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Pupil Premium Summer 2015

Pupil Premium Report Leicester Partnership School

Produced by Meera Popat Pupil Premium Lead Teacher

E-mail: [email protected] June 2015

Pupil Premium Report Closing the gap at the Leicester Partnership School.

mailto:[email protected]





The Report

The following Report is an update to the breakdown of what the LPS has been doing to close the gap in terms of attainment for students in receipt of Pupil Premium funding and the interventions that have been used to accelerate progress for these students What will this report be covering?

What is the issue?

The underlying issue and the foundation to everything that is linked to the Pupil Premium is that of Child Poverty. Poverty is the single greatest threat to the well-being of children and families, affecting every area of a child’s development from social, educational and personal. This is the main reason the government is so committed to ending child poverty by 2020 and the development of the Pupil Premium grant. Attainment gaps between pupils from deprived backgrounds and their more affluent peers persist through all stages of education, including entry into higher education. The highest early achievers from deprived backgrounds are overtaken by lower achieving children from advantaged backgrounds by age seven. The gap widens further during secondary education and persists into higher education. The likelihood of a pupil eligible for FSM achieving five or more GCSEs at A*-C including English and mathematics is less than one third of a non-FSM pupil. A pupil from a non-deprived background is more than twice as likely to go on to study at university as their deprived peer. Source: Department for Education: Disadvantaged pupils: what you need to know The Government believes it is unacceptable for children’s success to be determined by their social circumstances. Through the Pupil Premium grant they intend to raise levels of achievement for all disadvantaged pupils and to close the gap between disadvantaged children and their peers.

What is the issue?

School Acountability for the Pupil Premium

Funding 2014-2015 Update

Where are we now?

Interventions & Strategies

Summary


http://www.education.gov.uk/a0076062/deprivation-what-you-need-to-know





School accountability for the Pupil Premium

The Pupil Premium is paid to schools as they are best placed to assess what additional provision their pupils need. Ofsted inspections report on how schools’ use of the funding affects the attainment of their disadvantaged pupils. Schools are held accountable through performance tables, which include data on:

the attainment of the pupils who attract the funding

the progress made by these pupils

the gap in attainment between disadvantaged pupils and their peers

The Pupil Premium is additional to main school funding and it will be used by this school to address any underlying inequalities between children eligible by ensuring that funding reaches the pupils who need it most.

Funding Introduced in April 2011, the Pupil Premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces. The level of premium for 2013-14 is £900 per primary pupil, rising to £1300 per pupil for 2014-15. Secondary FSM 'Ever 6' attracts a premium of £900 rising to £935 in 2014-15. From April 2014 children who are looked after will attract a higher rate of funding than children from low-income families - the ‘Pupil Premium Plus’, which will be £1,900 per pupil for 2014-15. This is to reflect the unique challenges they face at school where they often struggle to keep up with their peers at both primary and secondary level. Children who have parents in the armed forces are supported through the service child premium which for 2014-15 will be set at £300 per pupil. In March 2015, the government published final allocations for 2014 to 2015 based on pupil numbers from the January 2014 school census. They allocated an additional £23 for primary pupils who are currently eligible for free school meals or have been eligible in the past 6 years (FSM ‘Ever 6’) on top of the £1,300 already allocated.


https://www.gov.uk/government/publications/pupil-premium-2014-to-2015-final-allocations





Our funding for 2014-2015

Our forecasted budget for 2014.15 financial year is £29,600. The allocated spend for each area identified as a key development area in the SIP for monitoring progress and achievement for our PP students has been identified. The chart below shows where we have spent our money to date. The total spend to date is £28,684.00.

