Our Approach to ‘Closing the Gap – The use of the Disadvantaged Fund in 2015 – 16’
Strategic Summary: The ‘Disadvantaged Fund’ is additional funding used exclusively to provide and implement a range of activities and strategies that ensure disadvantaged students receive direct support in order that they make and exceed expected levels of progress. We use the ‘Disadvantaged Fund’through fourkey strands (linked to the Academy’s Raising Achievement Plan). These are:- Outcomes For Pupils
- Personal Development, Behaviour and Welfare
- Quality of Teaching, Learning and Assessment
- Effectiveness of Leadership and Management
For the Academic Year 2015 – 16, 48% of Haughton Academy students are eligible for Disadvantaged funding.
Academy Improvement Plan
Haughton Academy will strive to ‘close the gaps’ between Disadvantaged and Non Disadvantaged students. We will do this by:-
*Exploring ways of narrowing the gap in terms of attainment and progress in key core subjects such as English, Maths and Science.
*Exploring and embedding teaching strategies / approaches that support the achievement and progress of key groups within school, including Disadvantaged.
*To continue to improve student attendance and reduce exclusions with a particular focus on key groups, including Disadvantaged
*To ensure that all academy staff display consistently high expectations for all students. / Key Direct Staffing/Provision Expenditures (Relevant Disadvantaged % spend to be taken from Disadvantaged Budget) – referred to within strategies below / Associated Cost (£’s) – Including additional ‘on costs’ such as pension contributions, National Insurance contributions etc. where relevant.
SLT Lead with additional Disadvantaged responsibility / £29,650 (Based on allocation of 40% of time spent on Pupil Premium Management)
Heads of House / £77,263
Staffing for Behaviour Team / £63,563
Alternative Education Provision / £22,334
Dedicated Progress Intervention Team (English, Maths and Science) / £76,404
Curriculum Resource Budget / £5,000
Academy Disadvantaged Targets (2015-16) – Based on 2015 National Averages(non-disadvantaged targets also shown for comparison)
Attainment 8 Average Score : 38.58 (Disadvantaged) / 51.19 (Non Disadvantaged)
Progress 8 Average Score : -0.36 (Disadvantaged) / 0.13 (Non Disadvantaged)
A* - C in both English and Maths (Basics) : 38% (Disadvantaged) / 65% (Non Disadvantaged)
5 A* - C : 45% (Disadvantaged) / 72%(Non Disadvantaged)
5 A* - C (including English and Maths) : 36% (Disadvantaged) / 63% (Non Disadvantaged)
Expected Progress English : 57% (Disadvantaged) / 74% (Non Disadvantaged)
Expected Progress Maths : 49% (Disadvantaged) / 72% (Non Disadvantaged)
Attendance % : above 92.5% (Disadvantaged)) / above 95.7% (Non Disadvantaged)
Absence % : below 7.5% (Disadvantaged) / below 4.3% (Non Disadvantaged)
Fixed Term Exclusion (Days) : below 16.47% (Disadvantaged) / below 4.14% (Non Disadvantaged) / Academy Disadvantaged Results (2015-16) – To be entered follow August exam results release
Attainment 8 Average Score – To be inserted Sumer 2016
Progress 8 Average Score – To be inserted Summer 2016
A* - C in both English and Maths (Basics) – To be inserted Summer 2016
5 A* - C – To be inserted Summer 2016
5 A* - C (including English and Maths) – To be inserted Summer 2016
Expected Progress English – To be inserted Summer 2016
Expected Progress Maths – To be inserted Summer 2016
Attendance %- To be inserted Summer 2016
Absence %- To be inserted Summer 2016
Fixed Term Exclusion (Days) - To be inserted Summer 2016
Identified Priorities from 2014/15 Disadvantaged student analysis:-
- To continue to narrow the gap in terms of progress and attainment, especially in English, Maths and Science. (Link 1.4 Academy 2015/16 RAP Plan)
- To continue to ensure that Disadvantaged students make progress and are prepared for life beyond Haughton Academy.(Link 1.2 Academy 2015/16 RAP Plan)
- To continue to improve student attendance and reducing the Persistent Absentee number with a particular reference to Disadvantaged students. (Link 2.1 Academy 2015/16 RAP Plan)
- Sustain the reduction in Fixed Term exclusion with a particular focus on Disadvantaged students.(Link 2.5 Academy 2015/16 RAP Plan)
- To ensure that Disadvantaged students receive the highest standard of teaching in all subject areas and that this narrowing the gap. (Link 3.1 Academy 2015/16 RAP Plan)
- To ensure that Disadvantaged students take full advantage of the enrichment and extra-curricular activities on offer. (Link 2.6 Academy 2015/16 RAP Plan)
OUTCOMES FOR PUPILS
Link to 2015 / 16 School Academy Raising Achievement Plan (RAP) / Disadvantaged Student Initiative / Associated Cost (£’s)
Note that this figure is based on the % of Disadvantaged students within the school / Summary of Initiative / Intended Impact of Initiative
1.1, 1.2, 1.4, 1.5 & 1.6 / Non Term Time Study Support / £None / Year 10 and 11, Disadvantaged students will be invited to a range of half term and Easter revision sessions prior to Summer term examinations. / Targeted Disadvantaged students will access additional support tailored to their specific needs and requirements in a range of subjects.
