pupil equity funding - « inveralmond community high … inveralmond chs session 2017-2018 pef plan...

Pupil Equity Funding

Inveralmond Community High School

“We are working together to inspire learners, shape successful futures and ensure excellence and equity for all.”

Spending Plan

Session 2017-2018

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Inveralmond CHS Session 2017-2018 PEF Plan

Background

Inveralmond Community High School is a comprehensive non-denominational school situated in the Ladywell area of Livingston. The school roll in 2016-

2017 comprised of 1050 and the school’s free meal entitlement (FME) for the session was around 20%. Our young people come from a wide SIMD profile,

with almost 70% of our young people from SIMD 1-3.

Our vision ‘We are working together to inspire learners and shape successful futures ensuring excellence and equity’ is embedded into the daily practice of all

staff within the school. Our values of: respect, honesty, responsibility, equality and permeate through our community

The Senior Leadership Team (SLT) consists of the Head teacher and 2 Depute Head teachers and an Area Business Manager. There are currently 2 staff

members with senior leadership opportunities. The Extended Leadership Team (ELT) consists of 5 Principal Teachers Curriculum each with responsibilities

for Curricular Areas and 3 Principal Teacher Curriculum (Pupil Support) with House responsibilities. There are currently 2 staff with extended leadership

opportunities within the PTC team. The school supports leadership at all levels and opportunities exist for development in various areas.

The school has 6 associated primary schools drawing a comprehensive mix of students. There is a close relationship among the schools in the cluster. The

Head teachers meet regularly to plan shared curricular progression, discussing areas of commonality and reviewing curricula to aid our transition programme.

The role of Pupil Support Manager is delivered by PT Pupil Support who manages the pupil support workers and liaises with external agencies.

The school has a strong, inclusive ethos and offers a vibrant environment for learning and teaching. As a Community School we have outstanding facilities.

These include sports facilities such as swimming pool, two floodlit all-weather pitches, Hi-Tech Fitness Suite, Dance and Drama Studios, numerous ICT suites

with ceiling mounted data projectors and a multi-media Library. Our learners have access to these facilities both during the day and after school. We boast a

fully equipped hairdressing salon and beauty room which allows young people to participate in a wide range of additional qualifications.

At Inveralmond we have a wide range of approaches to achievement both in and out of school. These are enabling young people to achieve very well and

develop important skills, attributes and capabilities in preparation for a successful life beyond school. We believe in celebrating not only success in relation to

attainment but also wider achievements. We encourage our young people to flourish, to have high expectations and self-esteem in order to prepare them for

life and work.

Our key purpose is to provide all our young people with a coherent curriculum, high quality learning and teaching, rich opportunities for achievement and

attainment and a strong sense of community and shared values. We are committed to preparing our young people for successful futures and life in the 21st

Century.

We are an inclusive school and we adopt a collegiate approach, working well together to ensure we inspire the best possible outcomes for our young people.

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(b) Data and (c) Target groups for narrowing the gap

Aim:

To support parents/carers

from lower SIMD to apply

for FME

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Aim:

To continue

restorative

approaches to

ensure alternatives to

exclusion

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Aim:

to improve provision of a bus

to our most deprived area to

encourage attendance

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Aim:

to improve attendance and

engagement with our target

group of students for

improvement in outcomes

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Aim:

We will continued to increase the

number of students achieving CfE

Level 3 and Level 4 in Literacy and

Numeracy

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Aim: To support our

young people as a means

of engaging and improving

attendance

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Aim: To support our

young people in

participating in the

wider life of the

school

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Aim: to ensure Pupils

with EAL feel supported

and have access to

appropriate resources,

address no FME uptake

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(d) Summary/overview of proposal & non-negotiable outcomes

PEF Priority Proposed Actions & Resources

(These should be based around the organisers of Learning & Teaching, Leadership, and Families & Communities. Also consider activities within and beyond the classroom)

What is the expected impact on reducing the gap in your context of your proposed actions?

(What story will your data tell by end of next session? By June 2020? You should include any targets linked to data)

How will you measure the impact?

(You must be specific here in terms of:

new and existing performance data and other quantitative and qualitative information that will be required

plans for how data will be collected and reported)

Literacy Reading intervention programme which will target pupils living in SIMD 1-3. 40-50 pupils will be identified.

The two main targets groups will be for pupils in S1-S3 will be;

Pupils with reading ages of below 7

Pupils of reading age between 7-9.5

Improvement in the target group reading age by May 2018

We are aiming to increase the number of our young people to be above the reading age of 10 and therefore able to access the NQs at a higher level

Reading age test tbc

Literacy Development post in literacy to review progress and coordinate training and resources.

We are aiming to build staff confidence in this area to ensure our young people are supported to achieve more positive outcomes and to further train staff for sustainability

Achieving a level data on ‘Progress’

60% of pupils are achieving level 4 literacy (reading) by the end of s3 from quintiles 1 and 2.

Full time PSA who has the training to facilitate day to day reading interventions

Accurate data around the impact of reading programme on a monthly basis.

Reading age test tbc

Improvement in CfE Literacy levels

60% of pupils are achieving level 4 literacy (reading) by the end of s3 from quintiles 1 and 2.

