WHOLE SCHOOL TARGETS FOR 2017/18 Pupils Att8 Eng Rank 20 Att8 Maths Rank 20 Att8 EBACC Rank 20 Att8 Open Rank 20 % 5 GCSEs Grade 7-9 Rank 20 % 5+ Eng+Maths Rank 20 Summary All Pupils 195 5.9 5.5 6.0 6.3 18% 44% Gender Male 96 5.7 5.7 6.0 6.3 19% 49% Female 99 6.0 5.2 5.9 6.3 18% 40% Attainment High Attainers 55 7.2 7.3 7.8 7.7 46% 84% Middle Attainers 71 6.1 5.7 6.2 6.5 13% 46% Attainers 68 4.5 3.8 4.3 4.9 1% 11% Pupil Premium FSM (in last 6 Yrs) 49 5.3 4.7 5.2 5.7 11% 31% Not FSM (in last 6 Yrs) 146 6.1 5.7 6.2 6.5 21% 49% SEN Group SEN Support 13 4.7 4.1 4.6 5.2 5% 22% EHC Plan 1 4.4 4.4 4.5 4.9 1% 15% No SEN 181 6.0 5.6 6.1 6.4 19% 46%
disadvantaged students. Also it will provide the capacity to offer bespoke one 2 one / small group teaching for students in Year 11 and specialist teaching in the ALC. Following each PS cycle Y11 students will be directed to attend a maximum of 3 after school intervention classes, where they require support. The English, Maths & Science is the priority then subjects which count for students’ P8 and A8. No value SLT All disadvantaged students to receive a careers interview in Y11 and year 8 to inform students about their options. Disadvantaged students to receive career advice in proportion to their make up in each year group. Approx. 25%. £8,833 Careers Advisor 50% of cost paid for by Disadvantaged funding. MMC / RGR NCOP York University Higher to provide £5000 worth of funded activities for Disadvantaged students in Central and Woodlands Wards. This could rise to £15,000 worth of funding Cost externally funded CRO / MSI Develop an increased awareness of SEN on transition and in Year 7. No Cost LRE / JHA / KBA
Curriculum Redesign for some Y11 students to support home Reviewed every ATL cycle. No Cost CRO / MMC / MGA A timetabled series of Motivational activities to engage all Y11 earners throughout the year. No Cost CRO Focused QFT in Year 7 English and Maths using more informed data from GLS Assessments to allow for earlier identification of barriers to learning and gaps in knowledge and skills. School Cost MMC / CRO / DPY / EST Behaviour To continue to reduce exclusions with a particular emphasis on disadvantaged learners. ALC Manager and impact centre staff will work with a small group of high tariff recidivist excludees and consequence students in order to reduce exclusions and instances of consequences. % of Wage of JHA / CDA / CPU / JRE / BAC £53,072 MGA / LMC Re-launching to staff of students being escorted to their after school detention by their P5 teachers supported by HODs and SLT in order to reduce consequences for missed detentions. – Revisit the necessity of this with staff especially new ones. No value ALL Staff / CRO /HCL ALC will be used to re-engage disadvantaged learners returning from lengthy see above
This is in line with the number of disadvantaged students in the school population. exclusions or who are struggling to cope with mainstream lessons. Alternative Provision will be put in place for disadvantaged students who require alternative education packages. £30000 MGA / LMC Mental Health Counselling to help remove any B2L that may due to students mental issues. £12,500 MGA Use of Metacognition strategies to improve attendance. Focusing on a small group of students initially in the Autumn term initially. £4000 DWH / SDO Business Mentoring for key students suitable provision can be found. No Cost MSI Quality Teaching – To ensure that disadvantaged students receive the highest standard of teaching in all subject areas and that this is narrowing the gap. Use of the Lead Practitioners in English, & Science in order to share good practice during department meetings. Lead Practitioner Science, English & Maths Costs see above HHA / POF / SUB / HPE Revisit FIT First – Ensuring Staff focus on feeding back, interacting and targeting questioning to disadvantaged students first during lessons. No CRO Seating Plans – Disadvantaged students and their barriers to learning will be identified by No value HPE
teaching staff body by the Lead Practitioners at HOD development meetings Enrichment, Extra-curricular and Parent Engagement– To ensure that disadvantaged students take full advantage of the enrichment and activities on offer at Scalby. Maths, English and Science small group interventions, throughout the year and across the key stages as and when the need arises. These will provide memorable learning experiences. £1000 27% of all students attending an extra-curricular club will be disadvantaged students. 27% of all students on a trip will be disadvantaged students. Student’s attitudes to learning will improve as a result of visits. Attendance data for clubs. Trip data for disadvantaged students. Student Surveys Excursion and Taxi fund to allow disadvantaged students to attend school trips and after school interventions where parents are struggling to find funds £4000 CRO / DRE Developing better with outside community groups / clubs / youth organisations. Encouraging disadvantaged youngsters to attend. No Cost DRE / CRO HOY to remain with year groups all through school life apart from Y7 to improve continuity an parental engagement. Attendance To improve student attendance with a particular emphasis on disadvantaged learners. Identify students whose attendance was below or was in danger of falling below 90% in 2016 – 2017 or at primary school. This will form a target group for intervention and rewards. A rewards system and Family Liaison Officers x 2 Family Support Officer x 1 £28,615 MGA / CRO /HOY
