Barriers in school and out

Transcription

1 Barriers in school and out Pupil Premium September 2017 CONTEXT Deprivation levels are mixed within the locality with approximately 31% of pupils entitled to a Free school Meals. Levels of Special Educational Needs are above national average. Lower attendance for our vulnerable learners is a longstanding issue in the area. Our research shows that for a significant number of our vulnerable pupils there is a lack of parental involvement. Our PP pupils also have other vulnerabilities such as poor attendance and SEN needs. In school all staff needs to ensure these vulnerable pupils are at the heart of all that we do in terms of teaching and learning and wider opportunities. Staff are endeavouring to engage with vulnerable families as we see this partnership as being crucial in terms of promoting enhanced attitudes and commitment to school and in turn stronger outcomes; in line with their peers. Our commitment to the AFA programme shows our determination to manage these barriers and close the gaps for our pupils by raising higher aspirations for all pupils. Context We have 477 pupils in school - 31% PP Context 2017/18 pupils 26 PP pupils have a SEN need 72 are summer born 40 have attendance classed as PA [ below 90%] and 24 children have multiple areas of concern FUNDING Total Qualifying Pupils Ever 6 FSM LAC Service Families Funding 2017/ ,340 Impact of 2016/17 spend Year 6 The percentage of FSM students at CBJS achieving at the expected standard in writing (TA) has increased with the in school gap also narrowing. 85% of our disadvantaged children achieved the expected standard compared to 65% of disadvantaged pupils nationally and 88% of all of our pupils The reading Overall Progress Score amongst FSM students is 0.74 lower than the school pupil average and lower than the national FSM student average. Whilst there is still work to do here, our school gap has narrowed since the previous year and pupil data across the school also supports this. The writing Overall Progress Score for FSM students at CBJS higher than the school average, and more than the national FSM student average. The math s Overall Progress Score for FSM students is less than the school average, and slightly less than the national FSM student average. However the school gap has narrowed by 0.97 since last year. The gaps in the average scaled scores in both reading and math s have narrowed since the previous year and whist the gaps still exits our disadvantaged pupils scaled scores are higher than those of other disadvantaged pupils nationally Key Stage Two Results 2017

2 Green is national data Math s, reading, writing Reading Writing Math s Spelling Punctuation and Grammar At the Above the At the Above the At the Above the At the Above the At the Above the standard standard standard standard standard standard standard standard standard standard FSM 39 [47] 10 [3.6] 56 [59] [65] 18 51[63] [66] 18 All Gap 2017 [22% SEN] Gap 2016 [ 12% SEN] Across the school Improving attendance - disadvantaged pupils are twice as likely to be Persistently Absent compared to non-disadvantaged pupils (source, DfE attendance release, Mar 17). Our data shows that attendance overall at CBJs is in line with the national average % and our non PP pupils exceed this. The school supports and challenges families to aim as high as they can in term of attendance through initiatives to motivate pupils and meetings to support families. We have a dedicated attendance officer, a child and family worker to support families to set up morning routines prior to school, to raise awareness reward strategies, to send reminder letters. We know gaps in attendance exist and will continue to use a range of initiatives that we believe will make an overall difference. Disadvantaged pupils Non- Disadvantaged pupils Gap % 96.31% 3.51% % 96.57% 2.95% 2017 to date 94.84% 96.90% 2.06% year Reading Writing Math s Strengths Areas to develop Strengths Areas to develop Strengths Areas to develop 3 Progress gap closed by 7% for expected. Gap closed for more than expected by 6% Attainment gap has not closed comparing attainment at secure or higher of PP vs non PP 82% of PP are hitting expected. PP is better than non PP by 3% A significant gap in attainment of 24% which has increased by 17% for PP comparing attainment at secure or higher of PP vs non PP PP outperform non PP in more than expected by 3% Attainment gap closed by 16% and now a 10% gap from 26%

