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Northfleet School for Girls Reducing the pupil premium gap

Background

Background

But this does not show …………..

The Story!

Year % 5A*-C with English and Maths PPG Gap 2012 50%

• 32%

2013 64%

• 43%

2014 52%

• 21%

Why do PPG underachieve?

• Low aspiration
• Lack of parental support
• Staff prejudice
• Literacy issues
• Underperformance at primary school –

leading to a perpetuating issues

• Wider awareness issues – confidence and

ability to apply learning

The staged response to PPG

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Engaging parents Tackling attendance early Tackling literacy – reading ages Widening horizons Aspirational targets Closely targeted intervention

Step change – how does it happen?

Year % 5A*-C with English and Maths PPG Gap 2012 50%

• 32%

2013 64%

• 43%

2014 52%

• 21%

High Expectations

• Leading from the top
• Leading by example
• Leading from the

gutter

• Leading by example
• 2011

English

• 2012

Maths ‘Good’

• 2013

5A*-C EM

How did it happen?

• Micro-management of En and Ma
• Change of leadership En and Ma
• NQT, GTP replacing UPS, AST
• Strategic use of carousel and timetable
• PiXL CPD for new HoDs
• Intervention (targeted small group teaching in

curriculum spaces)

Small group teaching to meet specific needs in Maths

1:1 English

In science

In maths

Intervention

• Subject specialist
• Focused on filling gaps
• Targeted to those who need it most
• Time limited
• Not talk about me time
• Not talk about problems with other students time
• Not talk about failure of teacher time
• Not solutions that are pastoral (other space)

HoD En, Ma, Sci, Gg, Hi released from base group Academic coach En, Ma, Sci

Intervention Programme 2014

English 23 C+ 77% A*-C (71%) 66% T+ History 4 C+ 33% A*- C (35%) 16% T+ Spanish 5 C+ 42% A*-C (38%) 25% T+ Geography 7 C+ 30% A*-C (23%) 26% T+ Science 31 C+ 57% A*-C (53%) 48% T+ Maths 42 C+ 65% A*-C (62%) 64% T+ French 9 C+ 82% A*-C (46%) 73% T+

But on the rising tide…

Why were they left behind?

Year % 5A*-C with English and Maths PPG Gap 2012 50%

• 32%

2013 64%

• 43%

2014 49%

• 20%

The missing link

• Micro-management of En and Ma
• Change of leadership En and Ma
• NQT, GTP replacing UPS, AST
• Strategic use of carousel and timetable
• PiXL CPD for new HoDs

Intervention – targeted June 2013 (Year 10)

Why do they get special treatment? Is it fair when good students that want to do well can’t have this?

In science

In Spanish

In French

Relentless tracking

GCSE Subject Ever 6 FSM A-C %A-C Never 6 NON FSM A-C %A-C

Within School Gap

English 45 32 71.1% 117 100 85.5%

• 14.4%

Maths 45 17 37.8% 118 76 64.4%

• 26.6%

English Lit 38 29 76.3% 109 97 89.0%

• 12.7%

Science 39 10 25.6% 112 56 50.0%

• 24.4%

Add Science 39 11 28.2% 110 62 56.4%

• 28.2%

French 8 2 25.0% 34 14 41.2%

• 16.2%

Spanish 10 2 20.0% 36 14 38.9%

• 18.9%

Geography 9 3 33.3% 40 20 50.0%

• 16.7%

History 21 9 42.9% 54 40 74.1%

• 31.2%

Business Studies 5 3 60.0% 19 13 68.4%

• 8.4%

Computing 4 2 50.0% 7 3 42.9% 7.1% Food 17 11 64.7% 35 28 80.0%

• 15.3%

ICT 8 6 75.0% 18 13 72.2% 2.8% Media Studies 10 8 80.0% 36 30 83.3%

• 3.3%

Product Design 2 1 50.0% 6 5 83.3%

• 33.3%

Textiles 1 1 100.0% 6 6 100.0% 0.0% D&T Overall 3 2 66.7% 12 11 91.7%

• 25.0%

As a Senior Leader in school, what would you ask middle leaders to do in response to this data? How would you measure impact in your school? Who would you report to?

SIMS – tracking impact

Intervention PPG

106 students received intervention 207 interventions/week. 27 PP (63%) → C+

English (71%) 60% A*-C PP History (35%) 50% A*-C PP Geography (23%) 50% A*-C PP Science (53%) 67% A*-C PP Maths (62%) 67% A*-C PP French (46%) 100% A*-C PP

Attainment PPG 2014

GCSE Subject Ever 6 FSM A-C %A-C Never 6 NON FSM A-C %A-C

Within School Gap

English 45 27 60.0% 116 87 75.0%

• 15.0%

Maths 45 21 46.7% 116 78 67.2%

• 20.6%

English Lit 41 22 53.7% 114 72 63.2%

• 9.5%

Science 40 16 40.0% 110 63 57.3%

• 17.3%

Add Science 32 13 40.6% 98 57 58.2%

• 17.5%

French 8 5 62.5% 33 14 42.4% 20.1% Spanish 9 3 33.3% 36 14 38.9%

• 5.6%

Geography 8 4 50.0% 40 7 17.5% 32.5% History 21 4 19.0% 54 22 40.7%

• 21.7%

Business Studies 6 3 50.0% 19 4 21.1% 28.9% Computing 4 0.0% 7 4 57.1%

• 57.1%

Food 15 2 13.3% 34 16 47.1%

• 33.7%

ICT 9 2 22.2% 17 5 29.4%

• 7.2%

Media Studies 9 8 88.9% 36 23 63.9% 25.0% Product Design 2 2 100.0% 6 2 33.3% 66.7% Textiles 1 1 100.0% 6 6 100.0% 0.0% D&T Overall 3 3 100.0% 12 8 66.7% 33.3%

Non-negotiables for impact

• Pupils
• Parents
• Staff
• SIMS
• Relentless
• Celebration
• Honesty

How can governors monitor?

• Pages 62-65 of the raise

– Gaps in 5A*-C EN/MA – Gaps in VA – Gaps in progress rates by subject

Ongoing monitoring

Issue Key data Key questions Low aspiration Profile of target grades for PPG students as compared to non. How does the school account for PPG students underperforming at primary? Lack of parental support Percentage of PPG students attending parents eve (or of those who did not what percentage were PPG (and EAL)) Survey students – who went through their report with their parents? How does the school ensure PPG attendance? Why do PPG parents not attend? What is the follow up for PPG students who do not attend? Literacy issues English grades at KS3 for PPG and Non Reading ages for PPG and Non Book loan records for PPG and Non How does the school tackle reading issues early to prevent literacy issues later? How does the school support parents with reading? Underperformance at Primary school Compare KS2 SATS against CATS or other data 4LOP minimum for PPG students How does the school examine attainment for PPG at primary school when setting targets? Who are the main feeder primaries and how do their PPG results compare with national? Wider awareness/ life experiences Records of PPG attendance at out of school clubs Records of attendance for PPG students on trips and visits How does the school encourage and support PPG students to be involved in enrichment activities.