Fig 1. Expenditure to date for PP budget Sep 14 to Jul 15

TRAINING 6% BIDS

14% KS4

TUITION 5%

KS4 LIFE SKILLS 14%

ATTENDANCE 8%

KS3 READING 2%

VOCATIONAL 35%

TRANSPORT 15%

PARENTS 1%

Pupil Premium Budget Spend Sept 14-July 15






FIG 2 shows a chart of PP budget breakdown This data chart shows the PP budget spend from September 2014 to July 2015. 2015 [The 2014.15 Financial year budget has been spread over the 2014.15 academic year; the 2015.16 budget will be spread across the 2015.16 academic year] . It can be seen that the majority of expenditure that has taken place is through the vocational category. The main expenditure in this category is that of mentoring. The mentoring process has been invaluable and helped our Pupil Premium students stay on task, achieve and solve any issues that have arisen. The mentoring programme is discussed in more detail below and it is evident that this expenditure has had a positive impact on our PP students in many different ways. From phone calls in the morning to wake students up, to making sure students are present and knowing their weekly whereabouts, our LPS mentor works hard to provide an approachable, problem solving, liaising service for all our PP students. Transport services are our next highest expenditure. Again this initiative is discussed in greater detail below in this report. The impact of this strategy has again proved to be worthwhile as students have been supported in making their way to their provisions and as a result attending their placements. Our rewards category has expanded therefore we are able to offer students a bigger variety of different rewards vouchers that appeal to them. This is an added motivational drive to get students attending.






Spring 2015 Pupil Premium update

Where are we now in regards to targets set in the SIP?

The LPS is in a better position this year to work with its Pupil Premium students to close the gap, raise attainment and evidence learning. The new year sees the LPS taking a holistic approach to how the PP grant should be perceived and spent.

INSET/CPD

In April all Senior delivery staff were given an INSET/CPD session relating to awareness of what Pupil Premium is, looking at ways we can work with our Pupil Premium students and raising awareness and how we can work as a whole school in closing the gap between Pupil Premium students and their peers.

Two CPD sessions were held over a 2 week period. One session for KS3 and one session for KS4. Both sessions were acknowledged by staff and being informative, knowledgeable and helpful with their understanding of Pupil Premium students, what we do as a service and methods in working with students to close the gap and raise attainment and achievement.

As a closing statement of the CPD session, a request was put forward to staff to volunteer for a working group to meet regularly for LPS Pupil Premium students. A number of staff have approached me and a plan to set this up for the new academic year will be put in place. As a result of setting up this working group we will hope to initiate the start of the Pupil Premium School council. The set-up of the Pupil Premium student council has this year has been difficult to manage and coordinate as all students are on different time tables at different vocational venues across the city. Hopefully with a working group in place next year, we will see the management of this as more feasible.

Staff appraisal objectives and Performance management objectives

As all staff have now had INSET/CPD, the next step is to introduce a system where all management involved with and in charge of appraisals and performance management, to include at least one Pupil Premium Objective in every appraisal and Performance management that they take part in. This will be relayed to all staff involved and commence in the new school year.






Closing the gap bids

This academic year saw the introduction of Pupil Premium bidding from the contextual analysis forms that all centres complete termly for their Pupil Premium cohort. This is a bidding process in which centres bid for additional funding in order to be able to fund the delivery of additional interventions that they believe could help to improve outcomes for Pupil Premium students.

There was a variety of bids put forward, all valid in reaching the end goal of aiding their Pupil Premium students to perform in line with their peers and closing the attainment and achievement gap.

BSC MSLC CSLC

GCSE Revision Aid

£30

e-library and e-books

£4000

Phase one library Reading and literacy intervention programme

£ 1000

This aid has helped a pp student based at BSC to use the revision aids to support their GCSE revision.

This is still in the early stages as a bid has just been put in.

This is still in the early stages, with a new literacy intervention programme being set up for the new academic year.

FIG 3 shows the allocation of money for bids put across by different centres through the use of the Contextual Analysis form

September will see the introduction of the contextual analysis form to Vocational Providers and bids will also be open for them to access for our Pupil Premium students.

The use of the Contextual Analysis form has been a productive tool and has helped centres focus on their Pupil Premium students, what their specific needs with and ways in which each student can increase their attainment and achievement for a term. This has helped set goals and targets and has been a






good method of doing this.