Disadvantaged students will achieve at least their MEG targets.
A learning ‘culture’ will be developed amongst a significant proportion of Disadvantaged students.
1.1, 1.2, 1.4, 1.5 & 1.6 / Lesson 6 Programme / £None / All Year 11 Disadvantaged students will have access to a set lesson 6 programme which will allow all subjects to receive additional teaching time after the normal school day. / Targeted Disadvantaged students will access additional support tailored to their specific needs and requirements in a range of subjects.
Disadvantaged students will achieve at least their MEG targets.
A learning ‘culture’ will be developed amongst a significant proportion of Disadvantaged students.
1.1, 1.2, 1.4, 1.5, 1.6, 3.3 & 3.4. / Progress Intervention Team – Go Gold Groups / £76,404 (associated costs based on a 100% Disadvantaged Student Caseload) / The provision of tailored and specific interventions both within the school day and after the school day for targeted Disadvantaged students to help maximise progress and ‘close the gap’ in English, Maths and Science. / Identified Disadvantaged students will receive individual / small group tuition which will result in progress being made towards their MEG targets.
PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE
Link to 2015 / 16 School Academy Raising Achievement Plan (RAP) / Disadvantaged Student Initiative / Associated Cost (£’s)
Note that this figure is based on the % of Disadvantaged students within the school / Summary of Initiative / Intended Impact of Initiative
2.1, 2.2, 2.3, 2.4 / Heads of House / £72,718 (associated costs based on a 48% Disadvantaged student caseload) / 5 Heads of House will be in place to support the pastoral welfare of Disadvantaged students. This will include behavioural issues, attendance issues, family liaison and support. / Disadvantaged students will show increased engagement in school. This will be demonstrated by increases in attendance, behaviour and academic performance. There will also be a reduction in the PA’s within Disadvantaged students.
Parental uptake at parents’ evenings will increase for Disadvantaged students / families.
2.1 / PCSO / £5,310 (associated costs based on a 48% Disadvantaged student caseload) / All identified Disadvantaged students will have access to a dedicated PCSO who will support the school, parents, students and external agencies to work on improving and maintaining attendance to school. / Increased levels of attendance for Disadvantaged students in accordance with Academy targets.
Reduction in the PA levels for Disadvantaged students
2.1 & 2.3 / Family Liaison Officers (x2) / £25,147 (associated costs based on a 48% Disadvantaged student caseload) / The academy is dedicated to creating supportive links with those families who receive Disadvantaged funding where support is required. This will include home visits and providing parenting and family workshops. / Support for students and families who are experiencing home life difficulties results in reductions in PA’s and improvements in attendance and potential higher achievement / success.
Hard to reach Disadvantaged students / families will engage through attending parents’ evenings.
1.2, 2.1, 2.3 & 2.4 / Behaviour Intervention Team / £59,824 (associated costs based on a 48% Disadvantaged student caseload) / Specialist Behaviour support will be provided by a team of 5 Behaviour / Intervention specialists. Disadvantaged students will be guided and given strategies to develop aspects such as resilience, responsibility, reflection, resourcefulness, respect and reasoning to enable them to be successful and make progress in all curriculum areas. / Disadvantaged students will show increased engagement in school. This will be demonstrated by increases in attendance, behaviour and academic performance. There will also be a reduction in the PA’s within Disadvantaged students.
A learning ‘culture’ will be developed amongst a significant proportion of Disadvantaged students.
