Lady Lumley’s School Disadvantaged Plan 2020-21

https://ladylumleysnyorkssch-my.sharepoint.com/personal/dfairclough_ladylumleys_net/Documents/Whole school role/PP/LLS Disadvantaged Plan.docx of 15 15/01/2021


Lady Lumley’s School Disadvantaged Plan 2020-21 Disadvantaged Strategy for 2020/21 plus Covid-19 Catch-up plan

1. Summary of the Disadvantaged Students Strategy key objectives for 2020/21

2. Disadvantaged Students Plan for 2020/21 highlighting:

• the school context, including student numbers

• the funding allocated in the pupil premium grant for 2020/21

• a summary of the barriers to future attainment

• the plan for the year, including:

• a publish date

• a review date

• name of the senior leader signing off the strategy

• focus area and rationale

• Desired outcomes

• actions to be taken with timescales and identification of those responsible for leading

• success criteria

• costs

• monitoring arrangements

• an ongoing evaluation of success.

Summary of the Disadvantaged Students Strategy key objectives for 2020/21 Quality teaching for all with positive discrimination for disadvantaged students

✓ For disadvantaged students to make progress in line with non-disadvantaged students nationally specifically in English and Maths. ✓ To improve the literacy and numeracy skills and increase confidence in literacy to bridge the gap of literacy and numeracy poverty of students.

Targeted Support for disadvantaged students ✓ To improve attendance of students eligible for disadvantaged funding. ✓ To ensure that disadvantaged students access home-learning and additional post-school support and extra-curricular activities. ✓ Improved student and parents’ perception of school and increase students’ confidence in their own ability and promote positive mental health.


Wider strategies ✓ Disadvantaged students have as many in-school opportunities as non-disadvantaged students.

Covid-19 Catch-up plan ✓ To ensure lockdown does not impact more negatively on the progress of disadvantaged students than on their peers.

Disadvantaged Students Plan for 2020/21


Summary of barriers: Student who are disadvantaged make less progress than their peers both within school and national. This is particularly the case in Maths and English progress is below the required rate especially in English and Maths Disadvantaged students often have lower levels of literacy than their peers There is often a lack of self-belief and expectation that aspirations and ambitions will be fulfilled, particularly in respect of academic achievement, amongst some disadvantaged students. Some disadvantaged students have social, emotional and mental health difficulties which impact on behaviour. This in turn impacts on students’ learning and progress. Attendance rates of disadvantaged students are lower than their peers both within school and nationally. Time away from the classroom reduces progress. Home based/Post school academic support. Home learning not being completed and lack of parental support impacts on learning and subsequent progress. Parental involvement of disadvantaged students is sometimes below that of other students; this is corroborated by our in-school data. Covid lock-down and return has led to disadvantaged students requiring additional support and focus

Disadvantaged student lead: David Fairclough reporting to Stuart Cleary Deputy Headteacher/ Acting Headteacher. Published: January 2021. Review: September 2021

Planned Expenditure 2020-2021

Quality of teaching for all Intended Outcome

Chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff Lead When will implementation be reviewed?

A For disadvantaged students to make progress in line with non-

Continue to develop our 3 key Teaching and Learning themes: Access, challenge and feedback. Positive discrimination in highlighting disadvantaged

The EEF Guide to the Pupil Premium June 2019 states ‘Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. Using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium.’

Data will ensure targets are aspirational. Book scrutinies will ensure high challenge and expectations for all. Learning walks will target students working below target. It is an integral part of the department action plans and staff appraisal.

DFA

Monthly at department meetings and data review points.


disadvantaged students nationally specifically in English and Maths.

students in quality first teaching. For example: • Disadvantaged students are strategically seated in lesson to ensure maximum teacher access and support. • Disadvantaged students are targeted appropriately through questioning strategies to check knowledge and understanding. • Priority given to disadvantaged students' books in given astute formative feedback. The progress of disadvantaged students is prioritised within both the Maths and English Departmental action plans. The progress of disadvantaged students is an explicit part of all teaching staff appraisal.

This is an integral part of our School Improvement Plan. Regular lesson observations by SLT carried out. Progress of disadvantaged students is scrutinised at every data capture

and action

taken for students who are not on target.

Directors of Keystage 3 and 4

Increase academic monitoring an integral part of raising attainment.

DFA/ STH

End of ½ term.


put in place from September 2020 in increase capacity and to coordinate and support key students’ academic and pastoral needs with a specific focus on disadvantaged students.

Directors of Key Stage have a much better holistic view of student progress enabling swifter intervention where necessary.

Continue the improved and more robust approach to the tracking of progress of students.

Small class sizes, approximately 25, has been maintained despite financial pressure to ensure all students are given the focus needed to thrive.

