Information

Pupil Premium

Goldwyn School: Pupil Premium strategy 2019-2020

                                                     

 

Summary Information

School

Goldwyn School

Academic

2019/20

Expected Pupil Premium

£105,000

Date of most recent
Yr 7 Review

Mar-19

Total no of pupils

156

No of pupils eligible for PP

84

Date for next review of this strategy

Mar-20

Current Attainment at Goldwyn School

Achieving 5 x 9-1 (equivalent)

 

2015

2016

2017

2018

2019

 

% of Pupil Premium

 

 

Goldwyn School

 

37%

57%

61%

58%

Ashford

38%

(6) 87%

100%

100%

100%

Folkestone

 

11%

25%

NA

100% (1)

Plus

   

0%

30% (3)

27% (3)

 

% of Non - Pupil Premium

 

 

Goldwyn School

 

29%

36%

50%

79%

Ashford

80%

(5) 83%

100%

100%

75%

Folkestone

 

11%

0%

33% (1)

100%

Plus

0

0

17%

27%

75%

                 

 

Annual Progress 2018-19

English

Vulnerability (2017/2018/2019)

2017

2018 (PA)

2019 (PA)

% students achieving 1 sub level progress

(2018 – 3 paps)

Whole Goldwyn (119/126/132)

76%

75%

67%

Pupil Premium (72/66/54)

72%

68%

67%

ASD (53/67/76)

72%

80%

68%

C in C (13/10/9)

92%

60%

56%

Girls (15/19/24)

87%

74%

79%

Boys (104/106/108)

61%

80%

64%

High Achievers (15/20/14)

87%

80%

86%

% students achieving 2 sub levels progress

(2018 – 6 paps)

Whole Goldwyn (119/126/132)

31%

55%

40%

Pupil Premium (72/66/54)

35%

47%

51%

ASD (53/67/76)

35%

58%

43%

C in C (13/10/9)

46%

50%

22%

Girls (15/19/24)

60%

58%

33%

Boys (104/106/108)

27%

53%

43%

High Achievers (15/20/14)

29%

75%

71%

 

Maths

Vulnerability (2017/2018/2019)

2017

2018 (PA)

2019 (PA)

% students achieving 1 sub level progress

(2018 – 3 paps)

Whole Goldwyn (119/126/132)

71%

84%

72%

Pupil Premium (72/66/54)

72%

82%

69%

ASD (53/67/76)

74%

85%

79%

C in C (13/10/9)

77%

80%

78%

Girls (15/19/24)

87%

83%

83%

Boys (104/106/108)

78%

83%

69%

High Achievers (15/20/14)

75%

100%

92%

% students achieving 2 sub levels progress

(2018 – 6 paps)

Whole Goldwyn (119/126/132)

43%

67%

24%

Pupil Premium (72/66/54)

44%

66%

25%

ASD (53/67/76)

40%

69%

28%

C in C (13/10/9)

54%

50%

33%

Girls (15/19/24)

80%

68%

33%

Boys (104/106/108)

36%

68%

22%

High Achievers (15/20/14)

57%

86%

25%

 

Barriers for future attainment (for pupils eligible for PP including high ability)
In school Barriers

A.

All pupils have SEN and Education Health Care Plan for SEMH, because of pupils Social and emotional barriers – many have not met age expected levels at the end of key stage 2.
A high proportion of Students have high levels of anxiety

B.

A high proportion of pupil shave difficulties with communication and interaction, low self-esteem and increasing mental health issues, particularly for some ASD pupils.
Students can find transitions difficult and this can result in escalation of behaviours.

External barriers

C.

A high proportion of pupils have support from family engagement agencies. Some pupils have restricted opportunities to engage due to communication needs- ASD.
Cases of irregular absence can effect pupils learning and progress

Desired Outcomes

A.

Increase communication skills of our pupils

Measured through communication tracking/ Targets and EHCP outcomes. Progress in tracked interventions.

B.

Improve pupils' attainment and progress in core subjects of English and Mathematics

Pupils eligible for support make rapid progress, so that differences diminish and they achieve well in comparison to other pupils in core and wider subjects. Mid-year and end of year tracking closely monitors the progress of pupils to check they are on track and when They are not, appropriate interventions are implemented. Tracking of interventions.

B.

Pupils have access to appropriate support and counselling to help them cope more effectively with anxiety and manage change more effectively and their behaviour improves.
Engagement and attendance will lead to improved outcomes.

They will have access to CBT techniques and counselling.
Students will have access to small group and 1:1 tuition to build confidence and attitude to learning. Emotion coaching a British Psychologist recommendation will be the base of this intervention.
Fewer behaviour incidents recorded for these pupils on the school system.
Pupils have access to appropriate support in school and externally when necessary. Feedback from pupils and parents highlights the value they place on the school pastoral staff and mentoring sessions.
Headstart data- including domain based conversations.

C.

Pupils engagement in learning is increased through a motivating and carefully planned curriculum offer (Goldwyn time) This will also impact on targeted interventions linked directly to need. As Engagement will be increased, anxiety will reduce and attendance will increase.

Attendance data.
Tracking of Goldwyn time curriculum and intervention. Feedback of parents through parent offer course.

