Pupil Premium Strategy Statement:

 

Educational Diversity 2017/18

 

1.     Summary information

School

Educational Diversity

Academic Year

2017/18

Total PP budget

£216740

Reviewed

April 2017

Total No. of Pupils

240 - 340

No. of pupils eligible

92

Next review

March 2018

 

 

 

Educational Diversity is a PRU setting and as such all our pupils are eligible for PP, however, for a number of reasons not all attract the funding.

 

2.     Current Attainment

 

Pupils eligible for PP

% achieving 5 A* - C or equivalent inc. EM (2016/17)

3%

% achieving A* – G or equivalent

69%

% achieving 5 or more qualifications

31%

% achieving at least 1 qualification

97%

% achieving 1 GCSE grade

49%

 

 

 

3.     Barriers to future attainment (for pupils eligible for PP)

In – school barriers (issues to be addressed such as poor literacy skills)

A.

Behaviour issues for pupils which is having a detrimental effect on their academic progress and that of their peers.

B.

Disaffected and disengaged pupils who do not have the opportunities to fulfil their academic potential.

C.

A high proportion of pupils have speech, language and communication needs  which in turn reduces the academic progress.

D.

SPAG and Maths baseline assessments are low therefore reducing the possibility of achieving their potential.

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

E.

Attendance rates for pupils are low therefore reducing their school hours and the learning opportunities.

F.

Anti-social behaviour outside school hours means an increased risk of criminalization which has an adverse effect on attendance.

G.

Lack of parental engagement / interest in their childs education.

 

 

 

4.     Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.

A reduced number of behaviour incidents which result in time spent outside the classroom allowing for increased rates of progress.

Fewer FTEs and IFTEs recorded on SIMs. Fewer days lost.

75% reduction in FTEs and days lost.

B.

Improved level of engagement in education for identified pupils having a positive impact on their rates of progress.

Increased attendance (75%) and engagement leading to increase in exam entries / qualifications.

C.

SCLN identified quickly and supported effectively through a variety of resources enabling pupils to access education comfortably and show improved rates of progress.

SCLN strategies employed in classrooms across the school having a positive impact on the level of engagement and attainment of pupils with SCLN. 100% of identified pupils have an SCLN assessment with individual strategies in place.

D.

Increased attainment

100% of pupils leaving with a recognized qualification

E.

Increased attendance rates

Reduce the number of PAs among PP pupils. Overall attendance target improves to 75% across the school.

F.

Decrease the number of anti-social behaviour and criminal activities through a multi-agency approach to positively impact attendance.

A decrease in the number of PVPs and GIR referrals.

G.

An increase in parental engagement through ‘Talking Teens’ programme and structured conversations.

A substantial increase in the number of parents taking part in the parental consultation days. Stronger communication links with parents/carers.

 

 

 

5.     Planned expenditure

Academic year

2017/18

i.               Quality of teaching for all

Desired Outcome

Chosen action / approach

Rationale and evidence that informs this choice

How we will ensure it is implemented

Staff Lead

Review date

A.

Reduction in behaviour incidents

Staff CPD around Behaviour Management, Cycle of Change), Restorative Practice (RP).

We want to offer a safe and effective teaching and learning environment for all pupils to achieve. By upskilling the staff in these areas we can ensure that the pupils get the best challenge and support that we can offer. Incidents will also be dealt with quickly and effectively with the pupils involved.

Using in house expertise, these sessions will be delivered through the whole staff meetings and twilights.

Evaluations will be used to measure the value of the training. A learning walk will focus on the use of these methodologies.

DHT

April 2018

A.

Reduction in behaviour incidents

Mental toughness and resilience work within tutor time

Following MTQ that were completed with staff and pupils. The pupils Mental Toughness across Blackpool is a huge concern. By introducing resilience / mental toughness exercises into tutor time we can ensure that pupils mental toughness increases allowing them to develop individual coping strategies.

Tutor time is timetabled.