Supporting smaller class sizes enhances support and time that can be given to those students, often disadvantaged, with the greatest need

Effective budget management

Effective curriculum planning,

staff deployment and timetabling

SCL/ SSQ

Yearly curriculum planning

Continue the mixed ability approach to teaching in all subjects (except KS4 Maths)

EEF research evidence suggests that setting can have a very small negative impact for low and midrange attaining learners, and a very small positive impact for higher attaining pupils, though it is recognised that there are exceptions to this pattern. For those students who have low prior attainment upon entry to secondary school, early intervention and awareness of its impact is crucial to developing appropriate support. A mixed ability approach ensure students with low prior attainment/aspiration are not consigned to life in “bottom sets” from their point of entry.

We have used a mixed ability

approach over a number of years.

Time has been invested at

Departmental level to embed this

approach. Schemes of learning

are in place to allow for

differentiation. Best practise

shared regularly

BDA

Yearly curriculum planning

MHE


Through the tutor programme, ensure that all students have a secure understanding of our approach to target setting.

It is important for students to understand what they can achieve and that they see a clear path towards achieving their targets

Tutor time will be used for target-setting activities termly. Appropriate training and information provided to tutors to ensure this is well delivered. .

Review following each target setting activity, including use of student round tables.

Staff are supported to manage behaviour well in the classroom through the Pivotal approach.

Eradicating low-level disruption in the classroom will ensure that there is a re-focusing on learning which will ultimately lead to improved progress for all, including disadvantaged students.

Timely planning, including Pivotal ‘Health Check’, SLT attendance at training Whole-staff training to be delivered Communication with staff

TEL, DFA, STH

Fortnightly analysis of behaviour data through behaviour points, on call figures, detention attendance etc.

Pupil progress meetings calendared at Assessment Points for departmental review of the progress of disadvantaged students

Progress reviews are undertaken to ensure coordinated support where appropriate, good accountability, and that no one ‘slips through the net’.

Improve accountability following departmental pupil progress meetings - SLs to feed back to SLT line managers

SLT line managers

Following each Assessment Point

B To improve the literacy and numeracy skills and increase confidence in literacy.

Improve levels of literacy through continued use of the reading schemes scheme. The development of Tier 2 and 3 vocabulary is a key T&L priority. A literacy recovery programme is in place post lockdown.

Research shows that using subject specific language accurately improves outcomes. This is supported by reading programmes to improve literacy. Improved staff understanding of levels of literacy of students is important in terms of planning appropriately for the needs of all. EEF Toolkit ‘Reading Comprehension Strategies – high impact for very low cost – 6 months.’

Monitor impact through detailed analysis of data at each tracking point. Reading tests carried out in the first term of the school year. Reading ages shared promptly with staff. Training/updates delivered to ensure staff have a good understanding of the implications of students’ reading ages High profile Learning walks and scrutinies.

TOC SJE

Reading test data reviews at the end of each term


A paired reading scheme is in place which utilises our sixth form students and targets a higher proportion of disadvantaged students

Student Equity Advocate to proactivley champion the interests of disadvantaged students in English and Maths departments – lessons, department meetings, work scrutinies.

Government guidance in 2015 stated: ‘In 2014, only 36.5 per cent of disadvantaged pupils achieved 5 A*-C including English and maths GCSEs, compared with 64.0 per cent of all other pupils.’

Strengthen the links and strong relationships with Maths and English with Directors of Keystages attending Department meetings, learning walks, teacher feedback and training with a focus on a clear positive impact on key disadvantaged students. Post COVID this will be vital to continue and identify the students who require most support and link with one-on-one mentoring

DFA

Student Equity Advocate to feedback to TEL/ SCL in termly disadvantaged report.

Total budget: £49,099

Targeted support Desired Outcome


Staff Lead When will implementation be reviewed?

C To improve attendance of students eligible for disadvantaged funding.

Attendance officer and Director of Keystages dedicated to achieving 95% attendance of all students, supporting disadvantaged students since September.

Current disadvantaged attendance 2020-21 during the Covid crisis is 91% maintain focus and processes to increase further.

All school attendance is tracked. The school attendance manager evidences all visits and monitors the targeted students

KCO

Monthly attendance review meetings with TEL.


More coordinated approach to parental/ carers/ external agencies contact and meetings to support disadvantaged students through Directors of Keystages.

There is a greater chance of improving the attendance of persistent absentees where a strong support network is put in place around the child and the family.

Attendance strategy has been outlined with a step by step Approach. Clear communication with parents to gain their support.

DFA/ STH

D To ensure that disadvantaged students access home-learning and additional post-school support and extra-curricular activities.

Study+ after school tutoring put in place and targeted recruitment of disadvantaged students.