2.3, 2.4 & 2.6 / Education Psychologist / £3,545 (associated costs based on 48% of 40% of Educational Psychologist time) / Identified Disadvantaged students who would benefit from educational psychology involvement will be able to access specialist provision to ascertain appropriate diagnosis that will inform appropriate support to be put in place. / Students will benefit from having an education package that is suited towards their requirements.
Improvements towards MEG targets, attendance and behaviour will be noticeable.
2.3, 2.4 & 2.6 / Specialist Counselling / £13,746 (associated costs based on a 48% Disadvantaged student caseload) / Identified Disadvantaged students who would benefit from specialist counselling involvement will be provided ongoing support to address students complex needs. / Improvements towards MEG targets, attendance and behaviour will be noticeable.
Students will demonstrate a positive attitude towards all aspects of school life.
1.3, 2.2, & 2.6 / Vertical Tutoring / House System / None / Tutor groups will be reduced in size as more staff will take up the role of tutoring. Each tutor group will be fully inclusive and make no differentiation between Disadvantaged and Non Disadvantaged students.
All students will be attached to a certain House group and throughout the year, there will be various challenges / competitions that promote the working together of students. / There will be a positive development in relationships of students, including Disadvantaged students from different year groups.
Students, including Disadvantaged students will learn valuable life skills to equip them for life after leaving Haughton Academy (for example support / helpfulness, tolerance and teamwork)
Students will demonstrate positive increases in attendance, punctuality, behaviour and extra-curricular activities as they work together towards the various House challenges.
2.6, 2.7 / After School Extra-Curricular Enrichment Programme / None / The school provides a range of after school activities / clubs to help support the development of Disadvantaged students, in areas other than the academic. / The proportion of Disadvantaged students attending the extra-curricular programme will be in line with the % of Pupil Premium students within the school.
2.8 / KS4 – 5 Transition / Careers / Advice Service / £5,614 (associated costs based on a 48% Disadvantaged student caseload) / Disadvantaged students from Year 9 upwards access the 2 day per week provision provided by the service with a view to ensuring students are clear about the opportunities post 16 and do not drift out of education / employment opportunities. / Disadvantaged students access information that leads onto applications for FE, jobs, careers etc.
The % number of Disadvantaged students not going into further education, employment or training (NEET) decreases.
Disadvantaged students benefit from increased self-esteem and motivation.
2.9 / Year 6 into 7 Summer School Programme (Pupil Premium) / None – funded separately through Government Summer School Grant / The school offers a week long Summer School programme during the transition period between primary and secondary school aimed at Disadvantaged students to participate in a range of activities including literacy and numeracy based projects. / All identified Year 6 Disadvantaged students will receive an offer of invitation to attend
Increase students’ confidence and self-esteem through giving potentially vulnerable students an opportunity to feel more confident in their new school.
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Link to 2015 / 16 School Academy Raising Achievement Plan (RAP) / Disadvantaged Student Initiative / Associated Cost (£’s)
Note that this figure is based on the % of disadvantaged students within the school / Summary of Initiative / Intended Impact of Initiative
1.2, 1.4, 1.5 & 3.4 / Accelerated Reader Programme / £4,553(associated costs based on a 48% Disadvantaged student school profile) / A reading scheme aimed at supporting year 7 and 8 Disadvantaged students in improving their reading and comprehension. / Disadvantaged students will see an increase in their reading ages within KS3.
KS3 Disadvantaged students will develop a reading ‘culture’
1.2, 1.4, 1.5 & 3.4 / Lexia Licences / £3,112(associated costs based on a 48% Disadvantaged student school profile) / Purchase of Lexia software that will enable the school to identify areas of weakness in literacy within groups of Disadvantaged students and then support the development of these weaknesses. / Disadvantaged students will be able to access learning across the curriculum.
1.2, 1.4, 1.5, 1.6 2.5 & 2.6 / Student Equipment / Resources / Opportunity Curriculum Funding / £5,000 / Dedicated funds will be available to support Disadvantaged students with purchasing equipment and resources to allow them to fully engage within the life and work of the Academy. / Students who receive this funding will show a commitment to being part of a learning culture either through positive attendance, behaviour or progress towards achieving their MEG targets.
