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Pupil Premium Review Autumn term 2018

Executive Summary

Pupil Premium: The key priorities: Our core aim is:

To raise the attainment and progress of students eligible for pupil premium funding so that their performance compares favourably with Non-Pupil Premium peers.

Address inequalities in education of disadvantaged students and raise attainment of these students. What we expect to see: Outstanding teaching and learning is paramount to the progress of students from disadvantaged backgrounds. This remains a consistent and relentless focus. In addition to this, targeted intervention and support strategies are deployed in order to:

Improve levels of attainment and progress;

Close gaps in progress between non disadvantaged and disadvantaged students;

Enhance reading, writing, mathematics and communication skills;

Engage and develop learning through a comprehensive extra-curricular provision;

Cater for emotional and social wellbeing;

Have a clear focus on all disadvantaged students, including those with SEND and Most Able students

Support students in becoming aspirational, confident and successful learners At The Ravensbourne School (TRS) the Pupil Premium Grant (PPG) is used in a wide variety of ways to meet the objectives listed above. While it is

extremely difficult to determine how effective individual initiatives/schemes are on student progress; what is clear is that no barriers should be put in

place to doing everything possible to ensure that students are not held back from being the best they can be.

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With this in mind although we have a PPG of £286,577.50 which has been spent on a diverse array of initiatives that are aimed at benefiting our

students and responding to their particular needs and the specific barriers to learning that they face. Each initiative is monitored and evaluated to

assess its appropriateness and impact.

The full table below covers everything that we do at TRS. Not everything is aimed at every student as needs will vary. However, no students are exempt

from having access to what is on offer and put in place. In many cases the PPG has benefitted non PPG students in addition to PPG students. This

reflects our continuous drive for all students to make as much progress as possible both academically and as individuals. In addition not all initiatives

have needed funding but have still contributed to an increase in student performance.

Key initiatives:

As stated earlier it is extremely difficult to prove cause and effect for any single initiative; however, we do believe there have been some key ones that

have been successful. The detail can be found in the full table.

Year 9 graduation - Key Stage 3 Graduation. Students in Year 9 ‘graduate’ from Key Stage 3 upon successful completion of their journey. A

considerable focus is placed on this throughout the Key Stage.

Extended School day - Year 7 and 8 students attend a supervised extended school day where they complete home-learning and a broad range of

extra activities from 3.20-5.30.

A full-time school counsellor - Is employed as an on-site provision. The counsellor also works with the pastoral team to build emotional and

mental resilience across the school.

Core Skills Year 7 and 8 students - To improve levels of literacy of students below level 4 on entry attend core skills sessions as a catch-up

intervention. This session is led by a primary trained teacher.

1-1 tuition in English and Maths

Key Stage TAs -Each Key Stage has a dedicated support worker who mentors and monitors students.

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Pupil premium strategy statement (secondary)

1. Summary information

School The Ravensbourne School

Academic Year 2018-19 Total PP budget (£307,615 IN 2017/18) £286,577.50 Date of most recent PP Review Nov 2018

Total number of pupils 1705 Number of pupils eligible for PP 305 Date for next internal review of this strategy

Sept 2019

2. Current attainment

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

Progress 8 score average -0.45 0.13

Attainment 8 score average 37.2 50.1

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

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. Poor literacy skills

B. Social and emotional issues

C. Lower than requred attendance

External barriers (issues which also require action outside school, such as low attendance rates)

D. Acces to resources and working environment

E Students with povety of aspiration

4. Desired outcomes (desired outcomes and how they will be measured) Success criteria

A. Close gaps in progress between non disadvantaged and disadvantaged students Results improve over national average

B. Enhance reading, writing, mathematics and communication skills

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C. Cater for emotional and social well being Improvements in attendance

D. Continually improving learning and teaching to narrow gaps and improve attainment. Progress made throughout the key stages in line with school policy

5. Planned expenditure 2018-19

Academic year

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. 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

implementati

on?

Give parents and

students access to home

learning

Show my Homework

This has been running for 18 months now and

staff and student usage is improving term to term

and The Education Endowment Foundation (EEF)

suggests that homework can add up to 5 months

of progress to secondary school students. Home

learning can re-enforce lesson understanding and

extend student thinking. Parental involvement has

plus 3 months progress

Lead by AHT with regular monitoring of

setting of homework with HODS. Areas of

concern identified and address by HODs.

DHT CE Termly reports

Fill gaps in learning

1-1 tuition in science and maths The Education Endowment Foundation (EEF)

suggests that 1:1 tuition can add up to 5 months of

progress to secondary school students.

DHT constant monitoring and testing

DHT NR

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Improve progress and

attainment at gcse and A

level

TRS Revision. Bespoke in-house

revision portal for students to

access

The Education Endowment Foundation (EEF)

suggests that digital technology can add up to 4

months of progress.

Lead by dht. Tutor led classes on how to

use the system and specialised member

of staff responsible.

DHT CE/nr Half termly

Improve progress and

attainment at gcse and

post 16

Revision Guides supplied Remove barriers to learning ensuring all students

have access to the resources they need.

Resourcing identified by HOD and

authorised by DHT. Tutor led classes on

how to use the system and specialised

member of staff responsible.

DHT and

HODs

January 2018

Students make

successful transitions

from each Key Stage

Prepare students for the

next steps at each stage.

Building skills and

knowledge to be able to

make good decisions

CEAIG. AHT leads focus on

Careers throughout the school.

Students to be informed of all

opportunities at all key stages to

ensure personalised destinations

are successful.

Students and their families make informed

decisions about the next stage of their education,

employment or training.

Evidence suggests Meta-cognition and self-

regulation approaches (sometimes known as

‘learning to learn’ approaches) aim to help

learners think about their own learning more

explicitly. This is usually by teaching pupils

specific strategies to set goals. Plus 8 Months.

Also on average, evidence suggests that pupils

who attend a summer school make approximately

two additional months’ progress, compared to

similar pupils who to do not.

AHTs lead in pastoral areas to provide

bespoke careers advice and guidance.

AHT and pastoral teams referring

students for specialised careers advice.

HODs and designated middle leader with

Pastoral teams review termly as to what

particular cohorts need and gather

student voice. Ensure a broad range of

opportunities including visits, external

speakers in assembly, key leader

assemblies, tutor time activities and

external careers advisor

DHT NR

KS3-5 MR

KS3-5 LA

KS3-4 LG

KS5 SR

Alumni BR

Eden Park

MH

Termly

Students develop STEM

skills across the

curriculum and are able

to apply them in all

situations

Discreet days. Cross curricular

work and parent information

evenings

To build personal learning and thinking skills. To

develop the 5Rs – resilience, responsibility,

resourcefulness, respect and reflection. To

develop in all students their employability skills.