Mental Toughness / Resilience resources have been acquired.

Training has been delivered to key staff to disseminate.

Champions

January 2018

A.

Reduction in behaviour incidents

Rewards for above and beyond behaviour

To instill a sense of achievement and to celebrate positive behaviour choices.

 

A number of rewards offered and presented at weekly awards / options afternoons.

Each centre to be given a budget for Rewards (based on numbers of pupils on register). Each Centre to develop and effective rewards system for their pupils.

Lead Teachers

January 2018

A.

Reduction in behaviour incidents

Introduction of Mental Toughness Tool

The behaviour checklist has already been in place at the Chrysalis Centre and successfully shows progress made in the ‘Soft Targets’.

Behaviour Checklist has been updated and changed to include the 4Cs and been rebranded to the Mental Toughness Tool. Mental Toughness Tool to be rolled out across the school linking to the Daily Logs / Learning Journals.

DHT

January 2018

A.

Reduction in behaviour incidents

Counsellor and available to identified individuals

A large number of our cohort struggle with their emotions and issues, which they either require further input or do not feel comfortable discussing with staff members close to them.

In order to support these individuals we have access to a counsellor who they are able to talk to as and when required. 

Counsellor sessions can be booked on an ad-hoc basis for moments of crisis. Some pupils have regular scheduled contact with the counsellor.

HT

January 2018

E.

Increased attendance rates

Weekly safeguarding meetings

Behaviour Managers, Safeguarding Leads, PWO, YOT & School Nurse meet once a week in order to discuss the issues surrounding the pupils who are causing concern around attendance. This informs all agencies involved of any significant issues and problem solve in order to increase the pupils attendance.

Weekly safeguarding meetings are timetabled in for each centre. Lead by the Behaviour Manager in each setting.

Monthly attendance meetings to be convened between DHT and PWO.

Behaviour Managers

April 2018

E.

Increased attendance rates

Pupils actively involved in setting their own attendance targets

Increase the pupils understanding of the impact, even a days, absence affects their attendance. By discussing this in terms that the pupil can comprehend will in turn instill a sense of focus and aspiration to achieve goals set.

Tutor time is timetabled across the school in order to discuss and work through resilience / mental toughness resources and also discuss attendance individually.

Safeguard Lead in each setting to discuss attendance with the pupils on an individual basis.

Lead Teachers

Throughout year

Total budgeted cost

£54680

             

 

 

 

ii.              Targeted support

Desired Outcome

Chosen action / approach

Rationale and evidence that informs this choice

How we will ensure it is implemented

Staff Lead

Review date

B.

Improved level of engagement

Outdoor education (DofE, Waterpark)

D of E has been a successful programme for a number of our pupils in previous years as an extra-curricular activity. By bringing D of E and other outdoor education activities into the school curriculum we hope to broaden the knowledge and skill base of our pupils. This will increase self-confidence / esteem, team work and life skills which as a result help them achieve a ‘Growth Mindset’. This will then impact on the ‘can do’ attitude they have in the classroom and life in general.

D of E coordinator to work with the Athena Centre to establish it as a recognized DofE centre. Coordinator to link with key staff within Athena to deliver training to them and then provide DofE to an identified cohort of pupils.

 

Waterparks residential organized for January 2018.

D of E coordinator / Link staff

January 2018

B.

Improved level of engagement

Bespoke curriculum packages

Not all our learners respond well to classroom activities. Providing bespoke curriculum packages that may include: Google Classroom, Army, Work Experience, Alternative Provision, Outdoor Education and Functional Skills will promote a culture of individuality and future planning for some of our most hard to reach pupils.

Fortnightly meetings which include the VALT Coord, ATLAS Lead, Work Experience / Careers Coordinator to be held to discuss learners who may be struggling with their curriculum offer and produce an action plan for these individuals.

A pilot project linking with Stanley Park (Leisure Services, Groundworks) to broaden opportunities for identified pupils.

