Enterprise Learning Alliance

Enterprise Learning Alliance

THANET & DOVER PRU

Enterprise Learning Alliance

2013– 2014 Data Report

Vulnerable Group Data
Results

-Results 2012 – 2014

-PRU Results, Centre Comparison

-Average Points by Vulnerable Group

-Average Points, Yearly Comparison 2017 – 2014

Pupil Progress, Using 3 Sub Levels as ‘Good’

-PRU Progress, Numeracy, Literacy, ICT, SEBD

-Progress 2013 – 2014 Comparison

-Progress by Vulnerable Group

Attendance & Behaviour

-Headlines and developments

-Termly Attendance, SIM’s Data and PRU Data

-Attendance Comparison by Term

-Fixed Term Exclusions

-Incidents

KS3 Year Analysis

-Pupil in Take

-Exit Path Ways

-Referrals

Draft School Action Plan

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Key Stage 3 & 4

Short Stay Provision/Mainstream Intervention and Long Stay Provision

2013-2014

Analysis of Pupil Progress

Intake / Total / Perm Exc. / LAC / CHIN / CP / IYFA / FSM / EAL / SEN / PP / Funding for pp / CAF / CAMHS / MALE / FEMALE
KS3Number / 44 / 4 / 3 / 3 / 6 / 2 / 24 / 2 / 19 / 7 / 0 / 36 / 4 / 32 / 12
KS3 % / 9% / 7% / 7% / 14% / 5% / 55% / 5% / 44% / 16% / 0% / 88% / 9% / 73% / 27%
KS4Number / 173 / 22 / 24 / 24 / 14 / 13 / 72 / 16 / 122 / 54 / 45 / 121 / 52
KS4 % / 13% / 14% / 14% / 8% / 8% / 42% / 9% / 71% / 31% / 26% / 70% / 30%

Improvements & High Lights

22% Increase in 5+A*- G from 2013 Results
14% Increase in 5+A* - G EM
10% Increase 2A*- G EM
English- A*- C, 7.6% Increase

A* - G, 13% Increase

Maths – A*-C, 3.5% Increase
Improvement of 43 Average points per pupil from 204 to 246 in 2014

Area for Improvement

Improve 5+A*- C EM, as the % fell this year by 0.20%

High Lights

Project 15 (Complex Needs Provision) achieved :-

100% - 5A* - G EM

100% - Maths A*-G

100% - English A*-G

Westwood and Dover Skills Studio – Improved the A* - C, Maths Results, Westwood 5% Increase, DSS 11% Increase
Dover Skills – achieved 100% - English A* - G

Pupil Premium Pupils results and average points have scored high in comparison to Whole School data and other vulnerable groups
Statemented pupils achieved better results compared to Whole School results. With higher ‘average points’, 100% 5A*-C, 100% Maths A*-G, 33% English A*-C
EAL pupils achieved the lowest average points and lower results, although progress in literacy was 71% and Numeracy 86%

Statemented Pupils (7 pupils) achieve more points on average
‘Child in Care’ (11 Pupils) achieve lower ‘average points’by 96 point

Average Performance Points for Thanet & Dover PRU by Year 2006-2014
Academic Year / Average Points for TD AC PRU
2006-2007 / 19
2007-2008 / 53
2008-2009 / 46
2009-2010 / 50
2010-2011 / 55
2011-2012 / 90
2012-2013 / 204
2013-2014 / 247

There has been a Yr on Yr ‘Average Points’ increase since 2007, from 19 points per pupil to 246 point per pupil in 2014.

Progression KS3

English / Reading / Spelling / Maths / Science / Attendance
Outstanding / 3
sublevel + / 14% / 12 months + / 14% / 12 months + / 28% / 3
sublevel + / 15% / 3
sublevel + / 48% / 95% + or 20% + / 32%
Good / M / 2 sublevel
+ / 62% / 6 months / 26% / 6 months / 21% / 2 sublevel
+ / 48% / 2 sublevel
+ / 19% / 90% or 10% + / 28%
Room for Improvement / Some Progress / 19% / 3 months / 56% / 3 months / 28% / Some Progress / 32% / Some Progress / 28% / 85% or 5% + / 36%
Inadequate / Regression / 5% / No progress / 4% / No progress / 23% / Regression / 5% / Regression / 5% / No improve ment / 4%

KS4 Progression

ACADEMIC PROGRESS

English / Maths
Good or Above / 3+ Sub Levels / 66% / 3+ Sub Levels / 73%
Outstanding / 4 Sub Levels + / 45% / 4 Sub Levels + / 56%
Good / M / 3
sublevel / 21% / 3
sublevel / 17%
Room for Improvement / Some Progress / 21% / Some Progress / 16%
Inadequate / No Progress / 12% / No Progress / 10%
Non-Attenders / 6% / 6%