Literacy Intervention Programme

Currently students who attend LPS are tested initially for Reading (using BURT), Spelling (using VERNON) and understanding language (using BPVS). However whilst these tests have been useful in obtaining baseline information, it has been difficult to show progress in Reading and Spelling, as students sit the same test at the end of their time with LPS as they do at the beginning. In addition we are mindful that our schools who we work collaboratively with, are using a different combination of tests and therefore it is difficult to compare progress whilst with LPS and how this feeds into the progress a student makes at school. It is therefore appropriate that these issues are addressed.

In light of this, a meeting was held on 14/5/15 with Helen Webb from CLCI Support Team. At this meeting we were able to gain valuable updates on the current Reading and Spelling assessments being used in both Primary and Secondary schools. In addition we identified a graduated response for those students who have identified literacy difficulties.

Therefore:

The stages of the Literacy Intervention Programme at The Leicester Partnership School are:

Screening

Identification

Intervention

Analysis of impact

Staff have already identified actions that need to take place before LIP can begin.

ACTION POINTS

Purchase- SWRT (Single Word Reading Test) (This has an A and B test). This will enable students to be tracked at the end of every half term from their baseline.

Purchase DRA (Diagnostic Reading Analysis) (This has an A and B test) and will enable comparisons to be made with reading and listening comprehension.

Purchase Vernon Spelling (3rd

Edition). This is for baseline only but is the most up to date test. However progress in Spelling can be achieved through using diagnostic dictation.

Purchase Acceleread/ Accelerwrite. This to be offered to students






who need targeted intervention- 20 sessions x 20 minutes. The aim is for students to make progress by 1 year.

Identify students through the screening process.

Identify staff that will offer carry out assessments and/or follow up intervention.

Re-introduce LEXIA. This to be introduced to targeted students at Carisbrooke. Students to work on this intervention daily during tutor time.

The process for LIP is as follows:

READING SPELLING

Baseline- SWRT Baseline- VERNON (3rd

Edition)

Identification Identification

(Intervention required at 8.8 & below) (Intervention required at 8.8 & below)

Diagnostic Reading Analysis (DRA) Diagnostic Dictation

LIP LIP






Attendance Attendance is still the core issue for our PP students and there is still an issue with maintaining a steady progress in their attendance. Data is suggesting that student’s attendance rises and declines weekly due to family issues, issues with peers, issues with their vocational settings, reasons are twofold. However the above mentioned interventions have dramatically improved their attendance for the majority of our PP students. Data below demonstrates student’s attendance for HT1-5

Half termly attendance data

FIG 4 shows individual students attendance in percentages over the last 5 terms of school






FIG 5 shows the Half termly PP student’s attendance data with comparisons from HT1 to HT5

0

10

20

30

40

50

60

70

80

90

100

RM BE CR JD JK JW LE SCW

% ATTENDANCE FOR PUPIL PREMIUM STUDENTS

HT1 - HT6 2014-2015

HT1

HT2

HT3

HT4

HT5

HT6






FIG 6 showing Half termly average attendance for PP student’s from HT1 to HT5

The half termly PP attendance is suggesting that 38% of students have maintained or improved their attendance from HT1 to HT5. HT2 showed a dip in student’s attendance for a number of different reasons. However HT3 showed an increase in mentoring, PSP’s and an increase in variety of rewards vouchers which helped push student’s attendance up from an average of 54% to 58%. That’s a 4% increase in attendance, with attendance taking a percentage drop in HT4 and maintaining back to 58% at HT5. HT3 to HT5 has seen an increase in attendance for 50% of our PP students 25% of our students have dropped their attendance dramatically to 0%. All aspects to reach these students have been tried and tested, however we have little parental support and fear of fines and court orders has not been seen as a major issue of concern for these parents and families. PSP meetings have been held at home with offers of specific 1:1 private tuition to gain functional Maths and English qualifications. All have been unsuccessful as a means of getting these students to attend. Work is continuing to meet with these students and their families regularly. Thus, the LPS team continues to work hard in setting new targets with our PP students and doing all we can to motivate students to attend. HT6 sees all but one of our students preparing to leave at the end of this academic year, thus the pressure to finalise qualifications both with Functional skills courses and vocationally will be the main focus.

