Newhaven School

Newhaven School

ACHIEVEMENT & ENJOYMENT THROUGH LEARNING

Pupil Premium

At Newhaven we consider ourselves to be in a rare position; it could be said that students accessing education in a Pupil Referral Unit (PRU), King’s Park or NEST are all at a disadvantage compared to students in a mainstream school. Students attend Newhaven for a variety of reasons but many can be related to socio-economic disadvantage and barriers to learning that have led to exclusion from, or inability to attend, mainstream education. It is for this reason that Newhaven pays for a wide range of external and internal services to help remove those barriers to learning and help our students achieve:

 

We invest far more in services such as Clinical Psychology, Educational Psychology, Speech and Language Therapy, Art Therapy and School Nursing than most schools.  We believe this is the most effective way of addressing the barriers that our young people face.

 

Newhaven Pupil Referral Unit

 

Pupil Premium Report 2017-18 and Outline Action Plan 2018-19

 

BIG Picture 2017-18

% School Population: 58%

Pupil Premium Allocation: £81,880

Impacts of our use of the Pupil Premium

Areas for further attention

Students secure and fed, and in uniform

Intervention to reduce social, emotional and academic barriers to learning

Improvement in the curriculum offered

Literacy

Attendance

Attainment at GCSE

Improved literacy

Attendance

Increased parental engagement

Parental engagement

 

 

Pupil Premium Student Profile – By site (as of 24/01 2017 and 01/10/2018)

2017-18

2018-19

Year

Pupil Premium

%

Year

Pupil Premium

%

Gardens

51

61%

Gardens

48/70

69%

NEST

9

41%

NEST

12/22

45%

Kings Park

18

72%

Kings Park

31/48

65%

Outreach

4

57%

Outreach

3/7

43%

Total

85

58%

Total

94

64%

 

Budget Spending

 

Allocation and Budget

Amount Allocated 2014-15

£69,910

Amount Allocated 2015-16

£66,853

Amount Allocated 2016-17

£66,853

Amount Allocated 2017-18

£81,880

Amount Projected 2018-19

£80,500

 

 

Total Budget 2018/19

(inc. remaining 2017/18)

 

Projected spending

 

Remaining

£108,816

£77,139.94

£31,677

 

LAC funding is included in this.  We had 14 LAC students in 2017-2018.

 

 


Pupil Premium for all

 

At Newhaven we are acutely aware that every single student has experienced significant disadvantage, presenting with various significant barriers to learning.  Hence our approach to improving the progress and attainment of pupil premium students is a comprehensive school wide strategy, rather than focusing solely on the pupil premium students.

 

 

Our school wide strategy involves:

Excellent Teaching

·      A clear focus on the effective use of assessment as a diagnostic tool to personalise learning, demonstrated in the rigorous use of seating plans. (linked to the Sutton Trust evidence base)

·      Improving the frequency and quality of feedback: consistent use of quality marking to provide clear and forensic feedback that supports progress over time

·      Ensuring there is a clear structure to learning in all lessons, backed up by rigorously planned and well-resourced Schemes of Work

·      Whole school focus on literacy and numeracy with SALAD and numeracy starters as well as whole days

·      Ongoing tracking and monitoring of progress of students through RAP meetings. Clear identification of students not making progress, along with  tailored support and intervention put in place 

·      Monitoring of attendance and achievement/behaviour points every two weeks

·      Providing a learning environment rich in reward and praise: embedding our new reward and praise strategy linked to the Newhaven behaviour policy 

The curriculum our students follow

·      A tailored and tiered inclusion curriculum which targets the basic skills needs of students, boost progress at Key Stage 3 and provide alternative pathways to accreditation in Key Stage 4 (vocational and academic)

·      Implement an extension curriculum at Key Stage 4 which targets the most able learners and ensures they are stretched and challenged (English Literature, option of Science BTEC or Science GCSE, EPQ, Statistics)

·      Flying Start Strategy: placing a clear focus on using students starting points to lift off – to more accurately track progress within Newhaven rather than relying on KS2 data

·      Aspiration: more specific tailored programmes to engage disadvantaged students in experiences which raise aspirations and open their eyes to opportunities open to them. This includes mentoring, tailored IAG, trips to colleges

·      Streamed Key Stage 3 classes which ensure that the curriculum is offered at a highly differentiated level appropriate for each group. Students are feeling more comfortable and confident in their learning environment. Each of the classes has a different set of interventions catered to their level; literacy, social skills, reading groups

·      Classes for Year 10 at Shooter’s Hill College and Hadlow College

Our support for young people

·      Revision classes and extra tuition after school, at weekends and during half terms to boost progress and narrow achievement gaps

·      Specific intervention for Year 11 across all subjects targeted at disadvantaged students: extra staffing, tutors, small group tuition, mocks, extra resources

·      Refreshments for Year 11 after school intervention

·      Pastoral Managers who oversee the welfare of all students

·      Mentoring programme which pairs all students up with a member of staff

·      Mentors are in constant contact with both the child and their family  

·      Home School Liaison Officer to improve the link between home and school. This creates another point of contact for families so that they feel comfortable contacting the school. Students are also driven in to school if they are unable to attend and work for non-attenders is sent home and collected

·      After school and lunch time sports clubs (football and rugby) to reduce unstructured time and to offer a chance for students to take part in a team sport and create friendships outside of classes

·      Trips at Christmas time to increase social and cultural capital

·      Literacy Specialist LSA who assesses literacy and works 1:1 with students, along with the librarian and other trained staff members

·      Outside agencies: Educational Psychology, Clinical Psychology, Speech and Language Therapy, Music Therapy

 

 

Report 2017 – 2018

 

Key priority

 

To reduce barriers to learning, including social, emotional and academic barriers, and thus increase attainment

What were we trying to achieve?

