2.Current attainment

STACS data

National data

2018 Estimates
76 PP (108 non-PP)

2018 Pupils not eligible for PP

% En and Ma 4+%

51.3%  (69.4%)

 71.2%

Progress – English element

-0.226 (0.147)

0.11

Progress – Maths element

-0.359 (- 0.167)

0.11

Progress – Ebacc element

-0.342 (-0.221)

0.31

Progress – Open element

-0.301 (0.117)

0.09

Progress 8 score average

-0.31 (-0.035)

0.11

Attainment 8 score average

41.15 (49.49)

 49.8

3.Barriers to future attainment (for students eligible for PP)

In-school barriers

A.

Lower levels of Literacy skills for some PP students which is resulting in lower progress and attainment levels in KS3 and KS4.

B.

Low aspiration for some PP students such as more able students who are eligible for PP not making the highest rates of progress compared to other students in KS3/4

C.

Behaviour of a small group of students. Higher FTE rates for students who are eligible for PP in comparison to other students.

External barriers

D.

Lower levels of attendance and punctuality rates for pupils who are eligible for PP in comparison to other pupils.

4.Desired outcomes

Success criteria

Improve levels of literacy for all students eligible for PP in KS3 and KS4.

• The vast majority of student reading ages will be in line with their chronological age by April 2019.
• Students routinely read high level texts in lessons.
• ‘High level’ texts are embedded into SOW at KS3. Students to read them in order to develop vocabulary.
• Teach reading comprehension strategies through modelling and supported practice by:  
• Embedding Year 7 and 8 spelling tests
• Embedding Year 7, 8 and 9 reading in form time
• Continue the implementation of Sixth form students reading 1:1 with weak readers in KS3.

Increase levels of attainment and Progress of PP students in all subject areas.

• High levels of challenge across all Key stages.
• Curriculum powered change; excellence and knowledge requirements specified in every subject in every year.
• Increased attainment and progress for PP students at KS3 and KS4.
• Increased attainment and progress of PP most able students who are underachieving.
• Increased attainment and progress for SEND PP students.
• All proactive interventions put in place by classroom teachers and the raising standards team improve the student’s outcomes.

• The HOY and the Raising Standard Team have effective monitoring systems through Academic Board meetings and pastoral interventions and strategies they can track academic progress

Improve behaviour of small group of PP students.

• Reduced FTE figure.
• All proactive mentoring and support put in place by the Pastoral Learning Mentor Support team improves behaviour and removes barriers to students’ learning.

• Greater parental engagement for these students through pro-active monitoring from Heads of Year.

Improve levels of attendance and punctuality rates for students who are eligible for PP.

• Reduced number of persistent absentees among students who are eligible for PP.
• All proactive mentoring and support put in place by the Pastoral Learning Mentor Support team removes barriers to attendance and students are above or in line with national figure of 95%.
• Ensure greater parental engagement for these students.
• The centralised detention system drives improved punctuality - aim to see reduced numbers in detention throughout the year.

5.Planned expenditure

• Quality of teaching for all

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 levels of literacy for all students eligible for PP in KS3 and KS4.

• Students develop fluent reading capabilities in lessons;
• Develop staff range of strategies for teaching reading effectively within their subjects and classrooms through Staff CPD. Begins on the 4th September with a session on effective reading strategies (eg the use of a ruler for reading).
•  
• Students routinely read high level texts in lesson;
• ‘High level’ texts embedded into SOW at KS3. Students follow these texts in lessons using a ruler whilst the teacher reads to them in order to develop vocabulary.
•  
• Teach reading comprehension strategies through modelling and supported practice;
• Embed Year 7 and 8 spelling tests
• One form time a week, half of Year 7 will be escorted to the SDR to complete a Tier 2 low stakes spelling test. The other half will complete it in another form time. SRI and one member of SLT will conduct the spelling test.
• Every half term there will be a higher stakes test where the results will be collated and interventions will be introduced accordingly.
• Embed Year 7, 8 and 9 reading in form time
• Form tutors will receive a booklet of short stories to read with their form. They will read to their form and the students will follow using their rulers. Staff will then facilitate a discussion regarding the text that the students have read.
• Reorient staff on the expectations for the delivery of reading (Oct 18).
• Continue the implementation of Sixth form students reading 1:1 with KS3 students.
• Following STAR tests, the weakest readers in Year 7/8 will be identified and sessions will be created to give them an opportunity to read to a Sixth Former in form time. The students involved in these sessions will be reviewed termly.