External speakers invited in to work with

various target groups. “build a car

project”

Trips focusing on the key areas with in

Stem.

STEM CE

DHT leads

a school

focus on

developing

STEM

skills.

SCIENCE

Half yearly

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Experience in person

primary and secondary

source material to bring

learning to life and

encourage student

engagement and

enhance learning.

Trips and Visits Curriculum enrichment. Make learning real and

relevant. SMSC and ECM day visits. Folder with

various trips and visits by each individual

departments. PE visits to St George’s park, Dance

visit to west end shows.

Review of quality of trips and cascade

information to departments for further

analyses. Key staff in charge of set

areas: AHT overall lead and year leaders

to assist in planned delivery of sources.

DHT SM

LR

DHT BE

with

student

and staff

feedback

in

Termly

Fully prepared students

for exams

Provide revision materials,

organisers and sessions on how

to revise effectively.


suggests that mentoring can add a month of

progress to students and training students in

reading comprehension strategies can add up to 5

months of progress. Some groups will work on

collaborative learning which research suggests

can add another 5 months to progress.

Subjects to specify revision materials

necessary. Led my P&A team. The

specific needs will be identified and

therefore the sessions will be planned

accordingly. AHT will centralise

mentoring groups and students at

sessions.

DHT NR Ongoing from

November 2017

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approach

What is the evidence and rationale

for this choice?

How will you ensure it is

implemented well?

Staff

lead

When will

you review

implementati

on?

Increased parent

engagement with

Teaching and Learning to

further reduce learning

gaps

Parent forums to address key

areas of Teaching and Learning

Parent voice doesn’t currently give conclusive

suggestions for improvement. EEF states that

Parental involvement can give plus 3 months

progress

AHT to lead on parent forum and create a

‘semi-structured’ interview during the

forum to ensure effective feedback from

parents. Action then put in place to

increase the Teacher-Student-Parent

relationship specifically related to T&L.

DHT CE Termly parent

forums

All students are

CATERed for.

All teachers plan and deliver

lessons that ensure all students

are CATERed for based on their

needs and prior attainment.


suggests that CATERing to different learning

styles can add 2 months to progress and

developing meta-cognition and self-regulation

skills within SOLs could add a further 8 months to

progress. Individualised instruction can have plus

3 months progress.

CATER INSETs, SOL reviewed

throughout the year so that planning

identifies further ways to CATER for and

challenge all students within their

lessons. SOL review by CE and NR

DHT CE

and DHT /

NR

SOL reviewed

termly. CATER

learning walk in

the learning walk

rotation.

Review of how

class charts is

used as a

planning tool –

termly.

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Teachers to be best

experts in their field so

that they can support and

stretch each child

appropriately.

Teachers within department to be

best expert in certain exam areas.

This will provide teachers with the

tools to challenge individuals

appropriately to ‘exceed

expectations’.

Audits from last academic year suggest that most

departments engaged with the Best Expert

funding however, further development is need to

ensure that this occurs across all departments and

that departments continue to develop in line with

the specification changes.

Teachers to attend exam INSETs, invite

examiners or subject specialists in.

Teachers to become examiners.

AHT to audit.

CE termly

Students to take

responsibility for their

own learning through the

student T&L NNs.

Monthly Non Negotiable focus.

Students then aim to prove where

they have significantly met the

focus – attain signatures from

staff. Where complete students

are entered into a winning draw.

Plenty of teacher led initiatives but the need for

students to engage pro-actively with their own

learning and to have an impact on how they learn.

LDT yearly calendar.

NN focus in student contact books to

collect signatures.

LDT learning board.

LDT reps in every form that attend

regular meetings to address Teaching

and Learning across the school.

CE

LEARNG

TEAM

Termly reports

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Class charts used as a

planning tool to ensure

that the needs of all

students are planned for.

To become practice that teachers

have printed class charts sheets

that are annotated to demonstrate

how they are planning to meet the

needs of PP students.

When TRS had its school review by Dr Pike (DFE)

and his team – those teachers that provided this

demonstrated effective planning to meet the

needs to PP students. Advised that this was best

practice. EEF- Individualised instruction can have

plus 3 months progress and Learning styles can

have plus 2 months progress.

DHTs to lead implementation. Exemplars

to be created. Teachers are all levels

who complete observations should be

able to view these when entering a

lesson.

CE/BE Termly reports

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ii. 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?

Assist students to access

their learning. and

improve knowledge and

understanding

TA support supplied throughout

the curriculum where the need is

greatest. Some TAs are subject

specific. This support students’

learning better as TAs increase

their subject knowledge and the

level of support they will be

providing will be enhanced.


suggests that teaching assistants can add a

further month of progress to those students that

they work with.

AHT and line manages lead monitoring

Learning walks from the pastoral team to

ensure behaviour is outstanding in

lessons and all students to access the

curriculum.

SENCO

and DHT,

BFLD, YL,

PD’s,

HODS,

Line

managers

HT

monitors

Data monitored

termly and lesson

visits on a 3

weekly cycle.

Individual student

reviews as per the

needs of the child

but termly and

also overall

annual review.

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Students to fill gaps in

knowledge and

understanding

Catch-up Classes

After school weekly catch-up

sessions for Year 7 and 8

students with lower prior

attainment. Extended day

To reduce ‘spiky’ profiles and develop key skills

for all students. The Education Endowment

Foundation (EEF) suggests that extending school

time can add a further 2 months to student

progress.

AHT line manages and leads monitoring

intervention put into place by English and

Maths Depts.

DHT 2

English

teachers, 2

Maths

teachers

and 8

trained 6th

formers

Data monitored

termly and

sessios visits on a

weekly rota.


choice?


well?


review

implementation?

To give students full

access to curriculum

Materials in Practical Subjects.

Where appropriate students are

given materials

To ensure equality of opportunity and that no

disadvantaged student misses out on a curriculum

area.

Line management meetings and

analyses of data. Knowledge of PP

students in advance using class charts

HODS and

Line

managers

Continually

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Students to be mentored

with SLT or other

appropriate members of

staff

Mentor programme for identified

students. Weekly mentor sessions

that enable students to identify

areas of development and

implement self-created strategies

for improvement.