Statemented pupils make the most literacy progress (7), 85.71% made ‘Outstanding’ Progress
‘Child in Care’ – made the least literacy progress – 54.55% Good or Above Progress. To be addressed in School Action Plan

Statemented pupils make the most numeracy progress (7), 100% made ‘Good or Above’ Progress
‘Child in Care’ – made the least numeracy progress – 63.64% Good or Above Progress. To be addressed in School Action Plan
EAL students make 85.70% ‘Good or Above’ progress, ELA students were a focus group for the ELA as they were identified as the ‘most at risk’ group of underachieving.

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4) Attendance and Behaviour 2013 – 14 / New Developments

Attendance

Headline: Attendance for 2013-14 was 74.42%

Student attendance reflects the client group with many students being referred with attendance of less than 60% and a very small minority have no attendance.
A Welfare Officer is directly employed by the ELA to support attendance and there are also 2 Family Liaison Officers in place , one in Thanet and one in Dover.
The PRU is continually striving to increase the attendance and punctuality of its pupils and attendance is recorded daily in provisions and fortnightly at the PRU main office. Students persistently absent are identified at fortnightly reviews and under the RAG system. Those identified receive intensive support from the Welfare Officer and 1:1parent/carer meetings with the PRU and/or provision managers. The Welfare Officer refers to the KCC EWO to undertake court proceedings related to extreme poor attendance.
The analysis of attendance throughout the PRU is undertaken by a dedicated SIMS officer as part of the overall tracking process. This data analysis via SIMS does have limitations in a PRU context and the figures produced are further interpreted to give a true summary.
The local authority Freedom Pass scheme is now available and the PRU has helped to purchase these tickets for the most vulnerable pupils.
With the Raising of the Participation Age, the ELA now has responsibility for attendance in KS5. A Transition Support Co-ordinator has a team of Support Mentors to not only promote and organise appropriate destinations at the end of KS4 but also to monitor and support progress in KS5 within college, apprenticeships , work related training placements etc.

(Attendance summary attached )

Behaviour

Headline: The average number of exclusions per centre during 2013-14 was 1.87.

The number of exclusions have been reduced dramatically during the 2013-14 academic year, from an average of 8.84 per centre in Term One to nil in Term 6.

This is due to a more adapted and supportive approach being introduced within centres, with increased initial intervention, a process of individual isolation being set up and restorative justice techniques being used where appropriate.
An overall improvement in SEBD scores was made in 2013 – 14 across all centres, with over 70% making good or above progress, compared with 68% in 2012-13.

As ever, SEBD scores can fluctuate due to external influences on individuals, but enhanced provision has been introduced based on learning mentor support and the availability in centres of NHS counsellors, Youth Empowerment workers, Family Liaison Officers, Transition Mentors etc.
Of the total number of reported serious incidents during 2013-14 , 63% were for bullying , 12% were for E-Safety and 25% were for Racial Incidents.

The enhanced use of praise and rewards systems to reinforce positive behaviours has led to the decrease in instances of disruptive behaviour and a better learning environment.
Staff have been trained in effective boundary settings, team working and how to identify and work on disaffection in adolescents (Neuro-Linguistic Programming Training – Behaviour Management Training provided for staff 2014)
Increased use has been made of withdrawal areas for 1:1 intensive support and intervention.

New Developments

Headline: Class Charts introduced across the ELA in Sept 2014

This Behaviour Management software has been introduced as from Sept 14 across the ELA, both at KS3 and KS4, and is aimed at both promoting good behaviour and recognising achievement.
It allows the details of individual pupils and also a whole school view to be available in real time, not just to ELA centre staff but also to the SLT, outside agencies, schools and parents. Weekly reports for parents are generated and schools have their own log- ins, leading to collaborative information sharing for all parties.
With Class Charts being available on whiteboards, pupils can monitor their own behaviour during lessons. When linked to a rewards system, this is proving to be both motivating and effective. Areas of poor behaviour can be identified and targeted intervention put into place.

N.B. Pre-Ofsted Review – March 2014

“On the evidence gained within the review, behaviour across the ELA is currently good”

“Attendance rates, though well below average for all schools, reflect the ELA`s good systems for promoting and monitoring attendance.”

Pupils have made better progress in all areas compared to the previous year.
8% Increase in Literacy, 10% Increase in Numeracy, 2% Increases in both ITC and SEBD

Attendance

Attendance continues to be an area of focus for the PRU and remains a target improvement in the School Action Plan.

