Understanding barriers

At Kingdown school we understand that challenging socio-economic circumstances can create additional barriers to success for children. However, we are clear that these challenges can be overcome. The evidence base strongly suggests that the most effective way to improve outcomes for disadvantaged children is through excellent classroom teaching. Excellent classroom teaching can be achieved by all teachers with high quality professional development, sharing of outstanding practice and open and honest conversations about learning.

All children need opportunities to enrich their lives through experience and schools must make sure that where children are unable to access these through home the opportunities are provided for them by school.

Although financial support is provided for schools specifically for children who qualify for Pupil Premium, outstanding educational outcomes for these children are best achieved through ensuring outstanding practice in classrooms throughout the school. In this way all vulnerable children are helped to achieve the best possible outcomes according to their starting points.

Intention

At Kingdown School we all work energetically towards a shared purpose of improving the outcomes of all students by identifying and removing barriers to learning through relentlessly high expectations and quality first teaching. We serve the community of Warminster by promoting social mobility through educational achievement.

Implementation

We strive everyday to realise this vision through

  • Quality first teaching based on removing barriers to learning.
  • Whole school ownership and accountability for improving the life chances of every student at Kingdown.
  • Positive relationships with all students based on ‘authentic student voice’ and contextual understanding.
  • Active engagement with parents, carers and the community
  • A varied and broad curriculum provision that balances powerful knowledge, relevant skills and enrichment opportunities to develop cultural and social capital
  • A relentless focus on improving the reading ability of all students as the main way to access the wider learning community.

Strand 1: Identifying and removing barriers to learning

At Kingdown school quality first teaching in every classroom ensures that combinations of barriers to learning are identified early and addressed through a range of highly effective strategies. Its where the teaching and pastoral system come together to ensure the best outcomes for all.

Early Identification of barriers in the classroom and pastorally

This is based on a combination of forensic data analysis and an informed contextual knowledge of our students and their needs.

Quality First Teaching

Everybody in every lesson is guided by these key classroom principles-

  • High expectations and no excuses
  • A relevant contextual understanding of individual need of every student
  • A clear identification of barriers to learning in the classroom (especially multiple barriers)
  • Carefully planned strategies in the classroom such as ‘First and Best’
  • A commitment to the idea that every second of every lesson counts.

Alongside quality first teaching we provide targeted academic and pastoral support focussing on six key areas identified using the best available evidence as barriers to success-

  • Learning behaviours
  • Attendance
  • Wellbeing
  • Parental Engagement
  • Improving on KS2 Attainment
  • Reading/vocabulary

Strand 2: Raising the Profile

Kingdown is a school where every member of staff works energetically towards a shared purpose of improving the opportunities and aspirations of every student. This is fuelled by a genuine understanding of why removing the barriers to learning is so important. We achieve this by-

  • Giving Pupil Premium provision ‘airtime’ across the year in meetings at all levels and in all areas both academic and pastoral.
  • Staff development opportunities focussed on Pupil Premium provision and sharing good practice.
  • Regular updates of provision- Including success stories, key measures, most effective strategies and evidence of the visible impact of Pupil Premium funds.
  • Pupil Premium slots on Department meeting agendas and Key Stage meetings across the year.

Strand 3: Leadership and Accountability

Kingdown is a school that sees continued staff development as essential to improving the learning of all students. Where all staff feel a genuine sense of responsibility. It’s a school that is constantly evaluating its processes to ensure that what gets consistently used is what has consistently worked. This is achieved through-

  • Regular contact with staff through Pupil Premium meetings across the year
  • Departmental leadership through a network of Pupil Premium Champions
  • Regular curriculum department meetings to share good practice
  • Training opportunities across the year

Impact Evaluation and Quality Monitoring

As part of our commitment to ensuring impact accountability we undertake regular monitoring and evaluation as set out below

  • October Review/Audit: In October each year, a comprehensive review of school results is undertaken which is a detailed analysis of Pupil Premium outcomes. The strategy for the year ahead is set, but is discussed fortnightly during SLT Key Stage 3 and Key Stage 4 meetings.
  • December and May PP Self Evaluation: Impact of PP strategies is assessed and amended if necessary with a view to our long term goal.
  • Department/staff questionnaire (Updated in departments 2 times a year)
  • Regular data analysis
  • Pupil progress meetings across the year
  • Learning walks
  • Learning discussions with pupils focussing on individual need
  • Support and challenge for individual teachers.
  • Regular monitoring reports to governing body
  • Listening to the views of all children to hear about their learning and experiences of school.