To support year 11 students in the lead up to their

exams. The Education Endowment Foundation

(EEF) suggests that developing meta-cognition

and self-regulation skills could add a further 8

months to progress. It is suggested that mentoring

could add a further month of progress.

AHT to lead the monitoring of completion

of weekly meetings. AHT to meet with

students to discuss their perceived

effectiveness of the meetings. Progress

data.

DHT NR Evaluate impact of

mentoring after

each progress

data drop


choice?


well?


review

implementation?

Year 6 students sit the Pl

tests in Maths and

English in addition to

Reading and Spelling

tests in order to gain a

fuller understanding of

gaps in knowledge and

skills.

Transition Year 6 into 7 GL testing To provide a broader picture of any potential skills

or knowledge gap for students on transition in

Year 6 into 7. Allowing for a diagnostic

assessment of their personal needs.

Testing takes place in the summer term

before transition. One Saturday is

allocated to the testing. Results are

received before the end of term and used

to inform decision regarding setting of

students. Key milestones are identified

for the following 5 years and any students

with gaps or behind are targeted for

intervention by DHT

DHT/CB Termly

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An experienced team of

staff and students lead a

variety of activities

designed to allay fears,

develop students socially

and provide academic

support.

Bespoke transition summer school

for vulnerable and disadvantaged

students.

Prefect lead PSHCE programme,

Student mentoring programme

A raft of academic research from Sutton Trust,

DFE and in-house MA indicate that a summer

school can successfully allow students to

overcome institutional, cultural and social anxiety

before transition. Sessions to ensure students

react well to the transition supported by their

peers. On average, SEL interventions have an

identifiable and significant impact on attitudes to

learning, social relationships in school, and

attainment itself (four months' additional progress

on average).

The transition programme underwent a

recent evaluation by DHT, considering

the needs to TRS students and the

current climate. For example, the

ongoing need for a Summer School as

opposed to withdrawal of government

funding for Summer Schools. Student

voice

DHT CB –

Key Stage

3.

Designated

lead

teachers.

Yearly


choice?


well?


review

implementation?

As the need arises

students are supported

with purchasing the

essentials for a

successful and happy

educational experience.

Uniform, shoes and student needs

Sutton Trust research indicates that students

properly equipped and ready to learn are

significantly more likely to be successful than

those that are not. On average, SEL interventions

have an identifiable and significant impact on

attitudes to learning, social relationships in school,

and attainment itself (four months' additional

progress on average).

Key Stage TAs monitor those students

needing this support.

List of who has borrowed kept as well as

who has been bought items. Regular

reviewed for patterns and any possible

issues arising

Pastoral

DHTs

CB

BE

RD

Yearly

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A totally bespoke

programme designed in-

house that taps into the

support available from

Further Education to

raise personal

expectations for all

students. This includes

mentoring, interview

training, visits to

Universities and support

for more specialised

examinations such as the

LNAT and Oxbridge

interviews.

TRS employs a Family

Liaison Officer who

supports families and

students with poor

attendance.

Future Aspirations Programme

Family Liaison Officer

Student and parent feedback is overwhelmingly

positive on the impact this programme has on

attitude to learning and encouragement to work

hard.

To improve attendance, lend support to families

from disadvantaged backgrounds, helping them to

access sources of early help. On average, SEL

interventions have an identifiable and significant

impact on attitudes to learning, social relationships

in school, and attainment itself (four months'

additional progress on average).

Dedicated staff member with

responsibility of overseeing this process.

LA/NR

BE/BM

Termly

Yearly

iii. Other approaches

To help students cope

with challenging

personal/school

circumstances

A full-time school counsellor is

employed as an on-site provision.

The counsellor also works with the

pastoral team to build emotional

and mental resilience across the

school.

Building of emotional resilience amongst students

and staff. Attendance rises by 5% for students

referred to the counsellor in the term following the

referral. On average, SEL interventions have an

identifiable and significant impact on attitudes to

learning, social relationships in school, and

Termly Counsellor reports to SLT and

LGB.

OS Termly

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attainment itself (four months' additional progress

on average).

Students complete home-

learning and a broad

range of extra activities

from 3.20-5.30 three

afternoons a week. to

enhance learning and

give students enrichment

activities they may not

otherwise get involved in.

Extended School Day. Year 7 and

8 students attend a supervised

extended school day

Full complement of extracurricular

clubs

Students who attended this were 40% less likely to

be logged for no home-learning, this rises to 64%

on a Tuesday, Wednesday or Thursday (the day

after the club)

Annual Summer School report for LGB.

Registers of clubs kept centrally by one

member of staff. Equipment made

available, access to expert external

coaching and clubs before, during and

after school to enhance their learning

experience.

DHT CB

OS

Termly


choice?


well?


review

implementation?

Key Stage 3 Graduation

Key Stage 3 Graduation. Students

in Year 9 ‘graduate’ from Key

Stage 3 upon successful

completion of their journey. A

considerable focus is placed on

this throughout the Key Stage.

Key Stage 3 Graduation is based on improved

attendance, behaviour, academic progress and an

honours system based on giving back and an

academic challenge passport. Attendance in Year

9 has improved 1.3%, since the introduction of the

graduation with the most marked improvement in

the term immediately before graduation. The % of

students showing as having made 2 levels of

progress in Year 9 improved by 11% in the two

years since the introduction of the scheme. The

day itself has only ever had 1 absentee and the

most recent event had standing room only.

Academic progress is judged from the point of

entry and all progress is measured the same

regardless of starting point, allowing for an

inclusive celebration.

Thorough planning and feedback

sessions from staff, students and

parents.

DHT – CB

Pastoral

Year 9

Leader

Yearly

Two web based

applications that support

students with career

choices and improve

Fast Tomato / Unifrog. The school

has purchased subscriptions to

Fast Tomato and Unifrog

Unifrog has been used across Key Stage 4 and 5

and will now be introduced to Key Stage 3. Fast

tomato will be used in KS5.

Student and parent voice

Student interviews with pastoral team

Specific agenda items

CEAIG

Cordinator

DHT BE

DHT CB

Yearly

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knowledge of career and

further education

requirements.

Tutor led inset for students on how to use the

programme to ensure best use.

Increase research skills

of students. Encourage

inquisitive minds.

Library Journal Subscriptions. A

fully stocked and up-to-date

library. Which includes

subscriptions to academic

journals.

