Disadvantaged Strategy Statement

1.   Summary information

School

Bramcote College

Academic Year

2017/18

Total DA budget

£153,605

Date of most recent DA Review

December 2017

Total number of pupils

458

Number of pupils eligible for DA

160

Date for next internal review of this strategy

January 2018

 

2.   Barriers to future attainment (for pupils eligible for DA including high ability)

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

A.

Literacy and numeracy skills entering Year 7 are lower for pupils eligible for DA than for other pupils, which prevents them from making good progress in Year 7. Some students in Year 11 are still battling with lower literacy skills and numeracy skills which is preventing them from accessing new GCSE content.

Problem solving in Maths was identified as a national area of weakness; literacy levels have a significant impact on the comprehension element of Maths problem solving tasks.

B.

High attaining pupils who are eligible for DA are making less progress than other high attaining pupils across year groups. This prevents sustained high achievement throughout KS4.

C.

A small group of students may struggle to access the Key Stage 4 curriculum in its entirety, as a result, alternative courses in school need to be identified and delivered to maintain engagement and progress

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

D.

Attendance rates for pupils eligible for DA are 93% (below the target for all children of 96%.) This reduces their school hours and causes them to fall behind on average.

E.

Low aspiration of some DA students. Lack of parental engagement for some.

 

3.   Outcomes

Desired outcomes and how they will be measured

Success criteria

A.

High evels of progress in literacy and numeracy for Year 7 pupils eligible for DA.

Pupils eligible for DA in Year 7 make more progress by the end of the year than

‘other’ pupils so that at 100% meet aspirational expected targets and other pupils still make at least the expected progress.  This will be evidenced using accelerated reader assessments and English teacher assessments on Snapshot days.

B.

Improved rates of progress across KS3 and KS4 for mid and high attaining pupils eligible for DA.

Pupils eligible for DA identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across Key Stage 3, so that 75% or above are on track for 4 levels of progress by the end of KS4.

Where they are not, departments are putting in place class interventions and additional suppprt, monitored by heads of departments (HOD) and senior team.

C.

Behavioural and attitude to learning issues of Year 9, 10 and 11 addressed. Increased aspiration and ‘belief’ of

students. Increased parental engagement.

Fewer behaviour incidents recorded for these pupils on the school system. Improved attitudes to learning and engagement in lessons. Improved parental engagement including attendance at parents evenings and academic school events.

D.

Increased attendance rates and engagement with extra-curricular programmes for pupils eligible for DA.

Reduce the number of persistent absentees (PA) among pupils eligible for DA to

10% or below.  Overall attendance among pupils eligible for DA improves from

93% to 96% in line with ‘other’ pupils.

E.

Increased parental engagement with school, increased aspirations.

Improve attendance of DA parents at school events. DA participation in University

Programmes.

Please download the attachment below for a full copy of our disadvantage strategy statement, including planned expenditure.