NFER report states that nationally disadvantaged students were finding it particularly difficult to engage in remote learning, compared to their peers, especially:

• those with limited access to technology and/or study space

• vulnerable children

• those with special educational needs and disabilities

• and young carers.

Trained subject teachers lead study club under the supervision of the deputy head. Staff create an environment that is conducive to the learning of the students. Students do not have to attend but are actively encouraged too, with a specific focus on disadvantaged students.

BDA

73% of Year 11 disadvantaged students are accessing Study+. Continue to monitor week on week and then impact review after Year group exams, including Year 11 mocks.

Laptops to be allocated according to need, with reference to the ICT at home audit.

DFA to monitor academic progress and Itslearning engagement of key students who have been allocated laptops.

SCL/ TEL

Ongoing weekly reviews.

Itslearning plans ensuring that all curriculum resources are available to students from home to support/ in isolation. Ongoing student training in class.

Robust focus in line management meetings to ensure SLs are checking the quality of the remote provision. DFA to feed in data about the

SLs and SLT links

Fortnightly line management meetings


E Improved

student and

parents’

perception of

school and

increase

students’

confidence in

their own

ability and

promote

positive

mental health.

Creation of Keystage 3 and 4 roles will ensure that there is a focus on the aspirations of all students and clearer targeted support for key students.

Given the changing profile of students at LLS and the challenges post Ofsted and Covid increased focus and capacity on coordinating pastoral, behaviour and academic support

Pastoral staff keep a log of all situations that they deal with. Where relevant this information is shared weekly with whole school staff. Students who are being mentored work through CPOMs, this is tracked via the teaching staff and the member of staff responsible. Data is then tracked through every mark book to show and highlight the success of the system.

DFA KS4

STH KS3

Reviewed systematically by Directors and Keystage and assistant head in line management meetings.

Core Values, key disadvantaged students receive academic mentors and at KS4 use the Core Values for Learning to raise self-esteem, aspirations and develop core values.

We believe that school developments would be more secure, better understood, appropriately paced and therefore more successful if the school adopted an explicitly values-based approach which would help everyone understand the underpinning philosophy behind the different initiatives.

DFA/ BDA

Feedback review at extended SLT from staff voice and student round tables.

The school councillor will work with specific students as requested by the students support team. Her appointments are either daily or weekly dependant on the students’ requirements.

The Department for Education and Skills (DfES) describe counselling as: “one of the most important elements of support to be considered for children and young people with emotional and behavioural difficulties” (DfES, 2001:1)

TEL

TEL to monitor and report on the students who are worked with. DFA to monitor academic and behaviour impact.

Maintain high-level of pastoral and academic support for disadvantaged

EEF: Overall, the introduction of peer tutoring approaches appears to have a positive impact on learning, with an average positive effect equivalent to

Directors of Keystage coordinate mentoring teams of key staff and especially (in non COVID times) 6th form students. DoK have

DFA/ STH

Weekly


through one-on-one mentoring (staff and 6th form students), learning support and school counsellor.

approximately five additional months’ progress. Studies have identified benefits for both tutors and tutees, and for a wide range of age groups. Though all types of pupils appear to benefit from peer tutoring, there is some evidence that pupils who are low-attaining and those with special educational needs make the biggest gains.

weekly meetings with keystaff to monitor individual strategies.

More positive student/parental contact to initiate and engage parents and carers before remedial intervention is needed.

As outlined by the EEF, ‘parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with children’s academic engagement.’

Monitoring the contact home through CPOMs and positive postcards home virtual and hot chocolate Friday nominations and attendance at parent consultation (in school or remote)

TEL/ DFA/ STH

Director of Keystage line management meetings with assistant head.

Targeted ATS support for students with additional needs.

The SSRU states ‘that trained and supported teaching assistants (TAs) can have a positive impact on the progress of individual or small groups of children, in the development of basic literacy skills. In addition, ‘sensitive’ TA support can facilitate pupil engagement in learning and social activities, with the class teacher and their peers.’

ATS are overseen by the TEL/ AFR All learning walk forms comment on the use of ATS when appropriate. All staff must also produce a 5 minute plan for the use of teaching assistants in their specific class, which is an integral part of the appraisal process.

AFR/ TEL

Learning support review meetings ½ termly.

Intervention Evening aimed at targeted year 11 students and their parents, to increase parental engagement

Students need good first teaching and consistent feedback. However, with differing rates of maturation and a recognition that the psychological pressures of exam courses can impact on students negatively, especially if resilience or confidence are fragile, then as much one to one support and encouragement at this time can be powerful.