Project 15 has the lowest attendance of all the centres but this is a ‘Complex Needs’ unit were pupils have very high multi-agency support and a migrant population.

The Three Men in The Boat has good attendance; this offers one to one sessions, either in the pupils’ home or off site in the community.

Attendance Comparison by Vulnerable Group

EAL students have the lowest

Statemented Pupils have the best attendance – which matches their progress
EAL students have the lowest attendance across the PRU

INCIDENT REPORT SHEET

Mainstream School / No. / % of Intake / Permanent Exclusions / P/Ex. % of Intake
Astor School / 13 / 10% / 1 / 9%
Castle Community College / 15 / 11% / 0 / 10%
Charles Dickens School / 8 / 6% / 1 / 6%
Chatham House School / 0 / 0 / 0 / 0
Clarendon House School / 0 / 0 / 0 / 0
Dane Court School / 2 / 1% / 0 / 1%
Dover Boys Grammar / 0 / 0 / 1 / 0.6%
Dover Christ Church / 11 / 8% / 1 / 6%
Dover Girls Grammar / 0 / 0 / 0 / 0
Ellington Hereson School / 5 / 4% / 0 / 3%
Hartsdown Technology School / 21 / 16% / 2 / 16%
IYFA / 11 / 8% / 0 / 8%
King Ethelbert School / 10 / 7% / 0 / 7%
Marlowe Academy / 3 / 2% / 0 / 2%
Sandwich Technology / 11 / 8% / 1 / 8%
St Edmunds School / 5 / 4% / 1 / 4%
St George’s School / 16 / 12% / 0 / 11%
Ursuline College / 4 / 3% / 0 / 3%

CURRENT COHORT

Long Stay Referrals 2013/14

Mainstream School / No. / % of Intake / No of Referrals Return to Mainstream / % of Referrals Returned to Mainstream
Charles Dickens School / 2 / 10%
Chatham House School
Clarendon House School
Dane Court School
Ellington Hereson School
Hartsdown Technology School / 6 / 29%
King Ethelbert School / 4 / 19%
Marlowe Academy / 1 / 5%
Sandwich Technology / 2 / 10%
St George’s School / 3 / 14%
Ursuline College
St Edmunds School Dover
Astor College Dover
Dover Christ Church Dover
Castle Community Deal / 3 / 14%

CURRENT COHORT

Short Stay Referrals 2014/2015 (Term 1)

Exit Pathway

*Statistics based on Successful Exit Pathways

Exit Pathway / Total / Perm Exc. Issued / Perm Exc. On entry – Supported New School / Supported
Managed Move to Mainstream / Specialist Provision Secured for Exit / Supported Return to same school / Supported Transition to KS4 AC
Number / 30 / 0 / 3 / 7 / 6 / 3 / 10
% / 69% / 0% / 75% / 34% / 20% / 10% / 34%

Intervention Referrals 2013/14

Mainstream School / No. / Number of Successful Reintegration / % of Successful Reintegration
Dane Court School / 1 / 1 / 100%
Sandwich Technology / 15 / 13 / 87%
St Edmunds School Dover / 4 / 4 / 100%
Astor College Dover / 4 / 4 / 100%
Dover Christ Church Dover / 8 / 8 / 100%
Castle Community Deal / 2 / 0 / 0%
Brook / 10 / 6 / 40%

Current Intervention Referrals 2014/2015 (Term 1)

Mainstream School / No. / No of Referrals Return to Mainstream / % of Referrals Returned to Mainstream
Charles Dickens School / 2
Dane Court School / 1
King Ethelbert School / 5
Marlowe Academy / 7
Sandwich Technology / 10
Ursuline College / 2
Astor College Dover / 6
Dover Christ Church Dover / 2
Castle Community Deal / 1

Subject / Aims / Who / When / Outcomes
1. Raising Individual Progress and Attainment / a) Improve results to 62% 5A* - G including maths and English.
b) Update &Implement Raising Achievement Plan
c) Focus on numeracy and literacy achievement across all subjects
d) Improve the progress for ‘Child in Care’, 100% make progress, at Least 70% are making good or better progress in Literacy and Numeracy across the PRU.
e)85%+ PRU Leavers in actual positive destinations / SLT
MC/AH/
DD/MW
BC/
GCSE Tutors / August 15
Sept 15 / 62% (Increase from 59%,2014) gain 5A* - G including English and maths by the end of Key Stage 4
100% CIC make progress, 70% ‘CIC’ make good or better progress in all areas.
Less than 5% NEETS
2. Quality of Teaching / Improve further the quality of teaching so that the quality of teaching in all lessons is at least good. 20% of teaching is observed at being ‘Outstanding’.
Link with Mocksted Action Plan – Marking and Book Scrutiny. / SLT
MW / April 15 /