3 4 Attainment gap closed by 4% and now only 6% gap comparing attainment at secure or higher of PP vs non PP The % of PP pupils on track to make expected has increased. Gap still remains although it hasn t widened The attainment gap closed by 12% with PP children increasing by 4% comparing attainment at secure or higher of PP vs non PP Expected for all pupils is still below the expected currently 65% for PP and 76% non-pp The % on track for expected has increased by 35. The gap has closed slightly but still a 4% gap with non PP. Attainment gap not closed now a 14% gap comparing attainment at secure or higher of PP vs non PP 5 Progress gap reduced by 1% for expected PP in line with non PP for more than expected Only a 3% attainment gap although this has increased by 3% comparing attainment at secure or higher of PP vs non PP Broadly in line between PP and non PP for expected, In line with non PP for more than expected The attainment gap closed by 3% this term with PP children increasing 20% through the term comparing attainment at secure or higher of PP vs non PP Expected for all pupils is still below the expected currently 59% PP and 64% non PP PP outperforming non PP by 13% for expected In line with non PP for more than expected An 8% attainment gap, children comparing attainment at secure or higher of PP vs non PP. Below are just a few of the initiatives which are in place to ensure the school moves towards closing gaps that exist between our disadvantaged [PP] and non-disadvantaged [non PP] pupils by the time they leave Castle Bromwich Junior School. To target pupil premium pupils during lesson inputs [ staff training and review of policies and expectations] Staff reflected on their seating plans to ensure staff could monitor pupil s responses to their feedback and offer targeted to support to mis conceptions. Book monitoring showed most children responded to wishes and this was having an impact in subsequent lessons TA s were supporting pupils during the key teaching points through targeted questions and ensuring they were focused. This enabled pupils to take a more confident and active role in lessons. Staff were trained and supported in giving immediate verbal feedback in the lesson so children had chance to act on their target/wishes immediately. A greater awareness of who the most vulnerable PP pupils were enabled them to be supported in their lessons and differentiated for in planning. All pupils but particularly our PP pupils had access to a range of support sheets (e.g. word banks/ support frames when appropriate) to enable them to access the learning Working walls were introduced across the school and whilst all pupils benefited from this the PP vulnerable learners had this visual support to remind them of previous learning.

4 A review of marking expectations ensured all pupils were receiving appropriate and timely feedback that enabled them to move on in their learning. Targeted interventions [Numicon Read, Write, In Accelerated reading,sound, Maths intervention Same day catch up and pre teaching] In school provision mapping data shows the impact these interventions have had in closing gaps of understanding. For many of the children identified they were not working at their age group expectations and these interventions have supported the bridging of these gaps into the current year group expectations. Staff and pupils also reported significant improvement in confidence as a result of these interventions. Same day catch up and pre teaching clearly evidenced this with pupils being able to take a more active role in lessons. The purchase of resources such as mathletices enabled pupils and families to support their math s learning at home through games and worldwide challenges. All pupils are signed up to this tool with 69% using it regularly. Enrichment. Our extensive range of wider opportunities has given our vulnerable pupils the chance to engage in a wide variety of extracurricular activities including dance, art and multi sports. These have been well taken up and provide experiences that many pupils would not have access to outside of school. Our most able PP pupils have had the chance to work with other pupils across the borough within their areas of expertise. This has had a notable impact on their confidence and ability to interact with others. Wider school visits and experiences were introduced to extend the vocabulary of our vulnerable pupils. Whilst this certainly had an impact it is still an area we will be addressing. Childrens university provides another opportunity for vulnerable leaners to shine outside of the academic curriculum as well as building future aspirations Social and emotional support. Many of our vulnerable learners have a range of vulnerabilities that impact on their ability to perform in line with their peers. Our child and family worker has supported these individuals and where applicable their families. The use of breakfast club has supported punctuality and attendance [lateness falling from 135 to 82 comparing two autumn periods] as well as providing a more relaxed and sociable start to the day enabling the pupils to feel more ready to access the day. Buying into the CSAW attendance company has supported the learning mentor in managing attendance. Pupil Premium Grant Pupil Premium: The key priorities: Our core aim is: To raise the attainment and of pupils eligible for pupil premium funding so that their performance compares favourably with Non-Pupil Premium peers both within our school and nationally. How the Pupil Premium will be spent to address barriers to learning A wide range of strategies are implemented at CBJS to successfully overcome barriers to learning. The money is used to implement a wide range of different intervention strategies each term. A detailed intervention map records each duration, cost and impact, with a clear emphasis on raising standards and rates of. In summary, the Pupil Premium is used in the following key areas;