Intervention Evening – appropriate cohort of students to be identified. Parents invited to intervention evening. Contact to be maintained following the evening

DFA

Intervention Evening – appropriate cohort of students to be identified. Parents invited to intervention evening. Contact to be maintained following the evening


Interventions to support disadvantaged students in KS4, including one-on-one mentoring and Study+.

Students need good first teaching and consistent feedback. However, with differing rates of maturation and a recognition that the psychological pressures of exam courses can impact on students negatively, especially if resilience or confidence are fragile, then as much one to one support and encouragement at this time can be powerful.

Offer personalised revision timetables to all year 11 students Director of Keystage/ academic mentor to offer academic mentoring and devise personalised action for students at risk of underachieving. Plans will identify barriers to learning and strategies to overcome them using Core Values for Learning through rigorous monitoring of attendance and mentoring of disadvantaged students.

DFA

Monitor weekly attendance at Study+.

F Disadvantaged

students have

as many in-

school

opportunities

as non-

disadvantaged

students.

Continue to ensure the curriculum is broad and offers challenge, through clear guidance and promoting the benefits of EBacc subjects where appropriate.

The 2002 Education Act requires

schools to provide a “balanced and

broadly-based curriculum” which

promotes the spiritual, moral, cultural,

mental and physical development of

students at the school and of society,

and prepares students at the school for

the opportunities, responsibilities and

experiences of later life. All of our

students have the right to access such a

curriculum.

All options open to all students and SLs guided to ensure that disadvantaged students are attracted to their subject in line management meetings. Ensure no in-school barriers around option process. Continuing mixed ability teaching to raise aspiration of all students.

BDA

Annual review of results and options process.

All disadvantaged students to have careers interview and closely monitored careers support from Director of Keystage 4 and team.

Good careers advice and guidance makes a really positive impact on all students, but even more so when working with those from vulnerable or disadvantaged groups, providing them with enough time and support to explore their option helps to raise their aspirations

Careers advisor work closely with the DFA/ MHE to ensure that all students receive good advice appropriate to them as individuals.

DFA/ MHE

½ termly review of careers advice.

DFA/STH/GPE/

½ termly reports


Ensure that disadvantaged students are given leadership roles within the school.

Encouraging students to develop their leadership skills is likely to have a positive effect on their self-esteem and self-confidence. This in turn will lead to improved engagement in school life.

Student Round Tables at least representative of PP percentage of the Year groups up to 50% (to consider higher disadvantaged percentages in Years 7-9).

Targeted approach for disadvantaged students to be recruited for extracurricular activities and trips including, LOTC and our flagship Duke of Edinburgh scheme and make use of our Bunkhouse at Rosedale.

As the Sutton Trust research has

indicated:

‘There are also substantial socio-

economic gaps in access to extra-

curricular activities, with pupils from

disadvantaged backgrounds less likely

to take up activities than their better off

peers (46% compared to 66%), with just

half of those receiving free school meals

(FSM) taking part. This is concerning, as

it is disadvantaged groups that have

most to gain from taking part in such

activities.’

Specific resources can be provided for specific students. These might be cultural trips that are required to support the learning of the students or revision guides that can be funded via school. Any specific support that is needed for the development of the student we will try to support

DMA/ DFA

Annual review of participants in extra-curricular activities.

Total budget: £61,730

Additional: Covid Recovery

Intended Outcome

Chosen action/ approach

What is the evidence and rationale for this choice?


Staff Lead

When will implementation be reviewed?

G To ensure lockdown does not impact more negatively on the progress

Study+ after school mentoring and support sessions.

UK Parliament statement 1st September 2020: Disadvantaged pupils tend to have lower educational attainment compared with their peers; this is often called the disadvantage gap. School closures, as a result of the COVID-19 pandemic, are likely to have widened the disadvantage

Monitoring attendance and quality of Study+ provision.

BDA

Ongoing


of disadvantaged students than on their peers.

In school one-one-one and small group mentoring for targeted students through RAG monitoring system.

gap. This is because disadvantaged pupils tend to have less access to technology, spend less time learning and have reduced support from parents/carers compared with their peers.

RAG and Core Values for Learning monitoring system to flag interventions for key students and monitored and coordinated by Heads of Keystages.

DFA

Ongoing

Itslearning plans ensuring that all curriculum resources are available to students from home to support/ in isolation. Ongoing student training in class.

Monitoring engagement with online learning in the event of students isolating or lockdown.

SLs and SLT line managers

Fortnightly line managers’ meetings

Laptops to be allocated according to need, with reference to the ICT at home audit.

DFA to monitor academic progress and Itslearning engagement of key students who have been allocated laptops.

SCL/ TEL

Ongoing weekly reviews

Lady Lumley’s School Disadvantaged Plan 2020-21

Documents

Transcript of Lady Lumley’s School Disadvantaged Plan 2020-21