Last Years successful spending

For an analysis of the expenditure in 2018/19 and 2019-20, please download the pupil premium report here (PDF, 681kb).

Narrowing the gap: GCSE Results 2019

Metric Data
Pupils in cohort 263
Proportion of disadvantaged pupils 18.60%
Number of disadvantaged pupils 49

Disadvantaged pupil performance overview 2017-19- Attainment 8

The funding for Pupil premium spending in 2018/19 followed a very similar model to that we have planned for this academic year. We have had great success with our Pupil premium students and the Support that we provide pupils across the school every day. However, we are always striving to open up more opportunities for our students through quality teaching and even more focussed support and character development.

Disadvantaged School Overall Wiltshire LA National
Attainment 8 2018-19 39.7 48.5 48.6 48
Attainment 8 2017-18 36.8 46.8 44.3

Disadvantaged pupil performance overview 2017-19 Progress 8

Progress 8 aims to capture the progress a pupil makes from the end of key stage 2 to the end of key stage 4. It compares pupils’ achievement – their Attainment 8 score – with the average Attainment 8 score of all pupils nationally who had a similar starting point (or ‘prior attainment’), calculated using assessment results from the end of primary school.

Disadvantaged School Overall Wiltshire LA National
Progress 8 2018-19 -0.17 0.10 0.05
Progress 8 2017-18 -0.16 0.13 -0.03

Where did Pupil Premium students go after Year 11?

Following results in August 2019:

Destination Count
Apprenticeship 1
Sports scholarship 1
Bath College 1
Kingdown School 18
Salisbury College 1
Trowbridge College 6
Royal Wooton Bassett 1
Bristol College 1
Frome College 1
Horsham College 1
College – non-specified 15

Catch Up Premium

In 2018/19, Kingdown School received £18,662 for literacy and numeracy catch-up. Schools receive an additional £500 for each pupil in Year 7 who did not achieve the minimum required standard in in reading and/or maths at the end of KS2.In 2019/20, we expect to receive £17,500.

At Kingdown School, we use the premium to:

  • Develop teachers’ skills in providing feedback to students;
  • Continue to invest in nurture groups in Year 7;
  • Ensure lower ability sets in English and Maths are smaller in number;
  • Introduce 1-2-1 support for students where needed;
  • Offer personalised support material;
  • Increase the number of teaching staff with directed time for SEN activities, for example, in English and Maths;
  • Invite students to a Summer School to work on literacy and numeracy;

Impact of the Catch Up Premium on Current Year 8 (Year 7 2018-19)

  • Maths catch-up students: From a cohort of 22 students 77% made 1+ years progress after intervention in term 1 and 2 with 41% making 2+ years progress from their starting point in September. By the end of the academic year 82% of these students had acheived on or above their target.
  • English catch-up students: Based on a cohort of 12 students. Of the 12 students receiving intervention 2 achieved their target grade.6 out of 12 students were working 1 grade below their target grade. 4 out of 12 students were working 2 grades below their target grade.

Impact of the Catch Up Premium on Current Year 9 (Year 8 2018-19)

  • Maths catch-up students: From a cohort of 8 students 13% made 1+ years progress after intervention in term 1 and 2 with 50% achieving on or above target after term 1 and 2. By the end of the academic year 6 out of the 8 students had made sufficient progress.
  • English catch-up students: Based on a cohort of 12 students  At the end of Term 2:1 out of 12 students exceeded their target grade, 7 out of 12 students were working within their target grade; 4 out of 12 students were working one grade below their target grade.

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