of the software utilised and the protocols employed. (SM and DTy) Review the PM policy. Priority 3 Summary of Strategy Cost Intended Outcomes Monitoring/Evidence Refine our work on developing a ‘growth mindset’ with staff, students and stakeholders and improve standards of teaching and learning as a result. Review the work done in 2017/18 for effectiveness and plan to develop a growth mindset culture accordingly. Students understand that mistakes are an important part of learning and thinking about their own learning is a key part of improving as learners. (metacognition) Staff understand how a growth mindset effects them and foster a culture of innovation, and error and reinforcing the notion that mistakes are good and are learning opportunities. More students feel it is acceptable to get it wrong in class. 100% of staff respond to July 2018 survey that they have a growth mindset. Student surveys re: engagement with learning. and student surveys. Observing more risk taking approaches by and students in lessons. Regularly post growth mindset resources on the teaching and learning blog and in the T+L bulletin Review posters and displays around the school supporting a growth mindset £100 Priority 4 Summary of Strategy Cost Intended Outcomes Monitoring/Evidence Review and develop our with primary schools to promote effective learning at both educational phases. Review and develop links with Yorkshire Teaching School Alliance to increase our involvement with the Improved learning outcomes at both KS2 and KS3. Improved and increased collaboration focusing on effective T&L strategies and best practice (specific groups could become a focus if appropriate). KS2 results and ATL reports in KS3.
between schools 2.31% NA 2015-16 94.8% Year 7 and 8 97% Years 9 – 11 95% PA 10% - 8% (last year our rate was 10.9%. NA was 13.1% 2015-16) Disadvantaged PA reduced from 18.63 to 15% (NA 19%) Attendance of disadvantaged students will be above 94% (Scalby 2016-17 92.15% NA 2015-16 93.6%) Persistent absentees (10%) of disadvantaged students will be less than the Scarborough area and North Yorkshire average. All students on caseloads will improve their cumulative attendance. Weekly meetings MGA / VBI (AIM), VBI with HWA and KOB VBI/KOB/HWA caseload students attendance data (NB this was abandoned in 2016-17 but will re-introduced in Attendance bulletin to all staff. Impact analysis of key promotion strategies eg 25 day challenge Regular fixed term attendance promotions/strategies run each half term. Major promotion 2017-18 – 2 awards Postcards to reward improved attendance 2016-17 sent out during the summer holidays Post to reward 100% attendance and prior sent out during the summer holidays 100% per ATL cycle sent out Half termly awards for attendance to include Disadvantaged students Student attendance team challenge Cost of rewards – Love to shop vouchers: 1 X £25, 1 x £10 and 1 X £5 for each year each half term £1,200 Postcards celebrating 100% attendance and improved attendance for each PS cycle 6 X £26 (150 /box) for the year £156 Team attendance competition: AIO’s will a team of students from year 9 -11 and monitor their attendance and behaviour over a half term, meeting with them fortnightly. The winning group will receive £50 to have meal at a venue of their choice. AIO officers to approach possible venues for sponsorship. Sponsorship may come from the Teaching Personnel promotion TBC Continued promotion of attendance in mentor time using the planner (cumulative/weekly recording pages), revised attendance display, Mentor group certificates, 100% attendance across the year prizes) Sweets for Mentor group of half term £3 each = £90 Certificates (printing and laminating) mentor group of the week and most improved (5 year groups) £50 Increased numbers of groups winning mentor of the week. Analysis of data
Attendance record sheet sent home with each Praising Stars report Holiday strategy – look carefully at each case of holiday requests including previous year’s attendance. Use the holiday to inform decision. Strongly worded letters which refer to the PA thresholds for each half term. Staff time (AIM and HOY) to research previous attendance Administration – letters. Number of holidays in term time less than 2016-17 and below NA increases. Holiday patterns analysis BEHAVIOUR FOR LEARNING Priority Summary of Strategy Cost Intended Outcomes Monitoring/Evidence Reduce low level disruption in lessons further Modification and extension of the Scalby Standard for year 7 and 8 to enable a consistent approach to behaviour expectations in lessons. Posters to distribute in classrooms A4 photocopy and laminate x 60 Behaviour for Learning training based on 5 key areas: Calm, consistent adult behaviour First attention to best conduct Relentless routines Scripted conversations Restorative conversations MGA and STW staff time Paul Dix books (£16 each – 5 copies need) Refreshments for training sessions (3 sessions)
