Disadvantaged Students

Context 2017

Strategic Overview

At Consett Academy, we hold inclusion, progression and excellence for all at our core. With 447 students eligible for Disadvantaged students funding 36% of the population and we receive £376,805. We aim to direct this funding depending on each students’ individual need and have identified whether the need is Social, Emotional or Behavioral / Learning in the Curriculum / Enrichment beyond the Curriculum / Focused on Family or Community, directing funding as appropriate to the need.

The tables below show how each year group is divided on lower, middle and upper ability based on LOE. As expected, the majority of Disadvantaged students in each year group join us as a middle ability student.  There are however significant numbers of students who have attained a higher LOE.  All students are monitored to ensure all make progress, however data from previous years has highlighted the need to focus upon more rapid progress of middle and upper ability students. The data above would support this as being an area to track more closely.

Headlines Summary View 2016 GCSE Results

 

KS4 15/16 Exams Report - Last Published: 24/08/2016 11:19:10

Summary

FSM Ever 6

Total

Percent

2016 Compared to 2015

Disadvantaged Gap

Cohort

ALL

220

100

 

 

 

Other

138

62.7

 

 

 

Disadvantaged

82

37.3

 

 

Average Total Points

ALL

348.19

 

28.75

 

 

Other

374.54

 

28.33

-70.7

 

Disadvantaged

303.84

 

28.65

Average Total Capped8

ALL

315.13

 

16.15

 

 

Other

337.2

 

14.93

-59.21

 

Disadvantaged

277.99

 

17.52

Average Total Capped8 inc EM

ALL

314.69

 

15.88

 

 

Other

336.7

 

14.66

-59.05

 

Disadvantaged

277.65

 

17.24

Average Total Capped8 +EM

ALL

393.8

 

15.93

 

 

Other

420.68

 

14.99

-72.13

 

Disadvantaged

348.55

 

16.67

Average Points Per Grade Per Student (Capped at Best 8)

ALL

39.39

 

2.02

 

 

Other

42.15

 

1.87

-7.4

 

Disadvantaged

34.75

 

2.19

 

The table above shows a positive improvement in many areas for the Disadvantaged students.  Particular improvements were seen in capped 8 in English and maths.

 

Progress/Attainment 8

FSM Ever 6

Total

Percent

Compared to 2015

Gap

Average Total Attainment 8

ALL

49.39

 

3.12

 

 

Other

53.53

 

3.07

-11.12

 

Disadvantaged

42.41

 

3.08

Average Attainment 8 Grade

ALL

4.94

 

0.31

 

 

Other

5.35

 

0.3

-1.11

 

Disadvantaged

4.24

 

0.31

Average Estimated Attainment 8

ALL

49.04

 

1.12

 

 

Other

51.87

 

1.83

-7.56

 

Disadvantaged

44.31

 

-0.12

Average Total Progress 8

ALL

0.03

 

0.17

 

 

Other

0.17

 

0.08

-0.36

 

Disadvantaged

-0.19

 

0.32

 

The table above shows a very positive improvement of the Disadvantaged students when compared to 2015 and the gap between PP and non PP is closing.

5 A*-C Measures

FSM Ever 6

Total

Percent

Compared to 2015

Gap

Students with 5 x A*-C

ALL

155

70.5

9

 

 

Other

112

81.2

8.6

-28.8

 

Disadvantaged

43

52.4

9.2

 

 

Progress Measures

FSM Ever 6

Total

Percent

Compared to 2015

Gap

Students making 3+ LOP in English

ALL

189

86.3

5.3

 

 

Other

123

89.8

1.6

-9.3

 

Disadvantaged

66

80.5

11.4

 

Disadvantaged

82

100

 

 

 

This table shows the outstanding progress made by Disadvantaged students in English, and the gap between PP and non PP has a downward trend.  Maths is an area of concern and strategies to improve the progress of all students are in place.

 

Value Added Total Measure

FSM Ever 6

Total

Percent

Compared to 2015

Gap

Capped8 +EM VA Score

ALL

998.131

 

8.385

 

 

Other

1008.014

 

2.514

-26.396

 

Disadvantaged

981.618

 

17.788

 

How do we increase progress of our Disadvantaged students?

 

How do we increase progress for disadvantaged students

Whole school ethos of attainment for all

Current practice

Strategy to improve

We have an ethos of high attainment for all pupils. We view each pupil as an individual and consciously avoid stereotyping disadvantaged pupils by referring to them as a ‘problem group’ – we never assume that all disadvantaged pupils face similar barriers or have less potential to succeed.

Our targets have always been to ensure that groups of disadvantaged students are doing as well as other groups of students.

When tracking student progress, all students are considered.  Teachers take every effort to teach to the needs of each individual to maximize their potential.

A scrutiny of ‘at risk’ students in English and Maths will highlight students who need more intervention in these core subjects. As the data above demonstrates, there are many positives, such as the P8 and A8 overall scores.  Areas for development lie within maths, EBACC subjects and the open pot with specific attention to the middle and upper band of students based on their level on entry.