The teaching of all staff to be judged as at least ‘Good’.
Of the 39 teachers, at least 7 to be judged as ‘Outstanding’

3. Intervention / a) Reduce the need for ‘Offsite provision’ by providing in school support, training and intervention in schools for all Key Stages.
b) Improve intervention strategies for students with below expected levels in numeracy and literacy, with a focus on ‘CIC’.
c) Adopt a more consistent approach to developing and applying the student skills in reading writing spelling communication and mathematical skills across all subjects of the curriculum
d) Attend LIFT meetings, to access specialist intervention and training via Special Schools and Special School staff. / HT/SLT/ MW/BC / July 15 / PRU numbers reduce, KS3 & KS4
Students improve basic literacy and numeracy at KS4
Students with below expected levels in numeracy and literacy make accelerated progress.
CIC pupils progress in all areas
Reading ages improve
Evidence seen in lesson observations of a consistent approach to providing literacy/numeracy opportunities
SOW highlight literacy/numeracy opportunities
4. Attendance / a) To implement strategies aimed at achieving 80% for the whole PRU
b) To continue to develop an innovative appropriate curriculum offer
c) Reduce Fixed Term Exclusions / Centre Managers/SB/FLOs’s NW / July 15 / 80% attendance across the PRU less non-attenders under 10%
Less than 50 Fixed Term Exclusions across the PRU
5. Feedback / a) Ensure all students have clear and measurable shared targets in literacy mathematical skills and behaviour that inform lesson planning more efficiently
b)Continue to develop student voice as a mechanism for feedback / CM/MW/ NW / July 15 / Student voice to continue to form part of the PRU recruitment process and in the regular evaluation of teaching and learning.
Target setting evaluated during regular centre reviews
6. Develop whole PRU identity / a)To increase awareness and participation of pupils and staff in shared PRU values
b) Improve PRU website and School Newsletter
c) Shared PRU activities and resources / SLT / March 15 / New School Newsletter
PRU Website
7. Improve School Links / a) Increase PRU CPD offer by establishing strong links with local schools and attending their training.
b) Improve teaching and learning via shadowing good or outstanding pedagogy
c) HT to attending LIFT Executive Meetings / SLT / Jan 15 / Shared CPD events with local schools-
Staff aware of PRU expectations and culture
Increase awareness across the Districts
8. Buildings / A) Ensure all provisions are suitable for Educational purposes, with appropriate resources. / MC/MW / Feb 15 / All Centre’s are in appropriately resourced and in buildings suitable for Educational purposes.

Enterprise Learning Alliance SCHOOL IMPROVEMENT PLAN 2014-2015

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Appraisal 2013 – 2014

Process and Outcomes

Appraisal Cycle Teaching Staff

By 12th October 2014all planning meetings complete

19th July 2014all lesson observations complete

1st June 20134all interim review meetings complete

23rd November 2014 all 2013-14 review and 2014-15 planning meetings complete

Appraisal Cycle Support Staff

Support staff are appraised following the KCC TCP appraisal process

Lesson Observations 2013 – 14

Staffing 2013-14

As at September 2013 there were the following contracted teaching staff.

Leadership / Advanced / Upper pay scale / Main pay scale / Unqualified / Total
Full time / 4 / 0 / 1 / 8 / 16 / 29
Part time / 0 / 0 / 0 / 0 / 1 / 1
Total / 4 / 0 / 1 / 8 / 17 / 30

UPS3

1 Staff not eligible for an increment

Main pay scale

All teachers received an increment w.e.f. 1/9/14. There were no teachers on the top of the scale eligible to apply for UPS.

Unqualified

1 unqualified member of staff failed to reach the required standard to receive an increment

16 Unqualified teachers received an w.e.f. 1/9/14

As at September 2013 the following were contracted support staff.

Centre Manager / Education Support Staff / Admin / Premises Staff / Total
Full time – all year round / 6 / 0 / 2 / 0 / 8
Full time – term time only / 0 / 38 / 2 / 0 / 40
Part time / 0 / 1 / 1 / 1 / 3
Total / 6 / 39 / 5 / 1 / 51

There was 39 support staff eligible for an increment in April 2014 all of which were awarded. This is broken down as follows:

Centre Manager / 6
Education Support Staff / 28
Administration / 5
Premises Staff / 0
Total / 39

12 members of the support staff joined during the academic year and this member of staff was not eligible for an increment in April 2014.