Disadvantaged Strategy Statement

1.   Summary information

School

Bramcote College

Academic Year

2019/20

Total DA budget

£152595

Date of most recent DA Review

December 2019

Total number of students

469

Number of students eligible for DA

160

Date for next internal review of this strategy

January 2020

 

2.   Barriers to future attainment (for students 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 DA students than for other students, which prevents them from making good progress in Year 7. As a result of this, some students in Year 11 are still battling with lower literacy skills and numeracy skills which is preventing them from accessing new GCSE content.Literacy (and numeracy) skills entering Year 7 are lower for DA students than for other students, which prevents them from making good progress in Year 7. As a result of this, 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 at Key Stage 2 and continuing into Key Stage 4 was identified as a national area of weakness; literacy levels have a significant impact on the comprehension element of Maths problem solving tasks. Outcomes in Year 11 show a minimal gap between DA and non-DA students’ progress at GCSE in Maths at BC, suggesting that the focus needs to lie in literacy and closing the gap from Year 7.

B.

High attaining students who are eligible for DA are making slower progress than other high attaining students across year groups. This can act as a barrier to sustained high achievement throughout Key Stage 4. This may be reflected somewhat in their future destinations post 16 and post 6th Form.

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 continue to be explored and delivered to maintain engagement, development of skills and progress during and beyond Key Stage 4.

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

D.

Average attendance rates for DA students are 93.8% (below Non-DA average of 96.5%.) This reduces their school hours and causes them to fall behind..

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.

Raised levels of progress in literacy and numeracy for Year 7 DA students.

DA Students in Year 7 make more progress by the end of the year than ‘other’ students so that 96% meet aspirational expected targets and other students still make at least the expected progress. This will be evidenced using reading assessments (we are now using Read Wise as a replacement for Lexia) and English teacher assessments on Snapshot days.

B.

Improved rates of progress across Key Stage 3 and Key Stage 4 for mid and high attaining DA students. LA DA students have historically made sound progress, however this continues to be monitored.

DA students identified as high attaining (HADA) from Key Stage 2 levels / raw scores make as much progress as ‘other’ students identified as high attaining, across Key Stage 3, so that 80% or above are on track for 4 levels of progress by the end of Key Stage 4. Where they are not, departments are putting in place class interventions and additional suppprt, monitored by heads of departments (HOD) and senior team.

C.

Behaviour and attitude to learning to become a focus to increased aspiration and ‘belief’ of students. Aim to encourage increased parental engagement.

Fewer behaviour incidents recorded for these students 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 DA students.

Reduce the number of persistent absentees (PA) among DA students to 10% or below. Overall attendance among DA students improves from 93.8% to 96.5% in line with non-DA students.

E.

Increased parental engagement with school, increased aspirations.

Improve attendance of parents of DA students at school events.Improve attendance of parents of DA students at school events.DA students to participation in University Programmes and careers’ events.

Please download the attachments below for a full copy of our disadvantage strategy statement, including planned expenditure, planned actions, implementations, and rationales.  Also attahed is the policy summary and key features.