52

53

54

55

56

57

58

59

HT1 HT2 HT3 HT4 HT5

AVERAGE TERMLY ATTENDANCE PUPIL PREMIUM

HT1 - HT6 2014-2015

AVERAGES






Attainment LPS Attainment to date:

Name Year Group Provision Voc Quals Baseline Current Level Comment

RM Yr 10 Voc Level 2 Certificate at Future Cycles and Level 1 Award at Waterfront

Ent 2 ENG Ent 2 MA

Same Will start FS work in HT5/6 100.5 points for VOC

BE Yr 11 Voc Level 1 Certificate at AXLR8 and Level 2 Award

Ent 2 ENG Ent 2 MA

Ent 2 ENG Ent 2 MA

Passed in HT3 137 points in total

CR Yr 11 Voc/BSC Level 1 Certificate at Waterfront

Ent 2 ENG Ent 2 MA

Ent 2 ENG Ent 2 MA

GCSE Group Passed FS last year 62 points to date

JD Yr 11 Voc Level 1 Diploma at Route 1

Ent 2 ENG Ent 2 MA

Ent 2 ENG Ent 2 MA

Passed in year 10 112 points total

JK Yr 11 Voc CNA Pre ent ENG Ent 2 MA

CNA Chronic non attender

JW Yr 11 Voc/VC Level 1 Diploma in Catering and Level 1 Diploma in ICT Repair

Ent 3 Eng Ent 3 MA

L1 ENG L1 MA

Passed in yr 10 To sit FS L1 exam HT6 214 points to date

LE Yr 11 Voc CNA Ent 3 ENG Ent 2 Ma

CNA Chronic non attender

SCW Yr 11 Voc L2 Cert at FC, L1 Award in Music at Pedestrian L1 Certificate at Triple Skills

Ent 3 ENG Ent 2 MA

Ent 3 ENG Ent 2 MA

Passed in yr 10 188 points total






Interventions and strategies for educational attainment update

PSP Meetings This academic year, we have decided to hold regular PSP meetings with students, parents, teachers,

mentors and any outside agencies working with the students. The PSP system has helped us

monitor student’s attendance, set students targets and work with outside agencies to set targets.

The regularity of meetings has helped monitor the targets and has helped students focus on the

short and long term goals.

Attendance Panel Meetings Alongside the PSP programme, we have been running attendance panel meetings with all PP

students and their parents or guardians. This has involved the Education Welfare officer meeting

with all students and parents/guardians and setting attendance targets for students, with processed

consequences for non-acceptance of meeting the targets. As a result, PP students with EWS

intervention demonstrated an average increase in attendance of 7%, with 67% of PP students

maintaining or improving attendance levels after EWS intervention.

Rewards Programme The rewards programme was reassessed and revised at the beginning of this academic year.

Updated rewards programme

As a result of the updated rewards programme, students were given a more immediate daily reward,

which, on feedback was something that was missing from the previous rewards programme.

A weekly mentoring meeting is held with students and their mentor to discuss progress, issues etc.

The mentor uses this session to reward students with an additional £10 voucher if students have

attended a full week and achieved well. Students are given a half termly target with an added

incentive of something of their choice to the Value of £25 which they can aim towards and are

reminded about in their weekly mentoring sessions.






Our voucher selection has increased and we now offer:-

High street vouchers

Showcase cinema vouchers

High Cross vouchers

Argos vouchers

Halford vouchers

Vouchers of students own choice.

Parents are also engaging well with this system and are reminded of the process in all PSP meetings

held with information booklets and letters going out to parents informing them of the new approach

and how it can benefit their children.