Guest lectures

To encourage and enable students to access the

latest information and developments across a

wide field of interests.

https://ravensbournelibraries.blogspot.co.uk/

Arranged by staff to give students experience of

lecture style format.

Student voice and regular input from

HODS to determine the quality and

relevance of book and journals form their

subject.

HOD

English

Head

librarian

Yearly


choice?


well?


review

implementation?

To encourage the highest

standard of all areas of

school including

Rewards. TRS operates a

bespoke rewards system which

termly seeks student voice as to

how rewards money should be

spent.

The whole schools attendance rose by 0.5% On

average, SEL interventions have an identifiable

and significant impact on attitudes to learning,

social relationships in school, and attainment itself

(four months' additional progress on average).

Centralised analysis through AHT.

Assessment integrity checked by AHT.

Regular Student voice to ensure we meet

student needs. EG the inclusion of

behaviour point ratio’s to ensure clear fair

rewards

DHT BE

and

designated

staff

member

Termly

TRS has a history of

excellent behaviour and

has recently purchased

the ‘classcharts’

application to analyse

and monitor behaviour

across the school.

Class charts Higher quality and live access to student data that

enables staff to organise classes in the best way

to ensure learning and progress. Greater ability to

produce and analyse student behaviour for

learning data. Decrease in the number of FTE’s

and PEX from Spring 17 to Summer 17. For

further evidence please see the KS3 and 4

behaviour report Summer 17.

Termly reports based on weekly

monitoring of behaviour trends.

Pastoral

BE

Termly

Students gain inspiration

to be more involved in

Author Visits. Book of the week Give students an insight into how authors work

while being inspired in their own learning.

Student voice. Staff feedback

Library On going

https://ravensbournelibraries.blogspot.co.uk/

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improving their own

literacy and appreciate

the work of others’

English

Departmen

t

CB

A dedicated staff

Student Leadership team

acts to ensure that all

TRS students have a

right to develop their

leadership skills. The

team lead all the usual

activities, such as

prefects, but in addition

consider it their mission

to deliver and source any

worthwhile Student

Leadership event.

Student Leadership Programme Notable success in this area includes

reigning South England Shares for Schools

Champions (2015 and 2016) and the reigning

British Medical Institute Debating Champion.

However, the programme on offer is much

deeper and broader than these. Two

members of staff have TLR responsibility for

delivering Student Leadership and the

offering is constantly under review.

Consequently, students take a leading role in

the daily life and running of TRS – though

competitions, Peer Court, Mentoring,

Learning Development Team, TRS

Parliament, Elections and more.

TRS website offers up-to-date coverage

of the current projects.

Annual report to SLT and LGB – summer

term 2018

Production of TRS newspaper

Success / Participation in National and

Regional competitions

Production of TRS Poetry Anthology

2017/18

DHT BE Annual report to

LGB – by staff

and students.


choice?


well?


review

implementation?

Developing resilience,

responsibility,

resourcefulness, respect

and reflection.

5R Challenge All Year groups

take part in the 5R Challenge

Consistent use of language in

behaviour policy and all

communications home and

assemblies.

Developing employability skills in students and

resilience in preparation for exams and life in

modern Britain.

Attendance has improved 0.5% following the re-

development and re-launch of the 5R challenge in

2016. Behaviour policy, letters sent home,

assemblies.

Termly review. KS DHTs

Year

Leaders

and

Pastoral

Directors

BE/CB

Termly reviews

through Key

Stage Pastoral

reports.

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A dedicated member of

staff lead the Big Brother,

Big Sister programme of

trained students who help

resolve issues such as

bullying and loneliness A

daily breakfast club and

lunch club are key

components of this

strategy.

BBBS and breakfast club Evidence shows that peers are more successful in

dealing with peer issues once they are

empowered to do so. A bullying-log is kept and

reviewed at half termly at the safeguarding

meeting.

Anti-Bullying week is not seen in isolation.

Attendance at both the breakfast and lunch clubs

is high. EEF suggest this can improve progress by

1 month

BBBS annual reports to SLT and LBG.

BBBS co-ordinator reports to

safeguarding committee at least once per

term

BBBS Co-

ordinator

CB

Termly

Free school meals

provision

School meals Ensure students have an appropriate meal during

the day

Student feedback. Catering data Pastoral

teams

On going


choice?


well?


review

implementation?

A dedicated member of

staff leads a P16 student

mentoring scheme for the

whole school. All P16

students receive full

training and support

throughout their

mentoring

Staff and Peer Mentoring Evidence shows that peers are more successful in

dealing with peer issues once they are

empowered to do so.

Demand for this service is high – from students,

pastoral teams and parents. Overall, the

introduction of peer tutoring approaches appears

to have a positive impact on learning, with an

average positive effect of approximately five

additional months’ progress.

Student voice. Staff feedback. Session

monitoring by post 16 team.

Student

Leadership

Co-

ordinator

BE/CB

Termly review

with an annual

report

Each Key Stage has a

dedicated support worker

who mentors and

monitors students.

Key stage TAs These TAs can build strong positive relationship

with students and are able to support them in their

attendance, behaviour and studies. On average,

SEL interventions have an identifiable and

significant impact on attitudes to learning, social

relationships in school, and attainment itself (four

months' additional progress on average).

Pastoral AHTs direct and lead as line

managers.

Pastoral

DHTs

CB/BE/RD

Yearly

Students to fill gaps in

knowledge and

understanding

Catch-up Classes

After school weekly catch-up

sessions for Year 7 and 8

students with lower prior

attainment.


suggests that extending school time can add a

further 2 months to student progress. Also, small

group tuition can add up to 4 months of progress.

It is also indicated that peer tutoring can add up to

5 months of progress and Reading

AHT monitors member of staff with TLR

responsibility and rota for monitoring the

6th form mentors.

Member of

staff with

TLR

responsibili

ty

Termly

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comprehension strategies could add up to 5

months of progress too.

NR


choice?


well?


review

implementation?

Pupil Premium students

support and mentor

younger students.

Franklin Scholars The Education Endowment Foundation (EEF)

suggests that mentoring can add up to a month of

progress; peer tutoring up to 5 months of progress

and Reading comprehension strategies could add

up to 5 months of progress. The social and

emotional learning work could add another 4

months of progress.