Lower levels of literacy characterise the underperformance of our PP students. 

The focus on key, basic literacy skills by all staff raises standards for all. 

By doing so it will have a disproportionally greater impact on PP students.

Learning walks and sharing best practice within faculties.
Discussions at Raising Standards meeting 2 and 3.
Sampling the reading completed in a day by students using an appropriate method and judge its level of complexity. Comments will be reported back to Heads of Faculty.

Analysis of the higher stakes spelling tests to identify weaker spellers so that inventions will be targeted appropriately.

AR reading ages and the improvements made from September to January.

Form Observations and Learning Walks

SRI
JBA
RSM
CLI
MBE

October 2018

January 2019

The vast majority of student reading ages will be in line with their chronological age by April 2019.

September 18
- Year 7 students STAR tested

October 18
- Routines for the spelling and reading strategies will be embedded into form time.
 - A review of the implementation of the spelling and reading strategies to outline any improvements for after Christmas.

January 19
- The improvement in reading ages using the STAR test data will be rapid.
- Review the STAR data for the students involved in the 1:1 reading.

April 19
- The vast majority of students will have their reading age in line with their chronological age.

End of year
All students to have a reading age in-line with their chronological age by the end of Year 8.

Increase levels of attainment and progress of PP students in all subject areas.

To embed a knowledge-based curriculum;

• Higher levels of challenge
• New schemes of work at KS3 will be implemented in September 2018 across the curriculum.
• Knowledge will be clearly specified by all faculties both at the scheme of work level (generally done by Knowledge Organisers) and in individual lessons. 
• Teachers will be encouraged to impart their knowledge and as such teacher talk will be encouraged as they are the experts. Through the year teachers will become more expert in direct instruction.
• Students will be taught about memorisation. Practice retrieval and distributed practice will be central strands of this work.

• Fortnightly Faculty CPD focuses on what is taught and how to teach it even better
• Faculty CPD to be a central part of the calendar with 57% of CPD time given to Faculties.  Faculties will discuss what they are going to teach in the coming weeks and how they can do this effectively. 

• Subject experts monitor learning
• Subject experts will develop bespoke ways to monitor learning in their Faculty.  The driving force behind this monitoring is the question “How can we improve teaching?”.

Cognitive science tells us that teaching knowledge is the necessary partner critical to achieving culturally literate citizens who are able to meaningfully participate in democratic life.

Our adoption of this curriculum is driven by our unending mission to seek educational excellence and equity for all children. 

The autonomy given to faculties with CPD time brings with it high levels of accountability. 

Faculty monitoring processes will examine the success of the curriculum by using a bespoke method of observation, work scrutiny and drop ins.  

HOFs will meet with their Line Manager weekly.  The ‘Classroom Habits’ document will be a central tool to focus this meeting.

JBA
RSM
CLI
MBE

HOFs will formally report to their Line Manager on the effectiveness of their curriculum 22/10/18, 17/12/18,
18/3/19,
3/6/19. 

JBA will report on the effectiveness of our curriculum to SLT.
12/11/18,
14/1/19,
1/4/19,
17/6/19.

The 12/11 report will form part of the formal curriculum evaluation which will lead into the design of next year’s curriculum model.

The Curriculum Leadership Group (JBA, RSM, MBE, CLI) will report fortnightly on the effectiveness of CPD and the extent to which we are meeting the aims laid out in the SIP.

C
Improve behaviour of PP students.

To eradicate disruption from every classroom;

• Learning habits defined and positively reinforced raising expectations of our learning routines

• S.T.E.P.S expectation fully embedded
•  
• Clear and consistent consequences for lack of effort
• The classroom expectations will be modelled in lessons.
• Students must be on task.
• Students must present their work well (CLIPPERS).
• Students must be in absolute silence when it is called for by the teacher.

For students to maximise their learning potential they must be prepared and ready to learn with the correct equipment and attitude to learning.

Students equipment will be checked daily by the form tutor (Mon, Tues, Thurs and Fri) and by SLT spot checks (assembly).

Form tutors will use the ‘show and tell’ method of equipment checks in tutor time.
Staff Survey – either through CPD or Questionnaire.

Student Voice – through student leadership group ROS or form tutor questionnaire.

Lesson Observations, Learning Drop Ins and On Call Experiences – SLT and MLT

Consequence Data Analysis – TPE and Pastoral Leadership Group

TPE
HOF

October 2018

December 2018

February 2019

Easter 2019

July 2019

• 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?