Identify and intervene where barriers to learning are presented.  This includes but is not limited to:

·      Improve gaps in basic literacy

·      Improve parent engagement with school

·      Increase levels of attendance and retention in education

·      Implement a tiered programme for KS4 students (vocational/academic)

·      Increase the progression of students onto Further and Higher Education and training, as well as into high quality work based training opportunities

How did we do?

Improve gaps in basic literacy

 

This year we introduced a specialist literacy Teaching Assistant who has assessed literacy needs of the weakest readers, and provided 1:1 intervention for both phonics and comprehension.  We have also included 1:1 reading sessions for fluency and comprehension with the librarian. 

 

The impact of this has been that the average improvement of reading age of students involved in regular intervention is 17 months over a 9 month period.

Improve parental engagement with school

Through individual meetings with our clinical psychologist, and parental workshops for anxious teenagers (amongst other topics) by our educational psychologists, we have built relationships with parents in order to develop the family support around our most vulnerable students.

 

The impact of this is difficult to measure as they are the students with significant barriers to education that come from outside school, but we recognise that these parents, who have often had negative experiences of school themselves, are more comfortable attending the school premises and engaging with staff. 

Increase levels of attendance and retention in education

66% (80/120) students currently on roll and for whom we have prior school attendance, improved their attendance from their previous school attendance during the last academic year.

65% (78/120) of our students that stayed on roll over the year have attendance of at least 90%.

40% (48/120) of our students that stayed on roll over the year have attendance of at least 95%. 

 

Implement a tiered programme for KS4 students

 

All KS4 students now follow either a vocational or an academic route.  The students following a vocational route complete a Level 1 award at Shooter’s Hill college in Construction, Catering or Hair and Beauty.  Other students are completing up to 8 Level 2 GCSE or BTEC courses as they are able.

 

Increase the progression of students onto Further and Higher Education and training, as well as into high quality work based training opportunities

 

Our increased network with Shooters Hill has meant that our transition process into college has been more robust and more students have managed this successfully.  More of our students have moved onto high quality work based opportunities than ever before, including an apprenticeship in Finance.

 

 

 

Action Plan 2018-2019

 

Whilst last year we could use our Pupil Premium money to support the food we provide for free to all students, this year we are using our own school budget for food as we have prioritised Pupil Premium spending on intervention for social, emotional and learning needs.

 

Key priority

 

To reduce barriers to learning, including social, emotional and academic barriers, and thus increase attainment

What are we trying to achieve?

Identify and intervene where barriers to learning are presented.  This includes but is not limited to:

·      Increase support around social, emotional and psychological barriers as well as difficulties presented within a learning environment

·      Improve gaps in basic literacy

·      Improve parent engagement with school

·      Increase levels of attendance and retention in education

·      Increase the progression of students onto Further and Higher Education and training, as well as into high quality work based training opportunities

 

Improved academic outcomes will be achieved only through focus on improving these barriers. We believe dealing with the barriers mentioned above will help to secure emotional safety and wellbeing, which leads to increased confidence, engagement and attendance which will lead to increased attainment.

 

What will we do?

Increase support around social, emotional and psychological barriers as well as difficulties presented within a learning environment

 

We acknowledge that our intake is becoming increasingly complex and that students have myriad barriers before they can begin to successful learn. In order to address these complexities, we have increased the capacity of the clinical psychology, educational psychology and speech and language therapy. A significant percentage of our Pupil Premium funding goes towards these agencies; we would not be able to provide these interventions without the Pupil Premium funding.

 

We anticipate that the increased access to emotional and learning support, by both students and parents, will lead to greater emotional stability, confidence and the conditions in which better learning can take place.

Improve gaps in basic literacy

Literacy interventions will increase in 2018-2019 due to the effectiveness of the interventions last year. There are now more students accessing 1:1 literacy support with the librarian, the specialist literacy Teaching Assistant as well as other trained staff members who support year 11 students.

 

We anticipate the impact will be increased engagement with lessons and greater confidence and academic progress.

Improve parental engagement with school

Through individual meetings with our clinical psychologist, and parental workshops for anxious teenagers (amongst other topics) by our psychologists, we continue to build relationships with parents in order to develop the family support around our most vulnerable students. 

 

We anticipate that parents will be better able to support their child, leading to greater emotional stability, better attendance and improved academic progress.

Increase levels of attendance and retention in education

With new students constantly coming into Newhaven this is an ongoing priority. We expect that increased work with families and supporting social, emotional and learning needs this will continue to lead to increased attendance.

 

Consolidate a tiered programme for KS4 students

 

All KS4 students now follow either a vocational or an academic route.  The students following a vocational route complete a Level 1 award at Shooter’s Hill college in Construction, Catering or Hair and Beauty.  Other students are completing up to 8 Level 2 GCSE or BTEC courses as they are able.

 

We anticipate that this will lead to the greater chance of each student reaching their full potential.

 

Increase the progression of students onto Further and Higher Education and training, as well as into high quality work based training opportunities

 

Our increased network with Shooters Hill has meant that our transition process into college has been more robust and this year we are increasing our network with Lewisham Southwark College.

We anticipate that this will allow greater choice of vocational courses, as well as choice of college that students are confident moving onto.  The relationships Newhaven has with colleges mean a more robust transition process and should lead to greater retention at sixth form.

 

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