AHT monitors outcomes Student

leadership

Co-

ordinator

NR

Termly data

review monitoring

of group in

4matrix

£4,950 per 30

students

Engage PP students from

families who would be the

first to go to university

The Brilliant Club The Brilliant Club shows positive academic and

student voice outcomes for the last academic

year. See most able SDP. The Education

Endowment Foundation (EEF) suggests that

mentoring can add up to a month of progress; with

small group tuition adding up to 4 months of

progress and collaborative learning potentially

adding another 5 months of progress.

AHT monitors outcomes DHT NR Termly data

review monitoring

of group for final

destinations.

£1,920 per 12

students

Mentor all PP most able

students

Challenge Passports This allows students to be mentored by older

peers but rewarded for challenging themselves in

3 areas: academic, community and independence.

See most able SDP. The Education Endowment

Foundation (EEF) suggests that mentoring can

add up to a month of progress.

AHT co-ordinates all Most able PP

student activities. Data and student

outcomes monitored termly. Students

meet with mentors every 4 weeks. Post

16 lead oversees this.

DHT and

Post 16

pastoral

lead

NR LA

Termly data

review. Have

changed the way

it is monitored

based on last

year’s outcomes.

Approx. £1000

Remove barriers to

learning for PP students

Revision resources for all

students.

Remove barriers to learning ensuring all students

have access to the resources they need.

AHT to oversee stationary purchases and

use monitored by SLT through mentoring

meetings with targeted students.

HODs,

DHT

authorises

spending

NR

Based on summer

outcomes.

Stationary

approx.. 300

Revision

guides…?

Attendance – PPG and

FSM

A revised Attendance Policy and

Protocol was produced with the

aim of offering both support and

FSM Attendance: 93.53 %. An increase of

0.48%.

Rigourous monitoring by pastoral

leaders. Regular discussions and data

checks at pastoral meetings.

DHT

-BE/CB

Yearly

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Attendance of those

students with FSM

remains below National

Average and even further

below average for TRS

students.

challenge to those students with

persistent absenteeism. An

increased role pastorally for staff,

starting with the form tutors was

envisaged with the aim being to

better understand the issues for

those students classified as PA to

effectively address those issues.

A revised Attendance Policy and

Protocol was produced with the

aim of offering both support and

challenge to those students with

persistent absenteeism. An

increased role pastorally for staff,

starting with the form tutors was

envisaged with the aim being to

better understand the issues for

those students classified as PA to

effectively address those issues.

Re-launched Attendance Policy

and Protocol with increased

involvement from the start for

Form Tutors – for example all

tutors are expected to phone

home on the first day of absence

and every day thereafter.

Thereafter this a staged approach

to attendance through Deputy

Year Leader through to DHT is

followed.

Appointment of a Family Liaison

Officer. An additional early help

strategy. FLO visits homes of

students, predominantly those PA

or at risk of becoming so.

No excuses Culture – a

toughening stance on

Narrowing the gap between national to 1.52%, or

25% improvement in this gap. The gap also

narrowed to TRS to 2.35%, the smaller narrowing

of this gap was accounted for by the fact that

these strategies had the overall impact of raising

all attendance at TRS, not just those for FSM.

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absenteeism. The school

authorised less absences and

referred more families for court

proceedings

Attendance mentoring was offered

through Key Stage Assistants,

P16 Mentors and Family Liaison

Officer.

Pastoral Teams were asked to

keep a clear focus on key groups

through line management

Introduction of the Half Termly

Attendance reports – maintaining

a focus on the data, but also the

qualitative information behind the

data – the case studies and

issues faced by our students.

Breakfast Clubs were offered to

FSM students by Pastoral teams

and Departments.

Breakfast club was also offered by

Big Brother / Big Sister for all

students – this had a focus on the

more vulnerable student. BBBS is

part of the anti-bullying

programme within the school.

Key Stage 3 Graduation – To

graduate from Key Stage 3, great

expectation was placed on the

minimal attendance of 95%, with

students believing they needed

this level in order to graduate

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Review of Expenditure

2017-18

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6. Review of expenditure 2017-18

Previous Academic Year

i. Quality of teaching for all


approach

Estimated impact: Did you meet the success criteria?

Include impact on pupils not eligible for PP, if

appropriate.

Lessons learned

(and whether you will continue with this approach)

Staff and Cost

Give parents and

students access to

home learning

Show my

Homework

Relatively consistent setting of homework

between year groups of a key stage. The

number of homework set rises with each key

stage.

Project explored student engagement with

homework with the view to consider a new

approach to the homework policy for next

academic year.

Continue to use SMHW.

Introduce different homework tasks in key

stage 3 which are include choice and creativity

as these tasks ensure good homework

completion.

Differentiated homework tasks continue to be a

development area.

CE

£5492

Fill gaps in

learning

1-1 tuition in

English and maths

-0.37 P8 for group of 45 students. This

ran from the Easter holiday. Attendace

began well but dropped dramatically 2

weeks before exams. Students set their

own times and did at home

All sessions take place in school this year,

we have parental support and is monitored

and supervised for each session. Students

who miss 4 sessions are removed. Only

Maths and Science students targeted as

per school SDP.

NR £47,880

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approach



appropriate.

Lessons learned


Cost and staff

Improve progress

and attainment at

gcse and A level

TRS Revision.

Bespoke in-house

revision portal for

students to

access

School P8 down on the previous year so

not positive impact. However, there were

major technical issues throughout the

year. These have been solved for this

year.

Staff upload most recent resources. AP to

check traffic termly. Review and then look

at other avenues if need be.

CE/NR Neg.

Improve progress

and attainment at

gcse and post 16

Revision Guides

supplied

School P8 down on the previous year so

not positive impact. Students who were

non-attenders or had poor attendance

received these guides too meaning they

got something rather than nothing.

Core depts. purchased guides this year.

Monitored by learning team for revision and

revision windows built into lessons

meaning students are trained to use them.

Students encouraged to bring them in to

support gaps in knowledge.

DHT and

HODS-

£11,311.75

Students make

successful

transitions from

each Key Stage

Prepare students

for the next steps

at each stage.

Building skills and

knowledge to be

able to make good

decisions

CEAIG. DHT leads

focus on Careers

throughout the

school. Students to

be informed of all

opportunities at all

key stages to

ensure

personalised

destinations are

successful.

Students and their families make

informed decisions about the next stage

of their education, employment or

training.

We are following the Gatsby programme to

ensure our careers and transition

processes are outstanding.

DHT NR

KS3-5 MR

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approach



appropriate.

Lessons learned


Cost and staff

Experience in

person primary

and secondary

source material to

bring learning to

life and encourage

students

Trips and Visits Yes. Having time outside the classroom on trips is

invaluable in both knowledge and experience to help

students develop in a number of ways.

