Agenda item

PUPIL PREMIUM WEBSITE AUDITS

To consider the above presentation.

Minutes:

Bronwyn Hamilton Brown and Kevin McDaniel gave a brief presentation to Members and invited guests which included the following key points:

 

Ø  Trevelyan had quite a few children whose parents were in the armed forces and their attainment in school depended on the stability of the family and how often they were moved around by the armed forces.

Ø  It was noted that deployment was to be kept to a minimum for service personnel with families.

Ø  The amount of Pupil Premium (PP) that a school received depended on the key stage and area.

Ø  Coastal and urban areas had higher rates.

Ø  Farr fewer children were reaching higher levels in education when disadvantaged.

Ø  Inspections would be adapted to ensure that disadvantaged and more able disadvantaged children were a key focus – all inspectors had that as part of their remit.

Ø  PP was high up on Ofsted’s inspection list as a priority. St Anne’s had an Ofsted inspection last year and the first thing that Ofsted asked about was their PP.

Ø  Inspectors wanted to see historic data on PP.

Ø  Ofsted would want in year data for every year group.

Ø  89.6% of all schools in the borough were either good or outstanding

Ø  The Borough was above average in all areas and significantly above in some areas although, in the area of writing, that required improvement when it came to expected standards.

Ø  There were 3052 pupils in the Borough who were eligible for Ever 6 (14.4%) which was lower than the national average

Ø  1270 pupils were eligible for FSM (6%)

Ø  Nationally FSM represented 26% of the whole school population.

Ø  Out of 91 disadvantaged pupils in year one, only 51 achieved the phonics check this year. Overall, 81% of the Borough’s children could read the 32 out of 40 words necessary to pass the check.

Ø  The borough was 148th out of 151 local authorities for disadvantaged pupils on that measure.

Ø  The phonics test did not mean that the children could not read and many schools would argue that it was not a good way to monitor progress as it did not show the whole picture.

Ø  Schools now used input from the Borough and were working with Bronwyn to work together for all the children in surrounding areas first schools.

Ø  The PP Champion helped to co-ordinate efforts between schools to help pool resources and strategies.

Ø  Bronwyn was working with schools and the focus had been realigned with training and now the Borough’s schools were on a different track.

Ø  A higher proportion of disadvantaged children had SEN (approximately 17%) whereas only 7% of non-disadvantaged children had SEN.

Ø  The PP Champion would look at website data to see if anything could be found such as patterns.

Ø  Bronwyn wanted to look at how children that took part in ELSA were doing.

 

The Website audit findings showed up a number of areas for improvement which included:

 

Ø  The initial review included first, middle, junior and primary schools

Ø  Most sites displayed adequate information about attainment and progress

Ø  Revised requirements meant that schools needed to substantially improve the information displayed about: barriers to attainment, external barriers, strategies chosen (based on evidence), intentions of how impact of expenditure would be measured, analysis of impact on outcomes.

Ø  Some websites were compliant but with minimal information.

Ø  Bronwyn went into Furze Platt junior School (FPJS) tow times per year to help with their monitoring and production of data for PP

Ø  FPJS held a university week at school to teach the children about careers and raise their aspirations. It was about exposing the children to the world outside.

Ø  Schools could work with universities and the BCA to show children what they could aspire to.

Ø  Trevelyan was a large school which was embracing opportunities to develop aspirations and organised events for people to go in and raise the aspirations for their children, they also had pupils from other schools go to them to use their facilities such as art sessions that they did not usually have access to.

Ø  Trevelyan avoided stigma of PP students as they did a lot of different activities for different reasons such as sports, so as children came and went throughout the day for various activities, it prevented PP students from standing out.

 

How RBWM provide support:

 

Ø  At least one day core offer, which often includes:

o   Gap analysis

o   Website compliance checks and subsequent support

o   Staff awareness training

o   NQT and schools direct training

o   Data analysis

o   Book scrutiny

o   Governors and SLT being challenged

o   Pupil voice interviews

o   Middle leader and PP champion support groups