Disadvantaged Strategy Statement

1.   Summary information


Bramcote College

Academic Year


Total DA budget


Date of most recent DA Review

December 2019

Total number of students


Number of students eligible for DA


Date for next internal review of this strategy

January 2019


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)


Literacy (and numeracy) skills entering Year 7 are lower for students eligible for DA than for other students, 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.

Outcomes in Year 11 show a minimal gap between DA and non DA students’ progress at GCSE in Maths at BC.


High attaining students who are eligible for DA are making less progress than other high attaining students across year groups. This can act as a barrier to sustained high achievement throughout KS4.


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 and progress

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


Attendance rates for students eligible for DA are 93.7% (below the target for all children of 96.8%.) This reduces their school hours and causes them to fall behind on average.


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


3.   Outcomes


Desired outcomes and how they will be measured

Success criteria


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

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

‘other’ students so that 100% 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

Accelerated Reader  and English teacher assessments on Snapshot days.


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

DA students identified as high attaining (HADA) from KS2 levels / raw scores make

as much progress as ‘other’ students 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.


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 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.


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

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

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

93.7% to 96.8% in line with ‘other’ students.


Increased parental engagement with school, increased aspirations.

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


 Please download the attachments below for a full copy of our disadvantage strategy statement, including planned expenditure, and for a summary of our Disadvantaged Student policy