5 Raising standards and rates of in the core areas (e.g. reading and comprehension interventions and maths interventions as well as reducing class size where applicable to support targeted quality first teaching] Pastoral support addressing barriers to learning (e.g. Mental Health support, art Therapy, behaviour support, mentoring, Child and family work) Enriching the pupil s life skills opportunities through our life ready based Childrens universities, additional clubs and school visits. Attendance Support (initiatives to raise attendance and address Persistent Absence) Principles that govern use of pupil premium at CBJS: We ensure that teaching and learning opportunities meet the needs of all pupils We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged Pupil premium funding will be allocated following a needs analysis which will identify priority groups or individuals. Funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time What we expect to see: Outstanding teaching and learning is paramount to the of all pupils and especially those from disadvantaged backgrounds. This remains a consistent focus. In addition to this, targeted intervention and support strategies are deployed in order to: Improve levels of attainment and ; Close attainment gaps relative to school averages; Enhance reading, writing, mathematics and communication skills; Ensure staff know how to target pupil premium children effectively Have a clear focus on all disadvantaged pupils, including those with SEND and more able pupils Key targets [as a result of 2017 data] To improve the percentage of PP pupils achieving the expected standard in all the core subject by 20 % to bring them in line with the national expectation. The improve the percentage of PP pupils achieving the expected standard in reading and this reduce our school gap by 10% The improve the percentage of PP pupils achieving the expected standard in maths and this reduce our school gap by 12% as

6 Forecasted Pupil Premium Spend September 2017/18 Strategic spending of the Pupil premium grant will ensure that pupils receive support and intervention tailored to their needs. Pupils eligible for Pupil Premium support are clearly identified across all year groups. In order to determine the support offered to pupils eligible for the PPG we analysed their attainment and wider needs, mapping these out to ensure we were fully aware of how we could support them. We reviewed the outcomes of the previous year s spending and drew on research evidence (such as the EEF) and evidence from our own experience to allocate the funding to the activities that were most likely to have an impact on improving achievement. Previously introduced strategies such as LEARN continue to have a positive impact on all pupils including those eligible for the PPG. Greater emphasis on same day catch up and pre teaching interventions continue to have a positive impact on PPG pupils. This year we have embarked on the Achievement For All [AFA] programme having researched the positive impact this has on vulnerable families and hence their child s commitment to school and. AFA is broken down into 4 key areas; our intended actions and desired outcomes are listed below. Focus Pupils barriers Strategy and Actions [what and how ] Desired outcomes Leadership for Inclusion Teaching and learning Lack of independence/ over reliance on support. Discrepancies between day to day attainment and that in test data. Needing more time to complete tasks. Organisational skills Gaps in prior knowledge and skills in reading- ability to comprehend Ability to apply their day to day Use of AFA for staff to complete core modules including structured conversations and Provision to close the gap. Staff meetings for staff to share best practice and analysis of School champion to reflect on being made and advise/ support staff on the most successful methods of intervention. Low attaining PP pupils to be targeted for support from a wide range of teaching and learning programmes that enhance and close gaps in learning. These include:- Numicon Read, Write, In This programme works alongside the Accelerated reading to develop pupils reading and writing ability by developing their phonics. Comprehension X Lego writers Maths intervention Effective analysis and use of data to identify the gaps for vulnerable pupils and plan effective strategies to address this Evidence in every class of low attaining children closing the gap as per assessment expectations document. Staff confident with leading structured conversations with parents and these are having an impact on those pupils Parent feedback is positive and targeted parents are engaging with school to support their children Key governors are well informed and have a good strategic understanding of the policy landscape to ensure the best possible provision and outcomes for vulnerable pupils Gap in expected level in maths, between disadvantaged pupils and others, nationally, reduced to no greater than the National gap GAPS in reading close for PP and SEN pupils due to rapid through these programmes. Early intervention coupled with consistently good teaching leads to disadvantaged pupils making accelerated and gaps closing.