Reduce consequence C5 instances of disadvantaged students to 27% of overall consequence instances. This is in line with the number of disadvantaged students in the whole school population. Use the ALC as a base for bespoke interventions implemented by ALC manager Administration costs and staff time when interventions have to carried out in main school Continue to improve the attitude to learning, attendance and attainment of students who are educated in the Alternative Learning Centre ALC Manager and centre staff will mentor a small group of high tariff recidivist excludees and consequence students in order to reduce exclusions and instances of consequences. Salary cost for BAC and 2 SATA’s All students who are involved in alternative provision (behavioural or medical) get their 3 levels of progress target grades in English and Maths Reduced exclusions and behaviour issues in the ALC ATL reports analysis for this group of students ALC and ATL reports PM observations Feedback from students, parents involved in alternative provision Audit carried out by external agencies ALC will be used to re-engage disadvantaged learners returning from lengthy exclusions or who are struggling to cope with mainstream lessons. As above High quality Maths and English provision provided for ALC students which is appropriate for level of literacy and numeracy. 8? taught periods in the ALC. Results of any exams taken
TA’s to complete 3 lesson observations per year Cover costs to allow LRE to carry out observations. Evidence of improved communication between TA and teacher seen in PM observations and drop-ins TA’s to contribute to the annual review process for all EHCP Students No Cost TA contributions recorded with each EHCP annual review. Ensure students are appropriately assessed for exam access arrangements and access arrangements implemented for each exam series Cost of assessment tools to ensure standardised assessments - £600 All SEND students to make the same or better progress than non SEND students All SEND students to achieve 3 levels of progress or better in English and Maths All SEND students to achieve a Progress 8 score in line with national expectations SEND Students feel confident in the support available to them in their exams. Exam Access Arrangements documentation – Form 8’s Psychometric Assessment documentation. Student discussion LRE to complete the exam access arrangements assessors course Commencing June 17 - £3000 Use of ICT to support students entitled to readers in exams Annual license for Read Write £1800 Head Phones for Student Use in SEND Department or with Chrome Books – Approx. 10 pairs - £100 SEND students identified on all whole school documentation/analysis SEND students to be identified on ALL school documentation including ATL department reports in order to raise the profile of SEND students and inform teaching staff of the needs of SEND learners, as well as increasing the monitoring of the progress of SEND students None Increased awareness of SEND students, which will help to narrow the gap between SEND students and non SEND. of development will be identified by analysis and strategies developed to address them SEND students identified in student information provided to staff SEND Students identified at ATL meetings with RSL.
SEND students offered a range of courses that will enable them to achieve e.g. ECDL, new BTEC’s As part of any curriculum review, assess the needs of SEND learners to achieve incrementally &/or at the correct level for them to make progress. If new courses are introduced there may be training needs. SEND students and parents will show an excellent level of satisfaction with the provision the school offers and students will achieve in a broad range of ways. SEND option choices and examination results Students provided the opportunity to develop softer skills such as making and maintaining friendships Resources to support delivery of appropriate sessions. TA to deliver small group interventions. Improve the attainment of students on medical out reach Embed use of a proforma for staff to inform outreach tutors about course details No Cost Students on medical outreach will achieve in line with expectation or better, depending on individual circumstances. Outreach students’ exam results. Observation of outreach tutors. Increase communication between outreach and main stream staff. No Cost Create a register for outreach students and record progress, difficulties etc. Staff time to maintain this. Monitor the performance of outreach tuition on a PS cycle, with transition plans for return to mainstream via G21. Staff time to meet with parents if needed. Adjust the ATL reporting system to support outreach students No Cost
SEND students are proportionally represented on all school bodies Encourage, using amongst other strategies, the whole school growth mindset approach, SEND students to apply for and take on responsibilities related to Student Voice. None The proportion of students in any student Voice group or activity is the same or greater than the SEND proportion of the school body as a whole Data analysis Improve communication with parents of SEND students Review SEND Information report No Cost SEND students and their parents will show an excellent level of satisfaction with the provision the school offers PM observations Parent questionnaires My Plan meeting notes Intervention records Parents will be notified about ALL visits from external agencies in advance of the visit Admin time to support sending of letters in a timely manner. All initial concerns will be recorded and attached to students profiles on sims No Cost Embed the use of SEND concern forms and a system that monitors the progress of the concerns raised through to a conclusion No cost Three in depth discussions following the My Plan format with ALL Parents of SEN students across the year Photocopying of documentation. Admin time to support the arrangement of initial meetings. Three informal drop in evenings for parents of students with SEN to allow questions to be asked or comments to be shared Cost of refreshments All out of interventions to be time restricted with clear Time for LRE to meet with staff delivering interventions to