OUTCOMEs FOR DISADVANTAGED STUDENTS at long field
Disadvantaged students’ outcomes have improved rapidly in 2017, with their overall progress in the second highest quintile of schools nationally. This introduction summaries our strategy for Pupil Premium students.
Of our 570 students, 25% are disadvantaged and eligible for the pupil premium. The staff at Long Field thrive off a strong moral purpose to achieve both equity and excellence for all our students.
The priorities of our pupil premium strategy in the past few years has been to overcome both the internal and external barriers to learning that our students face, rapidly improving attitudes and outcomes. Our approach is that we systematically employ 'simple strategies, with rigour'. Therefore, we backwards design from the intended outcomes of improving teaching and learning of disadvantaged students, overcome physical barriers such as attendance and behaviour, and increase aspirations amongst our disadvantaged students.
Teaching and learning is very much at the core of our strategy, to ensure that the disadvantaged students receive quality and timely feedback, putting them to the forefront of teachers' minds. One such teaching strategy is the use of Disadvantaged First strategy. The strategy allows teachers to identify disadvantaged students in lessons and consider them first when following other teaching and learning strategies already embedded, such as seating plans, questioning, feedback and marking, and allows staff to pitch lessons so as they have an appropriate level of challenge. At Long Field, all Teaching Assistants undertake the ‘Outstanding Teaching Assistant’ award, so their skills can fully benefit disadvantaged students. Teaching Assistants are assigned to curriculum faculties and are led by our SENDCo, Mrs Braisby.
Many targeted interventions are tracked and evaluated to maximise impact. Some of the more innovative interventions include Academic Mentoring, afterschool revision sessions and small group targeted intervention sessions.For all of the strategies employed at Long Field, we have considered internal evidence, external evidence and published research. For the teaching and learning strategies, we have considered the learning experience of past disadvantaged students who have been successful in overcoming their own barriers to learning and this informs our pupil premium strategy going forward. The strategies devised are intended to share good practice, to provide a consistent 'diet' of teaching for all disadvantaged students across the curriculum, regardless of the teacher in front of them.
Quality assurance of our practices in school are calendared and rigorous. Leaders in school are consistent throughout the year evaluating our strategy across the different curriculum areas, ensuring that all staff, students and parents are taking the right approach for the students in our case.
The outcomes of disadvantaged students at Long Field have improved greatly in the past 3 years. The in- school gap, when using the Progress 8 measure, has closed by 0.5 of a grade since 2015, this is despite the majority of disadvantaged students having significantly below national attainment on entry.
The 2016 outcomes showed that the progress gap between disadvantaged students and other students reduced significantly, to less than one third of a grade (Progress 8 gap of 0.236 in 2017 relative to 0.49 in 2017). This coincides with a Progress 8 score for our disadvantaged students being -0.136.
The pupil premium strategy
We have reworked what we are focusing on for 2017-18 in terms of barriers, so as we are only concentrating on four: improving attendance, improving outcomes of KS3 students and those that are entering Long Field as Higher ability students as well as raising aspirations linked to academic achievement and education beyond Long Field.
The Pupil Premium Strategy can be found following the link below