7 learning to test situations Lack of family support and aspiration Gaps in key skills in maths particularly times tables and ability to apply their knowledge Same day catch up and pre teaching. Staff must ensure they identify the children and take equal responsibility for the made and how that is applied in class based lessons Teachers planning identifies differentiated activities and interventions design to support accelerated. Lesson observations demonstrate effective teaching strategies and interventions for this group Parent and Carer engageme nt Children in the lower school particularly have gaps in phonics that impact on their ability to read confidently. Children further up the school struggle with understanding what they have read and making deductions from the texts Pupils are vulnerable around transition due to confidence Parents lack of knowledge and skills, fear of failure and apathy. Confidence in Literacy and Numeracy. Lack of parental involvement in school due to a range of reasons due to timings of school activities, confidence in approaching staff. Lack of wider support for parents with parental concerns Staff will identify pupils for the Accelerated reading programme to increase the rate of reading and enjoyment of reading. The lead teacher monitors and reports back to class teachers. Implementation of a new comprehension based intervention in Y6. Trailed in Autumn/Spring 2017/18 to be rolled out into Y5 if the impact is strong A targeted transition programme for Year 6 and Year 2 pupils takes place during the summer term. This allows any disadvantaged or vulnerable pupils to gain extra support and guidance during the transition phase to Year 7 and Year 3. School to offer opportunities to support parents through events in school such as Dad s readers, Inspire workshops and curriculum evening. Class DOJO is used to text parents about pupil s successes and achievements. Support for parents in knowing about the core subject curriculum [ partnership with Solihull college] Child and family worker and learning mentor to offer drop in sessions and support groups for parents based on generic needs and concerns. AFA structured conversations element used to identify the family s needs and their aspirations for their child for the yearmarried up to the schools aims. Times to be offered to suit parents. School nurse drop in for any medical worries. GAPS in reading and writing close for PP and SEN pupils due to rapid through this programme. Pupils reading age is at least in line with their chronological age and this improvement is also reflected in their improving comprehension ability and scores Pupils feel well prepared for their transition to their new school. They are confident and excited about the next stage. Parents are empowered and enabled to effectively support their children. Pupils see and appreciate the important link between home and school involvement. Parents are engaged in school life. They feel supported with a point of contact for advice and guidance. Parents are able to share experiences with other parents. Parents feel they have a clear voice and have wider opportunities beyond the parent s evenings to plan for their child needs- being a strong influence on that journey.