Mentoring As mentioned above, the mentoring programme runs alongside the rewards programme. The key themes of the rewards programme are incorporated into the mentoring programme and used to form the basis of the mentoring sessions. These sessions take place once a week with one key mentor and are seen as a review of how the week has been for the student, what achievements have been made, any issues that have arisen and what the key attention is for the following week . This session also brings together and focuses on targets that have been set in students PSP meetings and their Education welfare meetings. Students enjoy their mentoring sessions and very much look forward to meeting their mentor and getting their rewards. Students accessing revised reward programme had an increased attendance from an average of 26% in 2013/14 to 72% for the same cohort in HT1/2 of 2014/15.

Peripatetic Life skills teaching programme This new initiative has only just started in HT3. Hence this is a new programme and the main reasoning behind this new strategy is to help focus on all PP students who are not accessing any English and Maths due to them being on a full week vocational programme i.e. 80% of our PP cohort. A full time member of staff has been assigned to all PP students and has timetabled themselves to visit students once a week at their vocational provisional to teach English and Maths through a life skills functional method. The initial focus of this programme is to

Assess all students on their BPVS, Spelling, Reading and Forskills functional skills.

Start a one hour literacy and Maths life skills programme directed at their working at level.

Plan a series of functional life skills lessons to prepare students for life after they leave school.

Measure the impact of the course.

Regular review meetings with teaching staff delivering the programme






The overall aims of this course are to improve student’s literacy and numeracy through meeting the following objectives:-

To improve students understanding of the literacy skills needed in everyday life.

To be able to write clearly, read efficiently and recognize what you have read in everyday life situations.

To identify the numeracy skills required in everyday life.

To recognize and be confident to use the life skills required to succeed in everyday life. Students have taken well to this approach. Both students and parents were introduced to this programme in their PSP meetings in January and both expressed their interest and need for such a programme as it would help build on their Maths and English abilities as well as prepare them for life after they leave school with real life situations. For the two terms that we have been running this programme, we have seen a lot of positive impact. Students who would otherwise be difficult to engage, have shown clear interests in what is being taught and this has led to positive student engagement. For the one student who is currently in year 10, we have had to introduce the concept of being taught FME back at BSC in September. Initially this student was very apprehensive of this, but through working on this life skills programme with his tutor, he is now seeing the positive aspects of attending the Centre to achieve his FME qualification. Hence, this initiative has been a good method to use for those students who have been waiting to attend the Connexions FME programme. It has helped re introduce Maths and English in a positive manner and helped students develop the skills they need for everyday life.

Maths and English at Connexions This provision is currently what the LPS use to reach students who are on vocational placements for 5 days a week. Students and staff use the allocated space agreed by the Connexions team. Work stations with full ICT facilities are available. Students use this service on a weekly basis, with the teacher assessing and monitoring progress in order to prepare them for their English and Maths qualifications. Once students have passed their exams they are then placed back onto their vocational setting and the teacher then works with the next student to gain qualifications. This was one of the first strategies that we used at the LPS in 2013-14 to help PP students on full time vocational settings, to gain their Maths and English qualifications. It was successful then and continues to be successful to date. This provision also helps the LPS focus individually on meeting student’s qualification needs. As mentioned in previous reports, working at connexions has helped our students form better relations with their connexions personal advisors and has provided personal advisors to meet with students who would otherwise be difficult to reach.






Babington Partnership @ Star challenge academy The LPS joined the Babington Star Challenge academy in September 2014. This is a unique initiative giving the LPS and other schools across the city and county an opportunity to work with Babington, in order to develop key strategies with students throughout the year, across all schools. The partnership is really about working together to get to the root of the issues around the FSM gap and jointly developing strategies and interventions to challenge that gap. In addition to our joint practice development projects the partnership programme involves the following:

Pupil premium conference for leaders/school Pupil Premium Champions Numeracy Challenge: conference for 15 PP students in a target intervention group focussing

on maths (Transport/food included) Literacy Challenge: Cultural experience for 15 PP students in a target intervention group.