No students are marginalised because of being

disadvantaged in anyway Bursaries and subsidies are

available where necessary.

Definitely continue with as many trips and visits possible

to go out involving as many students as possible. Funding

and subsidising where necessary.

Continue to encourage more departments to run more

trips.

DHT SM LR

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approach



appropriate.

Lessons learned


Cost AND staff

Fully prepared

students for

exams

Provide revision

materials,

organisers and

sessions on how

to revise

effectively.

Students provided with a revision study

skills kit. Students selected from each

band and worked with HW on how to

revise effectively. Revision folders

monitored and demonstrate revision over

time and therefore improved organisation

with revision.

Continue to do but embed study skills

sessions earlier into the curriculum.

HW (CE)

£1500

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Increased parent

engagement with

Teaching and

Learning to

further reduce

learning gaps

Parent forums to

address key

areas of Teaching

and Learning

Parent revision evening for key stage 4 students.

Approximately 70 parents attended. Good feedback.

For all parents that didn’t attend the materials were

posted home.

Will continue next year and will target specific parents by

calling home.

CE

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All students are

CATERed for.

All teachers plan

and deliver

lessons that

ensure all

students are

CATERed for

based on their

needs and prior

attainment.

71% of learning walks were judged as highly effective –

a rise of 8% from last year.

CATER and SEND INSET provided at the beginning of

the year and specific learning walks to monitor the

impact of this by the lead teachers.

Continue to provide quick and easy differentiation

strategies for teachers to develop their T&L toolkit.

CE/NR

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Students to take

responsibility for

their own

learning through

the student T&L

NNs.

Monthly Non

Negotiable focus.

Students then aim

to prove where

they have

significantly met

the focus – attain

signatures from

staff. Where

complete

students are

entered into a

winning draw.

Area needs to be developed. More work needed on this. Student participation in this as

we review the curriculum in the summer term 2019.

CE

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Class charts

used as a

planning tool to

ensure that the

needs of all

students are

planned for.

To become

practice that

teachers have

printed class

charts sheets that

are annotated to

demonstrate how

they are planning

to meet the needs

of PP students.

Teachers plan lessons more appropriately to meet the

needs of their students and therefore to ensure

challenge and pitch are accurate.

Introduced as part of CATER INSET.

To continue with this strategy but to further closely

monitor the consistency in use of these across the school.

CE/BE

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ii. Targeted support


approach



appropriate.

Lessons learned


Staff and Cost

Assist students

to access their

learning. and

improve

knowledge and

understanding

TA support

supplied

throughout the

curriculum where

the need is

greatest. Some

TAs are subject

specific. This

support students’

learning better as

TAs increase their

subject

knowledge and

the level of

support they will

be providing will

be enhanced.

The Education Endowment Foundation (EEF) suggests

that teaching assistants can add a further month of

progress to those students that they work with.

SEND students achieved a +0.45 P8

Yes but looking to develop more specific training for TAs

so they can support specific areas of weakness. This may

involve a more withdrawal method strategy.

Working with SENDCO to create a new department

structure next year.

SENCO and DHT,

AHT, BFLD, YL,

PD’s, HODS, Line

managers HT

monitors

Students to fill

gaps in

knowledge and

understanding

Catch-up Classes

After school

weekly catch-up

sessions for Year

7 and 8 students

with lower prior

attainment.

Extended day

The Ravensbourne School received £15,651 from the

catch up grant for the 2017/18 academic year for

students who did not achieve the secondary ready

scaled score of 100. This meant £500.00 per student

(31) eligible for the catch up grant.98% made expected

progress in English and 61% exceeded this.88% made

expected progress in Maths and 22% exceeded this.

Lessons run after school this year as we have no core

skills teacher.

The core skills teacher will be replaced for the start of the

2019/20 year.

DHT

2 English teachers,

2 Maths teachers

and 8 trained 6th

formers

£900 plus

resources

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To improve

levels of literacy

of students

below level 4 on

low level 4s on

entry

Core Skills. Year

7 and 8 students

with lower prior

attainment attend

core skills

sessions as a

catch-up

intervention. This

session is led by

a primary trained

teacher. Reading

buddies: Older

students reading

to

younger ones

younger students









skills teacher.


2019/20 year.

Core skills teacher

and this is

monitored by

DHT/NR

Students to be

mentored with SLT or

other appropriate

members of staff

Mentor programme for

identified students.

Weekly mentor

sessions that enable

students to identify

areas of development

and implement self-

created strategies for

improvement.

Mentoring sessions took place from February 2018.

Only one mentoring group came in with a positive P8

and this was the smallest group of 5.

Less students targeted this year. 70 across 7 mentors.

Meetings began fortnightly in Jan 2019.

OD being trained to lead mentoring next year.

AHT/NR

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Year 6 students

sit the Pl tests in

Maths and

English in

addition to

Reading and

Spelling tests in

order to gain a

fuller

understanding of

gaps in

knowledge and

skills.

Transition Year 6

into 7 GL testing

This data is used in conjunction with the KS2

SAT data to identify gaps in knowledge for all

students and provide appropriate support

both in lessons and through the provision of

extra sessions designed by subject

specialists.

Learning walks indicate these extra sessions

appear to be well run and students are

effectively engaged in their development.

Results of these assessments have also been

shared with parents to help them understand

how they might best support their child in their

learning. Students will be assessed again to

measure how well the school has helped

students to close the gaps in their

knowledge/understanding.

DHT CB

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An experienced

team of staff and

students lead a

variety of

activities

designed to allay

fears, develop

students socially

and provide

academic

support.

Bespoke

transition summer

school for

vulnerable and

disadvantaged

students.

Prefect lead

PSHCE

programme,

Student

mentoring

programme

Year 7 have made a successful transition

into TRS. Attendance is above national

average. Year 7 show a low level of

behaviour logs. 140 students attended

the summer school and their feedback

was very positive. KS4 have made a

positive transition year after year. This is

shown in various reports on attendance

and behaviour and various KPI’s.

This commitment will continue and continually

be reviewed

DHT CB – Key

Stage 3.

Designated lead

teachers.

£2208.70

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As the need

arises students

are supported

with purchasing

the essentials for

a successful and

happy

educational

experience.

Uniform, shoes

and student

needs

Uniform issues are at a minimum and

students are organised and ready for

learning. List of who has borrowed kept

as well as who has been bought items.