8 Support for learning and inclusion Not all PP pupils have access to the internet or support for homework at home A lack of parental engagement impacts on pupils ability to maximise - i.e. reading at home and completing homework Weekly homework club run by the learning mentor to support pupils in completing their homework and give pupils access to ICT outside of the school day. Homework club to be open to parents to join their child Clear guidance to be sent by year groups on how to listen to their child read and our expectations. Where applicable completed examples of the homework will be sent to parents for guidance. To practice key skills in an engaging way through our computer programmes; mathletics and Bug Club. Parents feel increasingly confident in supporting their child. Wider outcomes and opportunit ies Some vulnerable pupils do not have access to reading materials at home. Pupils are not always inspired by books but are used to using technology which engages them further. This online reading gives pupils reward when they have read. Pupils do not fully engage in the wider opportunities available to them Some of our naturally talented vulnerable pupils do not always get a wider range of opportunities to extend their leaning or to work with similar minded children Aspirations, confidence and selfbelief of vulnerable pupils can be low Some of our vulnerable pupils struggle to maintain strong friendships To use Bug Club to promote a love on reading in an electronic form that we know pupils engage with. Class teachers to ensure all pupils are set up on this and give praise and reward[ DOJO points] when this is used. Staff to ensure a variety of clubs are open to our pupils Staff to monitor the uptake to ensure an appropriate proportion of vulnerable pupils attend. To provide additional challenge for our G and T pupils and the opportunity to work with others talented in a particular field. Provide enrichment activities for vulnerable more able pupils in lessons and through external G and T events. Ensure talented PP pupils are identified on our G and T register and monitor attendance at events Children s University to provide a range of activities for pupils to excel, develop friendships with a wider group of children across the school. To use collaborative learning experiences with practical problem-solving, discussion of thinking and team work to raise aspiration and boost confidence for our pupils. Youth club - This club brings children from across the school together to learn to play and mange situations of falling out By providing lunchtime activities [PIPPS and Playworker] where we can facilitate the building of friendships and a safe and happy lunchtime that will impact on their ability to access afternoon school. Pupils develop greater please from reading which impacts on their academic ability A wide range of extra-curricular activities are on offer to engage pupils. This includes sports clubs and musical opportunities MA PP pupils achieve in line with other MA pupils To have the opportunity to work alongside similar minded pupils. To build confidence and social skills. [ previous years data showed this to be strong] A greater self-belief will be reflected in attitudes to work and. There are positive benefits on academic learning, and wider outcomes such as self-confidence as a result of this experience. Pupils are settled into afternoon lesson, able to focus, engage and make. Emotional Pupils arrive in school affected by One to one and group mentoring support for pupils with emotional Pupils receive support for concerns. They feel

9 Health and well being Attendanc e Assessmen t and analysis emotional situations at home The attendance of our vulnerable pupils is below that of all other pupils. This clearly has an impact on their ability to perform at their best. By providing a range of activities we ain to enable them to engage more positively in school and show a desire to attend. PP pupils is considerably below that of other pupils both in our school and nationally Significant percentage of pupils taking holidays in school time 20% of our PA pupils are PP. [ reduced form 40%] PP data obscured with SEND data need to separate all groups and analyse independently and/or personal problems with our Family Support Worker. All staff use bubble time as an opportunity for pupils to share their concerns and worries. Meet and greets to be set up with LSA s as needed [ liaise with TT] Children referred by CT to lunchtime activities where they can build friendships we know this impacts on their desire to be at school Breakfast club gives the opportunity of being in school before it starts, refreshed and ready to access learning Buying into the CSAW attendance company supports the learning mentor in managing attendance and challenging parents. To provide late gates to support and challenge parents with regard to punctuality To support the learning mentor with home visits when pupils of concern are absent. Improve the detail of analysis of PP pupils in order to demonstrate impact of strategies on. All staff to monitor closely the performance of PP pupils. Ensure that during and after each lesson their in reflected upon and if necessary immediate action is taken to close gaps same day catch up and intervention groups. Data is analysed frequently (6 weekly) so that support and interventions change in relation to success/failure need listened to and arrive in a more relaxed frame of mind ready to learn. To offer a breakfast facility to ensure pupils have a good meal to start the day alongside opportunities to meet and play with others and share any worries. Attendance for PP pupils is at least in line with other pupils. Pupils are settled and ready to start the school day. Attendance will be in line with national for all pupils. PP gaps will close to be in line with national Punctuality will improve with the minutes late decreasing. Case Studies are used to provide whole picture of support and intervention at pupil level. PP and attainment gaps close so that and attainment is in line with other pupils. SENCO has a close understanding of the impact and costings of all interventions for PP and SEND pupils.