Formalised language work to go alongside this to target literacy improvements Celebration event for 15 PP intervention group Online blog – updated by all partner schools on a weekly rota Babington tool kit ½ termly co-ordination meetings for PP Champion Termly newsletter to share good practice ½ day meeting with Sara Fletcher to support current PP work in the school Holiday Challenge booklet provided for each school Star Challenge Academy student pin badges for PP intervention group Babington Maths Sprints resources

In conclusion the Babington Partnership has been a positive source of information, advice and sharing of information. It has been invaluable in providing our students with opportunities to participate in things that they would otherwise not have been able to participate in and as a result of the impact of this partnership, we will be looking into forming another year in partnership with Babington

Strategies that will be developed further in the next academic year

Milgate Lodge Programme

The Milgate lodge programme is part of the LPS’ initial entry strategy for the majority of KS4

students. Students arrive on a 6 week programme, after which they are placed on vocational

provision and if attendance is 80% and above at the end of the 6 weeks, students then access BSC

once a week for their English and Maths provision and have 4 days on placement with a provider.

This provision will work with those students who have an attendance rate of 60-70% attendance

throughout their time at Milgate. Students will be assessed on entry and Functional Skills English






and Maths qualifications will be offered and students within this attendance band will only be placed

on a vocational setting once they have secured a qualification for the level they are working at.

Vocational to BSC programme

This option will provide students with an opportunity to have 1 day a week at BSC to complete their

Functional Skills English and Maths programme and qualification. If students are on a 5 days a week

Vocational Package and are showing signs of improvement in their attendance the option to attend

BSC will be available.

In addition the BSC offers Maths English 1 year GCSE for a small group of GCSE able students.

Late referral GCSE continuation Programme

This provision is for those students that have been permanently excluded from their mainstream

school and have been placed on the Milgate Lodge 6 week package. Once they have completed the

6 week programme at Milgate their original school is happy for these students to partake in their

GCSE exams at the end of the year. In these cases schools provide work for their students and are

guided by teachers at Milgate for 1 day a week. The remaining 4 days, students are placed on

vocational provision.

Some students that have been through the Milgate programme and also the FME programme at BSC

and due to their academic abilities have been ear marked to take part in the one year GCSE

programme, however some students that have been placed on this programme have struggled in

areas such as attendance and behaviour, which has led for a decision to be made for these students

to return to Milgate for 1 day a week to continue course work and to be entered for their exams at

the end of the y

Functional English and Maths Boot camp

This provision will work with students who have not yet gained any form of English and Maths

qualifications. Students will be removed from their Vocational setting for 3 days a week and will be

placed on a specialist Functional Skills English and Maths programme. Students will have 4-6 weeks

of specialist intensive tutoring to enable them to get their English and Maths qualifications, before

they can leave to re-enter their provision.

Nisai Virtual Classroom Programme

The Virtual Classroom programme, run by Nisai, the leader of Virtual Classrooms programmes across

the country, uses and e learning platform based teaching tool to deliver lessons. Students are






assessed and allocated an e learning time table, where they can access live taught lessons and a

learning hub, with an easy to access assignment system that reinforces what has been taught.

LPS students can be placed on this provision with a mixed timetable of Virtual Classroom lessons and

Vocational placements throughout the week. The end goal being, those students can gain a

qualification in English and Maths at their working at level.

Vocational Providers to deliver the FME Phase 1

The constantly improving quality that providers are demonstrated is very positive and the SBSS will

continue to support providers through Summer CPD days, lesson observation and work scrutiny

process to maintain and develop the quality of learning for students.

We will offer a very specific targeted workshop dedicated to the use of the LPS marking policy and

the effective use of progressive marking and the importance of targeted, specific student feedback. .

Embedding Functional Skills into Vocational Curriculum

All of the vocational providers endeavour to embed the basic concept of literacy and numeracy into

the students’ portfolio of work. In terms of offering the Functional qualification there are no

providers linking all thee functional components at the various levels to the vocational qualification.