Identify 3 members of teaching staff to be training in reading recovery programmes.

Staff who are equipped to support the early stages of reading and who feel confident in support young people.

Improvement on reading age tests

Improvement in CfE Literacy levels

Numeracy 3 members of staff to be trained in Maths Recovery.

We are aiming to increase the number of our young people who are able to access the NQs at a higher level by

65% of pupils are achieving level 4 numeracy by the end of s3 from quintiles 1 and 2.

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Full time PSA (including training) to facilitate day to day numeracy interventions

June 2020

There is increased staff confidence in supporting young people in Maths recovery.

Staff trained in Maths recovery can train other staff in school building sustainability

Development post in numeracy to review progress and coordinate training and resources.

Health and Wellbeing Children’s First worker or alternative provider part time to work with attendance team to improve attendance and parental engagement.

Attendance which is 92% or above

Increased attendance at parents evenings

Target group of pupils in S1-S3 have attendance improved by 10% from the previous year.

All pupils have a mentor who will provide positive reinforcement around good timekeeping and attendance

Attendance data on Seemis

Improved attendance at parents conference/evenings

Parent conference/evening survey

Analysis of attendance data for target group will be monitored by attendance HUB staff

School of football pupil equity to improve attendance. Football coach 5 hours per week.

Improved late coming and attendance

of football group in new S1

Attendance and late coming data from Seemis

Mental health training for key staff in order to run support groups in school

Pupils know how to gain access to

mental health services and know they

are supported through the school from

school based earlier intervention

projects

Health and wellbeing survey, pupil focus groups indicate increased confidence in support network

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Art Therapy to improve mental health of young people who are looked after.

Improved attendance in the pupil target group

Pupils feel more engaged and supported at school

Health and wellbeing survey

Attendance rates

Development post for pupils who are EAL and right respecting school whole school

Pupils with EAL feel supported and have access to appropriate resources’.

Pupils have access to ESOL course where appropriate

EAL Pupil survey, improved attendance and attainment

School will attain level 2 rights respecting

school award by September 2018

Music and Emotional Literacy Project Pupils in target group will show an increase in their emotional literacy which will enable them to improve their access to the curriculum. Pupils are more engaged and have less extraction from lessons. Pupils show an increase in confidence and can foster positive relationships.

Staff and pupil questionnaires pre and post intervention (and during if appropriate) to determine current and future levels of emotional literacy.

Data gathering of occurrences out of lessons prior to and after the intervention.

Across Learning Tapestry to improve the overall quality of learning and teaching

Increasing number of lesson good/very good.

Lesson observations through VSE programme.

Development post for Tapestry initiative to link progress across departments.

Observations of lessons are noticing increased use of AIFL strategies.

Pupils more engaged in learning

VSE and staff observations

Pupil feedback on levels of engagement

Increased number of lessons are good/very Good

Employability learning base. To support young people who have become disengaged with full time table. Fulltime

Pupils in target group more engaged and participating in a wide range of opportunities beyond the life of the

Target group of 20 pupils show;

Improved attendance

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PSA and 0.5 of a teacher required. school Reduced exclusions

Reduced removes

Health and wellbeing survey results show improved confidence in learning.

All pupils achieving 5 + level 4 qualifications

Increased positive sustained destinations

Street league to support winter leavers into a positive destination

Increased attendance by pupils on

winter leaver programme

Improved attendance

Reduction in exclusions

All pupils moving on to positive sustained destinations.

PEF manager at school level to manage resources, organise training and oversee measure impact of interventions on a weekly basis

Measurement in place

All staff ,pupils and parents aware of the improvement in excellence in equity on a monthly basis

All interventions have measureable impact recorded.

Central PEF Posts:

Numeracy, Literacy and Health &

Wellbeing PEF Leads have been

established to provide strategic advice,

support and CLPL to schools.

PEF Manager post has been provided to assist schools in relation to Finance, HR and Procurement.

This team will support schools as

follows:

Identifying the gap and

providing a baseline

Assist with sourcing appropriate

staff and resources to fulfil the

intervention strategies

Assist with measuring the

impact of the strategies

HTs will be asked at the end of the financial

year to provide feedback in relation to these

central posts. This information will be used to

determine if these positions have been

effective in assisting schools to fulfil their

strategies aimed as closing the gap.

A decision will be made in March 2018 if these

posts should be extended beyond this date.

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Sharing good practice across

the schools to assist with 2018

planning

Provide Professional Learning

Opportunities for Literacy,

Numeracy and H&WB in order

to upskill staff

Professional Learning Opportunities will be evaluated and their impact will be measured in schools by staff undertaking the training.

Family learning worker To establish family learning projects

both in and out of school to:

Establish the correct level of

needs in order to match the

right programmes to the right

families

Ensure families are supported

to develop strategies that leads

to more positive outcomes in

literacy, numeracy and mental

health

Overall increased engagement

and participation in extra-

curricular activities for young

people living in quintiles 1 and 2

Parent questionnaires are showing increased parental participation in learning

Improved attendance in the target groups

A learning plan will show that family members feel more confident in supporting learners in literacy, numeracy and mental health

pupil equity funding - « inveralmond community high … inveralmond chs session 2017-2018 pef plan...

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