1.2, 1.4, 1.5 & 3.4 / Speech and Language Therapy / £4,697 associated costs based on a 48% disadvantaged student profile) / The Academy works in partnership with the other schools within the Academy Trust to provide a service that meets the additional needs of disadvantaged students in relation to speech and language issues. / Identified Disadvantaged students will be able to access learning across the curriculum and express themselves more effectively and confidently.
Progress will be made towards achieving MEG targets.
1.2, 1.4, 2.3, 2.4 & 2.6 / KS4 – Alternative Provision / £22,334 (based on 12disadvantaged students) / Disadvantaged students at risk of exclusion from school are offered personalised learning opportunities through the use of external training providers / education establishments. This includes basic skills support, vocational skills and development of social skills. / Identified Disadvantaged students will receive an educational package suitable to their individual needs.
There will be a reduced risk of exclusion and attendance will improve for these students.
Identified Disadvantaged students will leave secondary education with a set of qualifications.
1.1, 1.2, 1.4, 1.5, 1.6 & 4.7 / Ability Groups / None / The school timetable is specifically reviewed and managed to allow for Disadvantaged students to be ‘set’ according to need / ability in key subjects such as English, Maths and Science. / Progress will be made towards achieving and / or exceeding MEG targets.
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
Link to 2015 / 16 School Academy Raising Achievement Plan (RAP) / Disadvantaged Student Initiative / Associated Cost (£’s) – Note that this figure is based on the % of Disadvantaged students within the school / Summary of Initiative / Intended Impact of Initiative
4.13 / Disadvantaged Head Teacher with Pupil Premium Focus / £29,650(Cost associated with Disadvantaged Assistant Head Teacher using a 40% time allocation towards Disadvantaged student management) / There will be a designated ‘Disadvantaged’ Assistant Head Teacher post within the Academy / The Disadvantaged strategy will be monitored and fed back upon on to Head Teacher and Governing Body.
Evidence of strategy impact to be documented through Disadvantaged student evidence capture.
1.1, 1.2, 1.4, 1.5 & 1.6 / Subject Based Data Analysis Check / None / Following each data collection cycle, Subject Leaders are involved in a subject data analysis meetings with members of the Senior Leadership team. Within these meetings, analysis of performance data takes place forDisadvantaged students. / Subject leaders and staff within departments will show awareness of Disadvantaged students within their groups. From the analysis it will be clear what interventions are being put in place to help support these students. Disadvantaged students will achieve at least their MEG targets.
1.1, 1.2, 1.4, 1.5, 1.6, 3.6 & 3.7 / Intervention Programme Check / None / Following subject based analysis of data, all teaching staff complete individual student intervention forms for those students who are not on target to meet the minimum 3 levels of progress indicator (3LOP). This is monitored by both subject leaders and SLT as part of the ‘Teaching and Learning Walks’ initiative. Disadvantaged students are a key group within this focus. / Disadvantaged students will make progress towards meeting at least their MEG targets and / or have an appropriate plan in place in order for them to achieve this.
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.2 & 4.5 / Teaching and Learning Walks / None / SLT to conduct regular Teaching and Learning walks as part of routine monitoring. Disadvantaged students form a key part of this focus. / Teaching and Learning in classes that have significant amounts of Disadvantaged students will be judged as ‘Good’ or better.
3.1, 3.5, 3.6, 3.7 / Staff Expectations Guidance / None / Staff are subject to a ‘non-negotiable’ and ‘negotiable’ set of criteria / expectations to ensure all Disadvantagedstudents, receive a consistent approach to their learning in all lessons. / Disadvantaged students will indicate that they receive a consistent approach in their learning across a range of subjects.
4.5, 4.6, / Staff CPD Programme / CPD Budget Allocation – separate to Disadvantaged budget / Staff have access to a wide and varied CPD programme to aid / support and develop teaching and learning with a view to benefit all learners including those eligible for Disadvantaged funding. / Disadvantaged students will make progress towards meeting at least their MEG targets.
4.11, 4.12 & 4.13 / Governor Lead for Disadvantaged students / None / A dedicated member of the Academy’s governing body will have overall responsibility for liaison with the Head Teacher and Academy lead with responsibility for Disadvantaged students around the effectiveness of the Disadvantaged strategy in place. / The Governing Body will be aware of and involved in the development of the Disadvantaged strategy in school and hold to account, the Head Teacher and the Disadvantaged Academy Lead, in terms of the effectiveness of the Disadvantaged strategy.
Total Budget£321,000 (provisional)
Total Spend £ 331,654 (provisional)