On average, SEL interventions have an

identifiable and significant impact on

attitudes to learning, social relationships

in school, and attainment itself (four


To continue. Students using this service fell

more confident and comfortable in school.

Attendance is better

Pastoral DHTs

£2500

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A totally bespoke

programme

designed in-

house that taps

into the support

available from

Further

Education to

raise personal

expectations for

all students. This

includes

mentoring,

interview training,

visits to

Universities and

support for more

specialised

examinations

such as the

LNAT and

Oxbridge

interviews

Future

Aspirations

Programme

Student and parent feedback is overwhelmingly

positive on the impact this programme has on attitude

to learning and encouragement to work hard.

All Year 9 went on a University trip and it helped 7

apply for Oxbridge who undertook this programme 4

years ago.

Dedicated staff member with responsibility of overseeing

this process.

LA £4000

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TRS employs a

Family Liaison

Officer who

supports families

and students with

poor attendance.

Family Liaison

Officer

Family liaison officer plays vital role ensuring

verification of same day absence. Linked to safe

guarding to ensure we monitor any student missing in

education. FLO links with the borough and follows up

on any exterior action to be taken to aid students in

improving their attendance.

Increase in Penalty notices issues and further follow up of

prosecution procedures.

OS / BM

£24,000

iii. Other approaches


approach



appropriate.

Lessons learned


Cost and staff

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To help students

cope with

challenging

personal/school

circumstances

A full-time school

counsellor is

employed as an on-

site provision. The

counsellor also

works with the

pastoral team to

build emotional and

mental resilience

across the school.

Building of emotional resilience amongst students and

staff. Attendance rises by 5% for students referred to

the counsellor in the term following the referral.

Termly Counsellor reports to SLT and LGB.

The school counsellor is a vital service and student

voice has recognised this in the past.

The current approach works well and will continue. The

need for this grows ever greater and at times there is a

waiting list

OS

CB/BE

Students complete

home-learning and a

broad range of extra

activities from 3.20-

5.30 three

afternoons a week.

to enhance learning

and give students

enrichment activities

they may not

otherwise get

involved in.

Extended School

Day. Year 7 and 8

students attend a

supervised

extended school

day

Full complement

of extracurricular

clubs

Incredibly successful. Parents and Students

really value this provision and were keen for

it to continue. Numbers continue to rise each

year.

Due to feedback from parents, staff and

students this provision has been extended to

include Year 9 students. This provision will

continue.

CB/OS

£3,000

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Key Stage 3

Graduation

Key Stage 3

Graduation.

Students in Year

9 ‘graduate’ from

Key Stage 3 upon

successful

completion of

their journey. A

considerable

focus is placed on

this throughout

the Key Stage

Designed as a response to Key Stage 3:

The Wasted Years, TRS Year 9

graduation has, in three years, become a

key component of the culture and

calendar. Focussing the students on

attendance, behaviour, progress and

community, it helps to prepare them for

life in the rigours of Key Stage 4.

Attendance for Graduation was 96.8%.

To continue. All stakeholders valued the

impact this has made for Year 9. Also

demonstrable impact, especially on

attendance.

CB/ OS Pastoral

Year 9 Leader

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Two web based

applications that

support students

with career

choices and

improve

knowledge of

career and

further education

requirements.

Fast Tomato /

Unifrog. The

school has

purchased

subscriptions to

Fast Tomato and

Unifrog

Students in Y11, 12 , 13 and some Year 10 students all have access to Unifrog. Year 13 teacher references are all completed on Unifrog, as are UCAS references for students.

Fast Tomato has not been renewed due to updates on Unifrog which have the same desired outcomes.

Years 7-10 are all to be given mandatory logins

and parents to be contacted about the

platform. Year 9s will receive this first as they

will use it in conjunction to making their option

choices.

CEAIG Coordinator

BE/ CB

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Increase

research skills of

students.

Encourage

inquisitive minds.

Library Journal

Subscriptions. A

fully stocked and

up-to-date library.

Which includes

subscriptions to

academic

journals.

Guest lectures

Students do have more access to up to

date relevant information across a range

of curriculum and extracurricular

subjects. Journals are also used in

lessons so all students can benefit from

them.

Yes will continue this approach. Continue

to get student voice on more titles to bring

in.

HOD English

Head librarian

£480

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approach



appropriate.

Lessons learned


Cost and Staff

To encourage

the highest

standard of all

areas of school

including

Rewards. TRS

operates a

bespoke rewards

system which

termly seeks

student voice as

to how rewards

money should be

spent.

The rewards system is continually under review

so as to make it a genuinely bespoke system.

2017/18 saw a continued focus on more

community based rewards – examples included

BBQ and summer field afternoon and Christmas

film. Around 20-25% of each year group was rewarded

each half term with students varying each time.

On average, SEL interventions have an identifiable and

significant impact on attitudes to learning, social

relationships in school, and attainment itself (four


Student voice will be sought early Autumn 2018 to decide

direction of rewards though-out 2018/2019.

Suggestions already have included continued focus on

students who just “just do the right thing”

BE and designated

staff member (KS

TA’s) Therefore no

money required for

staff member.

£7200 for reward

experiences and

tangible rewards

TRS has a

history of

excellent

behaviour and

has recently

purchased the

‘classcharts’

application to

analyse and

monitor

behaviour across

the school.

Class charts 2016/17 saw the adoption of the Class-Charts system

of behaviour monitoring. The re-launch makes

comparative data slightly harder to assess, however

TRS students received a ratio in excess of 75%

positive: negative ‘logs’ which research from ‘class-

charts’ indicates is the threshold for outstanding

behaviour.

Class-charts will continue into a third academic year. Staff

and students are now familiar with the system and it will

allow for comparison of data from over the past years and

key groups.

BE

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A dedicated staff

Student

Leadership team

acts to ensure that

all TRS students

have a right to

develop their

leadership skills.

The team lead all

the usual activities,

such as prefects,

but in addition

consider it their

mission to deliver

and source any

worthwhile Student

Leadership event.

Student

Leadership

Programme

Notable success in this area includes reigning South

England Shares for Schools Champions (2015 and

2016) and the reigning British Medical Institute

Debating Champion. However, the programme on

offer is much deeper and broader.

The continued focus for the year was on developing a

meaningful inter-form competition – this was

successfully delivered – culminating in an exciting

Sports Day in July.

A broad student leadership report is available for this

area.

Areas to develop for 2018/19 Training across the trust for

other schools.