Improve levels of Literacy for all students eligible for PP in KS3 and KS4

Interventions from Mentors/SEND team.

Pupil premium students are prioritised for literacy intervention from the SEND team when they are not working at expected levels. Those with social, emotional or behavioural needs are targeted by the mentor team.

Improved literacy will mean that students are better equipped to access the curriculum

Focusing on the most vulnerable students in nurture and transition with increased support and specialised timetable has proven impact on progress in previous years.
This programme has successfully run for the last two years. The data shows that students within these groups have made exceptional progress academically and also pastorally

Interventions from the SEND team and mentors will be targeted and specific to their individual literacy need.

Social support will also be offered for those for whom social barriers are an issue.  Ed Psych or OAKS mental health support worker to be involved when appropriate.

Half termly review of progress of targeted students with reading and spelling age tests.  Whole school aim is that every student will have reading and spelling ages commensurate with their actual age.

Weekly team meeting to discuss individual students causing concern and strategies used.

Monitoring programme for all staff involved in intervention work.

Development of the literacy team to include increased staffing.

GOR
CLI

Termly year group data reviews.

Reading and spelling age data analysed half termly

Weekly Raising Achievement team meetings.

Increase levels of attainment and progress of PP students in all subject areas.

Responsive teaching ensures teaching is adapted to the needs of all learners.

• Assessment Toolbox documents for every subject to be submitted to MBE for discussion and approval by 28th September 2018 (KS3) and 8th December 2018 (KS4). These will specify how the key elements of retrieval practice, low and high stakes tests, distributed practice and responsive teaching are to be used in every classroom.

• HOFs will use the Assessment Toolbox in their CPD and will monitor its application in lessons.
•  
• Teachers will use data from assessments under the guidance of HOFs to judge each KS3 student’s overall attainment using the new A-E system.

• Feedback from the front will be embedded across the school and used in response to common errors in low and high stakes tests, as well as other classwork and homework tasks.

• Teacher feedback will result in student action and improvement. Examples of this include re-drafting, reviewing, re-learning, drilling, further questions and re-testing.

Students need to develop their recall and retention of knowledge  so as to be able to be fully prepared for the demands of the state examination requirements so to achieve successful outcomes.

HOFs and SLT Line Managers will use the Assessment Toolbox to guide their monitoring of teaching. They will use a combination of observations, lesson drop-ins and work scrutiny to ensure that the key toolbox strategies are being used by all teachers.

Areas identified for improvement in teaching and assessment will become the focus of subsequent Faculty CPD.

Scrutiny of assessment data will show the extent to which the new A-E assessment system has been understood by all teachers.

MBE

October 2018

January 2019

February 2019

March 2019

Improve behaviour of small group of PP students.

Improve classroom engagement for targeted students via proactive behaviour interventions.

Pastoral Manager to be appointed to lead the LMPS team

Learning Mentor/Pastoral Support team re-evaluated and further trained in significant student support areas.

Early proactive identification of students who require intervention.

Proactive and reactive intervention to be part of the internal exclusion days

Both proactive and reactive intervention require a praise report shared with HOY at the end of each week.

Positive praise shared with parents by LMPS/HOY/SLT LINK

Students cannot make rapid progress if they are not in well-taught lessons every day.

The number of FTE for PP students must be reduced.

Although figures have dropped for all students in line with expectations for the new systems, the % of PP students has increased slightly for FTE and IX reflecting the fact that these students have more intransigent barriers to their learning and will remain a focus.

Learning Mentors Pastoral Support will work both reactively and pro-actively with students in their year groups to build, develop and embed strong positive relationships to ensure that learning and students outcomes are maximised.

By raising expectations and having a consistent and effective consequence systems together with a rewards system based on recognition and praise the opportunities for students to shine at STACS and achieve their academic potential is paramount.

Fortnightly Behaviour Strategy Meeting with SLT link regarding impact of LMPS.

Half-termly meeting with PM and LMPS with SLT link to identify areas of best practice and areas to improve.

Data analysis to identify patterns of success and areas of improvement (praise and consequence data).

Data analysis to identify patterns of success and areas of improvement from proactive intervention whilst in IX (praise and consequence data). 

Learning walks/drops ins/academic board meetings alongside behaviour data to be looked into to identify patterns of success and areas to improve.

JHA
GOR

Fortnightly Behaviour Strategy Meeting.