Triple Skillz in conjunction with Hamilton C.C offer a stand-alone Functional Skills programme but it

is unclear at present if that was for all of the three elements, including ICT or if it was Maths and

English.

Pedestrian are also keen to offer a stand-alone Functional Skills programme. They have been

positive with LPS and not moved ahead with it as I did indicate that the service would prefer

Functional Skills ran alongside their existing Vocational placement offers. Pedestrian also felt a

stand-alone Functional model would be the business model they would opt for because it would

require them recruiting a Tutor/Teacher to deliver the programme. They also indicated that we

would require a minimum of 6-8 students per day to make it financially viable. Another

consideration was that Pedestrian felt that this provision would be slightly more expensive for

schools to purchase than the average vocational based qualification.






FACTORS TO CONSIDER IF THE LPS WANT TO MOVE TO A FUNCTIONAL QUALIFICATION

EMBEDDED IN VOCATIONAL QUALIFICATIONS

Total buy in from vocational providers

Does the lead instructor have the knowledge, experience and expertise to offer all three

components (maths, English, ICT) of the Functional Skill qualifications

If specialist instructors are recruited how does that affect the daily cost per student

What involvement will LPS have in this process? Staffing and time allocation to be

considered

It would require a designated fulltime member of staff to oversee the substantial CPD

element. There would also need a team of people to be allocated a provider support case

load.

Costing implications from providers

Exam appropriate storage facilities i.e. a safe or bespoke lockable cabinet in line with JCQ

guidelines.

Exam facilities

Appropriate assessment tools for student to ascertain student working at levels.

Does the exam board the provider use even offer Functional qualifications

Is the programme viable when average Voc attendance is 60-65% overall

Are all providers interesting in offering a more academic qualification

If the LPS support this endeavour can we ensure all referrals pass through our service and

schools would not go direct as is happening currently

This is not an exhaustive list but a few things that would need to be considered if the LPS want to

continue to develop this concept.






The Service is working towards a programme whereby all Alternative providers will be able offer and

deliver Functional Skills accreditation to all students and will be led by a teacher from the LPS as well

as a member of the senior leadership team.

We have currently undertaken lesson observations on 6 alternative provisions which is being

measured against the current OFSTED framework, with those provisions already observed securing

judgements of good with elements of outstanding.

The judgements and action points from these observations will feed into the quality assurance

programme undertaken by the LPS on behalf of city schools.

This programme will ensure that all alternative provisions are of the highest quality and offer the

correct accreditation pathway that is differentiated for all students, regardless of their abilities.

All alternative provision courses are accredited predominantly at Level 1, however, we now have

courses at Future Cycles and Pedestrian who are able to offer Level accreditations for the more able

students that are referred. The plan is to develop more provisions to be able to offer Level 2

accreditations over the forthcoming months.






Summary We have made significant improvements with our Pupil Premium students, in comparison to this

time last year. We still have a lot of work to do for our PP students at the LPS, however on the

whole data is suggesting that PP students at the LPS are making steady progress in closing the gap in

attainment in comparison to their peers

Given the starting point of LPS students when compared to non LPS students, data shows

that with the right level of individualised support, significant progress can be made.

The PSP programme provides the basis for identifying the right level of support and greater

emphasis given to rewards and supported transport programmes.

EWS interventions continue to have some impact although not significant.

Connexions support has significant impact on PP EET figures.

Impact of LPS Interventions:

As a direct impact of LPS interventions, 38% of PP students have increased their attendance.

HT1 – HT5 2012-2014 44%,

HT1 – HT5 2014-2015 57%.

Of the 5 students that remain as PP in 2013/2014 and 2014/2015 there is an improvement

of 19% in their attendance HT1 –HT5

72% of Year 11 students have achieved a Functional Maths and English qualification We are

still awaiting results for some of our other students therefore we cannot report on the full

extent of qualifications and points as yet

Connexions are working hard with our PP students at present and data is not yet available

on EET destinations as yet.


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