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Meeting the challenge – deprivation v success

This article explores the challenges and successes faced by Flint High School in addressing the educational needs of its students from disadvantaged backgrounds. It discusses the school's context, data analysis, success levers, milestones, and the challenges ahead. The article also examines the school's strategies for closing the achievement gap, raising expectations and aspirations, curriculum and guidance, parent involvement, leadership, and interventions. Additionally, it delves into the school's use of Pupil Development Grant (PDG) funding and its plans for the current academic year. The article concludes by highlighting the importance of tracking the performance, attendance, behavior, and exclusions of economically disadvantaged students.

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Meeting the challenge – deprivation v success

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  1. Meeting the challenge – deprivation v success Flint High School

  2. Time for Change • School context • Data - the story so far • Success levers and milestones • Challenges ahead

  3. Flint High School • 750 students - including 112 in 6th form • 45 teachers 7 TAs • 18% FSM • 15% SEN with MLD resource • Flint town: Communities First • Estyn Jan 2012 Dec 2014 • Hosting Urdd May 2016

  4. Closing the gap • FSM numbers per year group

  5. Closing the gap level 2 • Level 2 success chart

  6. Closing the gap Level 2+ • FSM gap Level 2+ from 2008

  7. Closing the gap 2015 • Family comparison

  8. Success levers2011+ • Raise expectations and aspirations • Plas Seren and inclusion • Achievement board and tracking

  9. Extract from achievement board

  10. Example of tracker card

  11. Success levers2011+ • Curriculum and guidance • WBQ – skills challenge • Attendance team • Parent power – Welcoming environment – ‘stick of rock’ philosophy

  12. FSM students • Identification and focus • TLC • Extra-curricular 5x60 officer Bethan Roberts Glan Llyn • Music lessons for all year 7s

  13. Interventions • Leadership – 3 Assistant Headteachers • Progress Manager ; Learning Manager; Behaviour Manager • TA team including an HLTA • Versatile deployment ‘ SWAT’ to ensure success • 15-16 maths first

  14. Flint High: PDG 15-16 PDG Amount: £132,300

  15. PDG • Gwe: PDG October/ November 2015 • What is your current eFSM? Is it stable? • How variable is the proportion of eFSM student per year group? • What was the profile of your eFSM students in 14-15 in year 11? • To what extent were your eFSM Level 2+ results a match to your estimates? • If the results were below or exceeded estimates, what was the reason? • How much funding did you receive for PDG 14-15? and 15-16? • What was your PDG plan in 14-15? How did you distribute your funding? • What was the most successful element of your PDG spending in 14-15? • What was the least successful element? • How did you monitor your 14-15 plan? • How did you evaluate its effectiveness? • Is there a designated member of the SLT for eFSM ? What is their role? • How involved is the governing body in monitoring and evaluating the PDG spending? • How has the performance of year 11 eFSM students in 14- 15 influenced/ informed your current PDG spending plans? • What are your 15-16 PDG plans? • How is the performance of eFSM students tracked across the school? • Are targets set for this group in all years? • Is the school tracking attendance, behaviour and exclusions for eFSM students?

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