are acted on as time is allocated for decision making. SRL

SCR

Support workers

Admin officer

Student Services

Form tutors

Review before and after transition.
Total budgeted cost 109,684.00
  • Other approaches
Desired outcome Chosen action / approach Evidence & rationale for choice Ensuring Good Implementation Staff lead Review of implementation
Improve PP attendance and PA.
  • Raise staff and pupil awareness of attendance figures through weekly attendance email.
  • Attendance team meet weekly to discuss progress and targets.
  • 25 Day Challenge – pupils are rewarded with a trip at the end each half term if they have 100% attendance for the required period.
  • Attendance cards used to monitor pupil attendance – issued to pupils below 92% attendance.
  • Letters home for pupils above 98% attendance and concern letters home to pupils below 92%.
  • AAA meetings held with Attendance Officer for pupils and parents to discuss issues and barriers and find resolutions and an agreement for improvement. An agreement is signed at the meeting.
  • Target disaffected group of year 10 girls through a careers support programme.
  • Whole school awareness ensures all staff are giving pupils the same message.
  • Targeted interventions as set out in the Attendance Action Plan ensures compliance.
  • Attendance team meet weekly to discuss figures, targets and planning.
SLT meet regularly and challenge the attendance initiative. SCR

Attendance team

Reviewed weekly.
Improve pupils’ capacity to work cooperatively in terms of constructing confident relationships and improved employability.
  • Continue and extend the Humanutopia programme. 60 year 10 ‘heroes’ working with year 7 PP pupils to deliver paired reading and peer mentoring. All PP in year 7 to be involved.
  • Humanutopia has a proven track record of delivering effective strategies for improving pupil self-esteem and confidence.
JWW to plan timing of sessions and ensure paired reading and mentoring takes place. JWW

PFK

Review termly.
Improve behaviour for learning.
  • Behaviour for learning INSET to be delivered by Jason Bangbala with a follow up programme.
  • Reduce lunchtime and restructure the school day, alter the start of the day from 8:40am to 9:00am
  • All pupils including PP will be better prepared for learning.
  • Reduce the length of lunchtime to improve behaviour for learning in preparation for after lunch sessions.
The behaviour team and SLT to uphold and maintain the integrity of the process by sustaining the profile of the programme and supporting its active implementation. PFK

JBN

SLT

Governors

Review half termly.
To provide carefully targeted advice and experiences related to work for all disadvantaged pupils.
  • All year 11 pupils to receive a one hour careers guidance session with JJS (in school Careers Officer). PP pupils will receive follow up sessions.
  • Careers convention for all year 10 and 11 pupils.
  • Post 16 options event for year 11.
  • CIAG is available for all year groups in the new Careers Hub Monday – Thursday by appointment.
  • Kudos programme used in careers lessons, PSHE and Dimension Days to support the delivery of impartial careers guidance for all year groups.
  • All pupils complete the STEP UP programme – a series of workbooks delivered in PSHE / form time to support pupils in making informed decisions.
  • Work experience programme for year 10 pupils
  • Which Way Now / It’s Your Choice resource packs purchased.
  • Careers posters up around the school building to encourage pupils to consider options available and promote engagement in careers sessions.
  • CDI membership allows the school to access expert advice, events etc.
  • As a school we are applying for the Career Connect Quality Award to sharpen our careers offer and to specifically target PP/Disadvantaged pupils.
  • All year 10 PP pupils to attend the Big Bang and Career Live events.
  • PP pupils receive additional support through Barclays Life Skills sessions.
  • The National Citizens Service and the Social Mobility Foundation are promoted to year 11 including PP pupils.
  • JON Intervention sessions
  • Evidence shows that a well-defined and strategically planned programme with  clear aims and objectives which includes all year groups will widen the opportunities for PP pupils et al.
Careers Action Plan in place and regular meeting with PP lead. JJS

PFK

Review weekly.
Reward positive work and behaviour to incentivise all pupils including PP.
  • Star of the Day – pupils nominated each day by the class teacher- the list is read out in form time to celebrate and pupils will receive certificates in assemblies.
  • Rewards assemblies at the end of each term to celebrate progress and effort.
  • New positive behaviour points system in sims from Sept 18
  • Celebrating pupil progress and effort across the school in every area will support participation and engagement.
Behaviour and T,L&A lead to collaborate in ensuring the rewards system is effective and has discernible impact. SKS

SRL

Review termly.
To encourage PP/Disadvantaged pupils to be punctual and ready to learn.
  • A Breakfast Club is available from 8am onwards for all pupils and is free for PP/Disadvantaged pupils. Support workers run breakfast club and area available for pupils to make contact with in the dining room each morning. Encourage parental engagement by inviting parents in to discuss any issues / concerns they may have with their child.
  • Providing breakfast will ensure that PP/Disadvantaged pupils have a good start to the day and will be more likely to be punctual. It will also encourage parents to send their child into school in time to receive the free breakfast.
Support workers to inform parents, encourage and monitor take up. Support workers

WTY

MOSTLY FUNDED FROM LOCAL BUSINESS

Review termly.
To create better support and home links with SEN parents / carers.
  • SENCO to be available during pupil to engage and support those pupils with any additional needs and to communicate with parents as required.
  • SENCO’s new office / classroom to be open at lunchtimes for lunch club.
  • Touch base with relevant pupils and parents to arrest potential issues which may evolve during the day.
  • A safe zone is created for vulnerable pupils including Disadvantaged and SEN.
Office space created which is logistically more accessible to pupils and parents. KMR
One to one support workers
Review termly
Ensure website is accessible and transparent with key documents clearly linked PP-SEN-LAC Review all key policy documents ensuring these key documents are all interlinked:
  • Interventions
  • SEN information report
  • PP report to parents
  • Dashboard for governors re vulnerable children
  • Raise online
  • Local offer
  • Assessment
  • Parent view
Create portal on website for governor information which contains governor minutes, agendas, training information etc.
  • To illuminate the school’s work across all areas.
  • To maintain a high profile in the community and across the city. Parents and stakeholders are well informed of our policies, processes and provision.
  • To celebrate the school’s achievements and to invite both support and critical evaluation of our academic and community culture.
SLT to constantly monitor the website and improve and amend as appropriate. WTY
KMH
SCR
ART
Faculty heads
Review half termly
Improve communication by having a set structure of weekly meetings.
  • Staff meetings to take place each week:
  • SLT – 1 per week
  • Pastoral Meeting – 1 per fortnight
  • Head of Faculty – 1 per week.
  • These meetings will be scheduled between 8:30 – 8:55 with short agendas. PP will be a central theme. By holding these meetings at this time it will ensure there is minimum disruption to teaching & learning and ensure key staff do not require cover to attend meetings during the school day.
  • Faculty meeting 1 per week
  • To improve communication between and within al groups across the school.
  • To promote a positive collegial approach to issues and school development.
  • To facilitate speedy accountability and review.
JBN to communicate new meeting plan to all staff. PFK
JBN
SLT
Heads of faculty
Pastoral leads
Technician lead
Office team
Review half termly
Total budgeted cost 110,793.00