 

Behaviour and attendance

Current picture

Strategy to improve

Attendance has significantly improved, with additional support for students in receipt of the pupil premium identified in each year group and 1:1 support given where required.  Currently in January 2017 the whole Academy attendance is 95.3%

2015-16 Impact- Attendance of pupil premium students has gone up by almost 3.2% in the past two years from 90.3% to 93.5%, which is higher than the national average for these students. In addition, the gap between pupil premium and non-pupil premium students’ attendance continues to fall at the Academy. In January 2017, this had narrowed to 2.8%. Whereas we are pleased that attendance of pupil premium students has improved at a greater rate than non-pupil premium students, we are still committed to removing the small gap that still exists between these groups.

 

 

Attendance

 

2015

2016

2017 Forecast

Others

 95.6%

 95.8%

 96%

Disadvantaged

 92.1%

 92.7%

 93%

National others average

 95.7%

 95.9%

 96%??

Difference compared to Others National

 3.6%

 3.2%

 3%

Difference compared to others in school

 3.5%

 3.1%

 3%

 

Attendance

YM to track the Disadvantaged students in their Year group who fall below the Academy target of 95%.  Pastoral leaders and the attendance officer will monitor parental engagement and early response to falling attendance.

Behaviour

Following the Academy behavior and rewards, policy will provide opportunities for ALL students including those who are disadvantaged to be incentivized to reform poor behavior.  A raised awareness of Disadvantaged students who display behavioral concerns will be shared by GAA in his weekly bulletin to staff.  Additional support in the form of one to one or group counselling will take place with those students most at risk of exclusion.

 

High Quality Teaching for all

Current practice

Strategy to improve

Embed FACE so that ALL students make progress.

In the last Ofsted inspection we were graded a ‘good’ for the quality of teaching.  Since then we have focused upon improving the quality of teaching to outstanding.  The appointment of 4 Lead Teaching coaches to support this improvement has already begun to have a positive impact upon the quality of teaching.  Further areas to focus on are autonomy and challenge in lessons.

Teachers provide students with regular quality written feedback, which allows students to understand where they need to go next while at the same time praising good work.  Teachers provide every opportunity for students to reflect on their learning and understand how to improve their own work and that of others.

Continue the weekly JPD.

Deploy LTC to coach and support individual teachers

Collaborate within learning quads to be a critical friend when developing new strategies in the classroom.

RAG review carried out by LDs will continue which highlights areas of concern that can be addressed.

Collaboration with NDA will provide further opportunities to improve the quality of teaching through shared JPD and sharing best practice.

Continue to review the quality of feedback in books.  Support those teachers who are under performing in this area and make available examples of best practice.

 

 

Meeting individual needs

Current practice

Strategy to improve

Pastoral Leaders have identified the level of need for each Disadvantaged student in their Year group.  They have then addressed this need with various levels of support.  These range from social and emotional support, attendance support and support within the curriculum.  The impact of these interventions will be monitored routinely.

YMs are mentoring the Disadvantaged students who have a specific attendance and emotional need.  They do this through counselling, tracking on report cards and parental involvement.

Disadvantaged students who have a need within the curriculum will be tracked based on their level on entry.  Each subject will then address the learning needs of those individuals within their subject and intervene with relevant and effective support.

 

Deploying staff effectively

Current practice

Strategy to improve

1 YM per cohort

1 Attendance officer

1 SLT to lead strategy for improvement

Governor link to Disadvantaged students

SLA to supply counselling support to individuals or groups.

CSW support in the classroom

Continue to monitor progress made by Disadvantaged students and re-deploy CSW to individuals who need further support.

Raise awareness in focus groups within each year group so teachers and support staff guarantee the 2-minute entitlement every lesson.

 

Responding to data

Current practice

Strategy to improve

Whole school training on how to effectively use the SISRA tracking system to monitor Disadvantaged student progress against their target.  Routinely ALs and LDs who respond to lead SLT on actions carry out data analysis.

A closer look at P8 data of Disadvantaged students using LOE will focus attention on closing the gaps between the school and National averages.

 

Responsive leadership

Current practice

Strategy to improve

SLT to lead the strategy for improvement. 

SLT report to governors on a regular basis.

All middle leaders report to SLT routinely on progress of ALL students, including Disadvantaged.  Concerns are highlighted and plans are implemented to address these concerns.

More regular updates at SLT level to discuss progress of Disadvantaged students in the following areas:

  • Attendance
  • Behaviour
  • Attainment and progress

Whole school review of Disadvantaged students to be carried out, looking at attendance, behaviour and quality of teaching.

 

How do we compare to other schools with a similar intake?

https://educationendowmentfoundation.org.uk/resources/families-of-schools-database/consett-academy-dh8-8eg/

 

Figure 3: Schools’ pathways to success in raising the attainment of disadvantaged pupils

How to improve attainment of disadvantaged students

At Consett Academy, we are currently embedding the disadvantaged strategies that have been developed over the past years.

Pupil Premium Dashboard January 2017 Strategy

Pupil Premium Dashboard January 2017 Spend

Pupil Premium Dashboard January 2017 Impact