All of our teachers are trained in how to differentiate lessons to enable all students to make progress. We actively aim to personalise the learning for each student and ensure we know what makes them learn best. The school uses a great deal of the resources available to concentrate on quality teaching and learning.
Form tutors have regular contact with students to ensure they are supported (both academically and pastorally) and their engagement in school is a priority.
For any of our vulnerable students struggling in lessons, teachers are well versed in adapting the work in class and at home to meet the needs of each individual case. Vulnerable students, who may not be able to afford things like calculators, writing equipment, key revision materials etc. are discreetly provided with these. Students are encouraged to have a quiet word with their teacher/tutor and ask for help. We regularly provide this sort of support and believe it can make all the difference to a student’s readiness to learn.
Teachers also offer 121 catch-up time for students who may fall behind because of issues outside of the school.
For any student struggling with keeping up-to-date with school work due to vulnerability and hardship at home, the school has lots of support available. We offer students the chance to stay in school for our Session 6 (3pm – 4pm) to complete homework, as this is usually the first thing to suffer if things are tough at home. We also offer students the opportunity to attend session 6, simply to get further teaching and guidance on areas where they feel they might need more help.
All subject areas offer an after school provision of this type and there is also a Homework Club for students. Our tutors and Heads of Houses are also very good at knowing when students are struggling with out-of-school problems and are quick to support through things like: 121 conversations; contacting teachers to arrange ways to further support students in lessons; and contacting home to offer support.
The school’s Pupil Premium Team (made up of members of SLT and our Departmental Pupil Premium Champions) actively look to support our vulnerable students when they are in need of help. We regularly meet with students and put together support plans to assist them in keeping on top of their workload and do well in lessons.
We believe that happy and engaged students make better progress. We work hard to ensure that all of our vulnerable students know that we are there for them. We do a lot of discreet work (behind the scenes) to offer support to our students and provide them with the things they need to be happy in school.
We also hold regular Raising the Attainment of Pupils (RAP) meetings. These involve members of the Pupil Premium team and the teachers of our vulnerable students. Together, we put together coordinated plans for supporting / challenging our students to help them achieve their potential. We ensure that students are supported and rewarded for working towards these plans. Students are set weekly targets and are rewarded for achieving these.
For an analysis of the expenditure in 2016/17, please download the pupil premium report here (PDF, 400kb).
In 2017/18, Kingdown School expects to receive £290,000. For our plans on expenditure, please download the pupil premium planned expenditure report here (PDF, 375kb).
In 2016/17, 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 at least a level 4 in reading and/or maths at the end of KS2.
In 2017/18, we expect to receive £17,500.
At Kingdown School, we use the premium to:
Some of the barriers to future achievement for our students eligible for Pupil Premium include:
Some of the strategies we have in place to overcome these barriers include:
Attainment 8 measures the average achievement of pupils in up to eight qualifications including English (double weighted if the combined English qualification, or both language and literature are taken), maths (double weighted), three further qualifications that count in the English Baccalaureate (EBacc subjects only) and three further qualifications that can be GCSE qualifications (including EBacc subjects) or any other non-GCSE qualifications from an approved list. In 2017:
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. In 2017:
Following results in August 2017:
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In October each year, a comprehensive review of school results is undertaken in which is a detailed analysis of Pupil Premium achievement is undertaken. The strategy for the year ahead is set, but is discussed fortnightly during SLT Key Stage 3 and Key Stage 4 meetings.
Data below is accurate as on Friday 5th January, 2018.
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