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Addressing the Impact of Disadvantage – Making Effective Use of the Pupil Deprivation Grant

Addressing the Impact of Disadvantage – Making Effective Use of the Pupil Deprivation Grant. Aims. Outline the context of the school which may help explain some of the decisions made in relation to PDG expenditure

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Addressing the Impact of Disadvantage – Making Effective Use of the Pupil Deprivation Grant

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  1. Addressing the Impact of Disadvantage – Making Effective Use of the Pupil Deprivation Grant

  2. Aims • Outline the context of the school which may help explain some of the decisions made in relation to PDG expenditure • Describe some of the key statistics that seem to indicate our targeted PDG expenditure has worked to improve the performance of FSM students • Explain the rationale underpinning expenditure decisions • Run through 5 key elements of the spending programme • Allow you all the opportunity to share further ideas for how the PDG could be spent effectively

  3. Newtown High School back then… • Headlines in 2003 • ‘Head sick amid school report row’ • ‘Union attacks ‘super head’ appointment’ • ‘Problem school gets new head’ 2003 • One of the first secondary schools in Wales to be placed in Serious Weaknesses • Some abusive pupils • No PSPs • Fights in corridors • Vandalism • Drug culture • Internal truancy • Truancy • Blame culture • Some difficult parents/carers • Learning adversely affected

  4. Newtown High School now • Headlines in 2012 • ‘School’s climb to the top praised’ • ‘Problem school now outstanding’ • ‘A’ grade for High school’ • ‘Celebrations at school with glowing report’ • Band 1 school: top ten in Wales last year by this measure • Estyn – good school with several outstanding features • 33 subjects out of 39 were judged ‘good with no important shortcomings’ while three were ‘good with outstanding features’ • Leadership and Management at the school are ‘outstanding’ • Record results in Maths GCSE in 2012, second highest on record in GCSE English • Lead Practitioner school

  5. FSM

  6. Attendance

  7. FSM Attendance in KS4

  8. Level 1 threshold

  9. Level 2 threshold

  10. English FSM A*-C performance at GCSE

  11. Maths FSM A*-C performance at GCSE

  12. Science FSM A*-C performance at GCSE

  13. L2 inc. E/W & M (compared with expected performance)

  14. Capped points score (& expected performance)

  15. L2 (position within FSM benchmark group)

  16. How? Rationale underpinning PDG funded intervention 1) Sincere Commitment to the WG Principle “Every child deserves the right to succeed because of his/her potential and merit – not birth.” Caring Yields a Flourishing Learning Environment (Opportunity)

  17. 2) Sutton Trust Toolkit

  18. 1) Small group Maths tutor (tailored feedback) ‘Retired’ Maths teacher, John Davies, employed two days per week for small group intervention with students on FSM as well as those on C/D borderline. Intervention consisted primarily of coaching students in the GCSE Foundation paper.

  19. Withdrawn from other lessons (except English) once every 7 weeks

  20. Letter to parents enlisting support

  21. Staff prepared for changes well in advance

  22. 2) Wellbeing Assistants (one-to-one/feedback) Work with FSM pupils and their families to: improve attendance; help prevent behavioural issues becoming a barrier to learning; English/Maths coaching; deliver modified curriculum where needed to ensure L2 threshold is achieved.

  23. Snapshot of extra-curricular support • Uniform– buy, mend and recycle uniform. This includes taking pupils to buy new uniform trousers and shoes etc • Trips– Fundraised - though catering at the Eisteddfod for over 1000 people including 3 course meal for 20 judges - to totake the BTEC Home Cooking pupils to Jamie Oliver’s restaurant in Birmingham

  24. Multi Agency Work – Making applications to appropriate outside agencies to provide units of work tailored to meet the needs of individual pupils. Working in conjunction with multi agency providers to ensure FSM pupils receive every element of support available (Cool Futures, Young Carers, Youth Intervention, Xenzone, Sensory Services, School Nurse, CAHMS, Youth Service, Children’s Services…) • Friends for Life programme – Delivered by Kate Williams from the Youth Service for pupils with low self esteem targeting aspirations in the Young People coordinated by the Wellbeing team. • Various one-to-one therapies –Including Bereavement Care, Talking Heads, Anger Management etc

  25. Liaison with parents (e.g. attendance)

  26. Snapshot of curricular support

  27. Modified Timetables • Previously non school attender from Wrexham – entered NHS in October of yr11 • Multiple strands of special needs including emotional and social in addition to learning difficulties. Specific learning difficulties – Dyspraxia and dyslexia in addition to general learning difficulties • No previous qualifications • No statement or ALN funding

  28. Provision for Richard: Access to Wellbeing teaching centre • Work skills • IOLP • Application of Number • Communication • IT • Home Cooking • Maths • Small group / individual provision • Access to main stream curriculum for appropriate lessons to build confidence and social skills inc. PE, Performing Arts, English IMPACT: Achieved L2 threshold during the course of less than one year and Richard is going to attend Coleg Powys in September where he shall access the vocational access course

  29. 3) Help from National Maths Partnership (T & L, feedback) • NMP worked with Maths Faculty on developing strategies for improving numeracy for students on FSM including introduction of suitable tracking systems and follow up intervention

  30. Training, Methodmaths & Passport Maths

  31. User friendly and instant feedback

  32. 4) Enhancing family engagement • Focused on supporting the capacity of parents to support learning through distribution of parent packs accompanied by training

  33. What's the ANGLE ? KURT ANGLE ) (with c a b

  34. = 103° b ? ANGLE What's the

  35. = 260° b ? ANGLE What's the

  36. ADAM JONES

  37. 5) Interventions/training aimed at maximising the quality of classroom teaching Hwb PLC on teaching and learning very active All staff, including LSAs, trained in the use of the Sutton Trust toolkit Visiting schools where data showed strengths in particular subject areas Almost all lesson observations adjudged ‘excellent’ shared in CPD/twilights INSET courses primarily focused on T & L, reducing the impact of poverty, literacy and numeracy Training in effective peer mentoring

  38. Training & Development Estyn 2009 • ‘Continuing professional development is outstanding. It is seen as a priority in the school and is carefully planned. There is a cycle of training that is clearly linked to the school improvement plan. Performance management and school self-evaluation are used to identify needs and provide for the training of all staff. Staff evaluate the training they have received and this information is collated to assess the impact of training on standards.’

  39. We filtered out all the information that was only applicable to decisions made at SLT level and shared Then we shared the overview and detailed feedback on each intervention

  40. Teaching and Learning PLC

  41. Ideas sharing session!In groups of 2-4 think of how you have used the PDG to make a positive impact upon standards of FSM children in your school. Everyone to communicate one idea to the group.

  42. do@newtown-hs.powys.sch.uk

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