 

Planned expenditure

Academic Year

2019-20

The two areas below show how we are using the Year 7 Catch Up Premium to improve classroom pedagogy, provide targeted support and support whole school Strategies.

High quality teaching and support for all pupils

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well

Staff lead

When will you review implementation

Improve pupils' attainment and progress in core subjects of English and Mathematics

Baseline assessments carried out.
Targeted curriculum time – using specific intervention where needed.
(Precision teaching/ accelerede/ paired reading/ cooper time/ dynamo Maths)

Precision Teaching techniques used to address gaps in learning

Pupils are given high quality feedback; which research shows is a very effective strategy to improve attainment. (EEF)

Targeted and small group tuition- many of our learners are disillusioned by past educational experience- allowing time in a small and safe environment to learn and practice skills build our students confidence.

Resources are appropriate to meet learning needs of pupils.
Internal and external lesson observations

Scrutiny of pupils work in English and Maths

Monitoring of intervention groups.
Pupil and parent/ carer feedback Analysis of data is tracked.

Vice principal Head of centre Teacher and support staff

Pupils Progress Assessment

Evaluation following each intervention

 

 

The link with parents/carers is extremely important and the Multiagency team and tutors attend EHCP, PEP & CIC meetings to discuss progress towards English and Maths targets and identify additional ways of improving support and opportunities.
The link with home helps consolidate and reinforce learning in school and build positive relationships

Provision mapping will track additional provision and opportunities for pupils and ensure a range of interventions and approaches used to support pupils If families do not have internet school will work with them to provide additional in school.

 

 

Pupils will be supported to regulate emotions and given opportunities to develop resilience

All staff have had mental health first aid training, and emotion coaching. This will also be in addition to Zone of regulation training.
All staff to receive training for anxiety- key strategies to engage pupils.
Staff will be able to support pupils effectively.

We know that pupils at Goldwyn make significant progress both academically AND socially and emotionally. The whole curriculum is shaped to deliver both in equity. Pupils grow in confidence and independence. The impact of this training also links into EHCP outcomes being specific to the needs of our pupils.

PP funds support the CPD of staff to deliver the most appropriate researched interventions and strategies for our pupils.

Vice Principal/ Head of Centre/ SALT

Through intervention teaching/ EHCP outcomes/ data reported to LI governing body

Improved outcomes for the most able pupils

Targeted intervention/ specific time in Goldwyn time for pupils.
Personalised planning for high attaining pupils. Paired reading/ specific enrichment projects such as take one picture.

The most able pupils will be challenged and make outstanding progress through additional sessions.
Enrichment activities provide opportunities to develop skills and increase wellbeing (metacognition)

Observations/ tracking through progress meetings.
Destinations.

Vice Principals/ Head of Centre/SEN CO
Progress leaders.

Tracking progress meetings/ Reporting to governors.

 

 

Precision teaching is a researched strategy recommended by KEPS

Or after school opportunities for learning using these approaches

SLT

 

Sensory Circuit and Sensory equipment needed to enable pupils to be ready for learning

Sensory Circuit has been established through highly effective training by the OT team

Tracking of interventions/ Planning for Goldwyn time/ Opportunities across the curriculum.

Centre Managers/ SLG

 


Allocated Budget: £115,100

             

 

Targeted Support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

ELSA support for new pupils to explicitly learn about emotions

Emotional Literacy Support for pupils to explicitly learn about their emotions and be able to process them

Researched intervention by Psychology body. Students barrier has been inability to understand and control these emotions

Wellbeing monitoring and ELSA intervention tracking

Vice principal/ Centre manager/ ELSA


March 2020

Reduce anxiety and build confidence and resilience

Students often enter school not ready to learn- this targeted intervention in the mornings will allow emotional needs to be met and staff to prepare students to learn.

Readiness to learn/ emotional wellbeing

Engagement/ attendance progress of interventions tracking

 

 

 

Some pupils are not able to learn on entry to school and require a therapeutic support – counselling/ CBT/ Art therapy/ PAT and Music are used to support our most vulnerable pupils. We use Lego therapy and Zones of regulation
Some pupils require support of a mentor for transitions as this can cause high levels of stress.

Parental course to reduce anxiety of our parents (Cathy Creswell) Including transport for some parents.

ACEs evidence- readiness to learn/ EHCP

Boxall teaching/ Interventions/ pupil survey/ Pupil progress

SENCO/Centre Mangers/ SLG


March 2020


Allocated Budget: £35,600

 

Other Approaches

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Wellbeing and Engagement Increased- Forest education delivered across sites to engage and thread learning.

Focus on engagement and raising self-esteem. The EEF and BPS also recommend this approach.

Observation/ Pupil voice/ Boxall

Vice principal/ Forest school lead

Mar-20

Parental engagement course- linked to anxiety- CBT Cathy Creswell

Course for transition Term 5
– Beck Ferrari.

CBT approaches with parents. 65% cases exit- were pre diagnosis state when course had been delivered

This training will then be delivered to staff also.

Parent survey/ increased attendance of pupils

Vice principal/ Specialist worker

Jun-20

Bereavement training bespoke

2 specific pupils – although bespoke training will also focus on losing a specific attachment figure (but not through end of life)

Staff confidence

Vice Principal/ KEPS

Jun-20


Allocated Budget - £4,800

 

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