How to run these without the use of form time and instead

lunch and after school.

OS/BE

Not known.

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Developing

resilience,

responsibility,

resourcefulness,

respect and

reflection.

5R Challenge All

Year groups take

part in the 5R

Challenge

Consistent use of

language in

behaviour policy

and all

communications

home,

assemblies,

5 R Challenge continued to run through the year

at form times to encourage students use of the 5

R’s.

With the loss of form time this will need to be carefully

considered. Proposed week long focus on pastoral

activities in summer term plus application of the 5 R’s in

BFL conversations and Assemblies.

KS AHTs

Year Leaders and

Pastoral Directors

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approach



appropriate.

Lessons learned


Cost and Staff

Free school

meals provision

School meals Continued excellent catering for all. Ensuring healthy

balanced meals and choice

Yes this will continue. With more specialist days providing

the students with experiences of cooking from around the

globe.

Pastoral teams

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A dedicated

member of staff

leads a P16

student

mentoring

scheme for the

whole school. All

P16 students

receive full

training and

support

throughout their

mentoring

Staff and Peer

Mentoring

This service has a continually high demand and ever

increasing numbers of P16 students take up a

mentoring role. Through 2017/18 the mentors also

increased their role with the Peer Court, broadening the

scope of the role.

Student Leadership has decided to re-launch the role

given the increasing number and variety of referrals to the

mentors. As the mentors are such an integral part of the

fabric and culture at TRS the offering will be greater, but

will also see a change to the referral process.

Student Leadership Co-ordinator

Each Key Stage

has a dedicated

support worker

who mentors and

monitors

students.

Key stage TAs Feedback from students is very positive

around the role of the Key Stage TA.

Students value the time that these

members of staff can give them and the

advice they receive. On average, SEL

interventions have an identifiable and

significant impact on attitudes to learning,

social relationships in school, and

attainment itself (four months' additional

progress on average).

Key Stage TAs will continue in the role

2018/19. To have one Pastoral TA per year

group.

Pastoral DHTs £30,000

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Students to fill

gaps in

knowledge and

understanding

Catch-up Classes

After school

weekly catch-up

sessions for Year

7 and 8 students

with lower prior

attainment.









skills teacher.


2019/20 year.

Member of staff with TLR responsibility

Pupil Premium

students support

and mentor

younger

students.

Franklin Scholars Most able and most able disadvantaged under Franklin

scholars improved by: Year 7 (80% expected, 60%

above expected), Year 10 (0.46 P8 increase compared

to 0.08 whole school).

Is running this year although removal of tutor time making

it more problematic. Review post April 19 when

programme ends to see if it has run it’s course.

NR/Student leadership Co-ordinator

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Engage PP

students from

families who

would be the first

to go to

university

The Brilliant Club For The Brilliant Club the school performed 33% better

than the national picture for 2:1s and 19% for the same

criteria for disadvantaged students. Also all scores for

feelings towards going to university or their ability to

reach university improved. This group can be

monitored to see if they go onto University

Targeting cohort of 15 Year 8 students this Spring. NR

of 54

Mentor all PP

most able

students

Challenge

Passports

45 rewarded in 2015/16. 271 rewarded summer 2018.

Students graduating from Year 9 with honours (12 in

2016). 89 graduated with honours in Summer 2018.

Challenge passports now part of the graduation

process.

Yes this continues but we will review the criteria for each

year and will probably only make it a KS3 programme.

LA/NR

of 54

Remove barriers

to learning for PP

students

Revision

resources for all

students.

School P8 down on the previous year so not positive

impact. Students who were non-attenders or had poor

attendance received these guides too meaning they got

something rather than nothing.

Core depts. purchased guides this year. Monitored by

learning team for revision and revision windows built into

lessons meaning students are trained to use them.

Students encouraged to bring them in to support gaps in

knowledge.

DHT and HODS-

£11,311.75

Attendance – PPG

and FSM

Attendance of those

students with FSM

remains below

National Average

and even further

below average for

TRS students.

A revised Attendance

Policy and Protocol

was produced with

the aim of offering

both support and

challenge to those

students with

persistent

absenteeism.

Whole school Attendance was 94.9. Non Free school

meal student’s attendance was 95.37 (above national

average) however those students eligible for Free

school meals was 90.27 which is below National

average at 91.2. Unfortunately a number of the

significant PA’s counted as FSM students. More work

is needed to close this gap.

Attendance policy to re written to reflect changes in the

new school day and whole school pastoral support

systems.

The use of form tutors to call was not always effective as

these calls are often not made until the end of the day and

often only messages left. Moving forward the KS TA’s to

make these calls to ensure same day verification.

Further development of the use of early intervention

strategies.

Greater focus on the use of Penalty notices for more

serious offenders.

DHT-OS AHT -BE/CB

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An increased role

pastorally for staff,

starting with the form

tutors was envisaged

with the aim being to

better understand the

issues for those

students classified as

PA to effectively

address those issues

effectively address

those issues.

A revised Attendance

Policy and Protocol was

produced with the aim

of offering both support

and challenge to those

students with persistent

absenteeism. An

increased role

pastorally for staff,

starting with the form

tutors was envisaged

with the aim being to

better understand the

issues for those

students classified as

PA to effectively

address those issues.

Re-launched

Attendance Policy and

Protocol with increased

involvement from the

start for Form Tutors –

for example all tutors

are expected to phone

home on the first day of

absence and every day

thereafter. Thereafter

this a staged approach

to attendance through

Deputy Year Leader

through to DHT is

followed.

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No excuses Culture – a

toughening stance on

absenteeism. The

school authorised less

absences and referred

more families for court

proceedings

Attendance mentoring

was offered through

Key Stage Assistants,

P16 Mentors and

Family Liaison Officer.

Pastoral Teams were

asked to keep a clear

focus on key groups

through line

management

Breakfast Clubs

continue to be offered to

FSM students by

Pastoral teams and

Departments.

Breakfast club was also

offered by Big Brother / Big

Sister for all students – this

had a focus on the more

vulnerable student. BBBS

is part of the anti-bullying

programme within the

school.

Key Stage 3 Graduation –

To graduate from Key

Stage 3, great expectation

was placed on the minimal

attendance of 95%, with

students believing they

needed this level in order

to graduate

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7. Additional detail

KS3 and 4 Behaviour and attendance reports.

Attendance reports

Transition reports

Ks4 protocols

PSHCE folders

SMSC day folder

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Documents