Half-termly review of LMPS interventions and data analyses.

Termly year group Academic Board meeting

Termly
iAi (issue, action and impact) case study sheets are completed by FT, HOY, LMPS

Improve levels of attendance and punctuality rates for students who are eligible for PP.

To ensure attendance and punctuality is at least in line with national average for all key groups.

Attendance Team Established

• The appointment of an attendance clerk to support the attendance officer and attendance/punctuality strategy from September.
• Clear job roles and responsibilities outlined for both the attendance officer and attendance clerk.

Fast Track Prosecution and Leave in term time

• JHU to take over lead of fast track prosecution.
• Any student with 10 unauthorised sessions (5 school days) the fast track to prosecution will be started.
• JHU to monitor G codes regularly and liaise with the Education Legal Team 

Attendance and punctuality system data

• Attendance and punctuality reports to be set up on Bromcom to enable data analysis of groups to happen more regularly
• CLI/JBU to set up daily/weekly/term to reports to key groups of staff i.e. HOY/SLT/LMPS

Weekly monitoring

• CLI weekly meetings with Attendance Officer and attendance Clerk to review data.
• Weekly attendance and punctuality reports used to inform interventions; half termly FT/HOY/SLT intervention groups created ensuring groups are focused on boys, PP students and K-coded students.
• HOY weekly meetings with SLT Link; proactive interventions to including parental contact/meetings/action plan created/implementation of the attendance stages
• Home visits to be introduced for 2 days’ consecutive absence
• The introduction of a weekly student attendance action report.

Students cannot make progress if they do not attend school every day on time and the inextricable link between attendance and attainment need to be reinforced regularly with students and parents and carers.

Weekly monitoring of student attendance and identification of patterns of absence.
Ensure proactive mentoring/support offered by LMPS.
At all data checking points (weekly, half-termly and termly), attendance data needs to be in line with or above:
National: 95% PP:  92.8%
At all data checking points (weekly, half-termly and termly), punctuality data needs to show gap between PP/non-PP is reducing.

CLI
JHU
HOY
LMPS

Weekly

Half term monitoring

• CLI to share data and with HOY/LMPS every 2 weeks
• FT/HOY to praise attendance through Rewards System
• Half termly letters of praise/concern home
•  

Data for SEND students to be shared with GOR/PSM with half termly target groups for intervention

Other approaches

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?

Increase levels of attainment and Progress of PP students in all subject areas.

All FIPS to have a Faculty Specific Priority based on PP in their subject area.

Overall Progress of disadvantaged students still requires improvement, with students performing broadly below the national average in all areas.

Priorities evaluated in Raising Standards and Academic Board Meetings throughout year in line with assessment calendar.

JBA/CMR

Following Progress Reviews for each year group.

Improve behaviour of small group of PP students.

Improve levels of attendance and punctuality rates for students who are eligible for PP.

All YIPS  to have a Year Specific Priority based on PP data for their year group.

Data for some PP students below Non-PP national averages as outlined in ‘targeted support’ sections above.

Priorities evaluated in Raising Standards and Academic Board Meetings throughout year in line with assessment calendar.

TPE/CMR

Following Progress Reviews for each year group.

A journey in faith; to ensure every person has a greater sense belonging to our school community.

To explicitly define what it is to be an ‘exceptional person’ at STACS.

Ensure Student Leadership and Student Voice become prominent features of our school community.

A sense of service is integral to our school community. STACS Reward System

Inclusion is central to all that we do and recognising each students as being ‘Made in the image and likeness of God’.

To have a true sense of belonging and understand your value within a community and potential work place is vital to ensuring the student is aspirational in the thinking and their understanding of self-worth.

Staff Survey – either through CPD or Questionnaire.

Student Voice – through student leadership group ROS or form tutor questionnaire.

Lesson Observations, Learning Drop Ins and On Call Experiences – SLT and MLT

Rewards and Consequence Data Analysis – by the Pastoral Leadership Group

Half-termly prefect survey about their roles and systems evaluates Student Leadership.

Student Leadership part of the assembly rota.

Student survey. 

JHA/RSM

October 18
-An increased use of the rewards system with greater numbers of House Points for being Committed Learners and Exceptional People. All STARs to be displayed on screens around school.

December 18
-A very large majority of students would see a positive impact on their learning from the rewards system in their form time, lessons and around school

Summer Term 19
- All students will be confident with answering the question ‘What does it mean to be an Exceptional Person?’.