1:1 tutoring is also offered for pupils who struggle in the classroom context.

Mountford Lead Teacher

VALT Coordinator

January 2018

B.

Improved level of engagement

Trips offering enriched teaching experiences

Theatre trips enhance and expand the knowledge of texts they are studying in the classroom.

Taster trips (Catering etc.) give pupils different perspectives on learning and to encourage learning in different environments.

To ensure that these trips are planned and included in the calendar as soon as possible in the year.

EV coordinator to assess the suitability of each trip.

Lead Teachers, EV Coordinator

March 2018

B.

Improved level of engagement

Rewards trips

To instill a sense of achievement and to celebrate positive behaviour choices.

 

To ensure that these trips are planned and included in the calendar as soon as possible in the year.

EV coordinator to assess the suitability of each trip.

Lead Teacher,  EV Coordinator

March 2018

C.

SLCN identified and supported

Speech bubble

The majority of pupils within Ed Diversity have some SCLN. We feel that is important to give our pupils the support that they need. In order for this to happen effectively we test all pupils for SCLN as soon as possible and identify strategies we can use to support the individuals to achieve their true potential.

Speech Therapist is available to advise on universa,l targeted and specific work. Also targeted by Speech and Language Therapist are social skills through the Skillstreaming programme.

 

SENCo

March 2018

C.

SLCN identified and supported

ELKLAN training for staff

We want to offer a safe and effective teaching and learning environment for all pupils to achieve. By upskilling the staff in this area we can ensure that the pupils get the best challenge and support that we can offer.

CPD for identified staff offered to complete ELKLAN course to continue.

Work towards achieving Communication Friendly status.

SENCo

July 2018

D.

Increased attainment

Focus on SPAG and Maths

Due to a number of our learners having missed education through attendance issues and FTEs from referring establishments they often arrive with below expected literacy and numeracy levels.

Through the use of GL Assessments and Climbing Frames staff will be able to identify an area of development that the pupils are in need of and will quickly be able to focus on individual needs within the classroom and signpost any pupils who would benefit from booster sessions.

Lit & Num Leads

March 2018

A - D.

Increased attainment

EP time

All our pupils are at SEN support but rarely arrive with an EP assessment. In order to ensure pupils learning needs are met, a full cognitive assessment is often necessary.

Increase EP time to ensure as many pupils have access to this as possible.

AHT / SENCo

January 2018

Total budgeted cost

£151560

 

 

 

iii.            Other approaches

Desired Outcome

Chosen action / approach

Rationale and evidence that informs this choice

How we will ensure it is implemented

Staff Lead

Review date

F.

Decrease anti-social behaviour

Multi agency approach

Strong relationships with external agencies are extremely important to build and maintain. Regular communication and updates through meetings, emails, phone calls etc. mean we can share information effectively and efficiently therefore allowing for early intervention when issues may arise for our pupils.

 

Regular MAP meetings scheduled on the calendar.

Recording and reporting systems.

DHT 

January 2018

G.

Parental engagement

‘Talking Teens’ (Family Links)

Communication with parents / carers is key to the progress and success of the pupils. Parents are invited to workshop events to discuss and share their own experiences. This should improve communication between staff / parents and parents / pupils.

Regular Parent Consultation days are scheduled in the school calendar.

Family Links ‘Talking Teens’ implemented by key trained staff.

AHT

January 2018

G.

Parental engagement

Website and Magazine

To encourage positivity, achievements and celebrate Ed Diversity as a community. The website and magazine will showcase the excellent work and commitment that is integral to Ed Diversities success and improve communication and engagement of parents.

The magazine is produced termly and the website is under constant monitoring and updating.

HT / BGore

January 2018

Total budgeted cost

£10500

 

 

 

6.     Review of expenditure

Academic year

2016/17

i.               Quality of teaching for all

Desired Outcome

Chosen action / approach

Estimated impact / Lessons learned

Cost

A.

Reduction in behaviour incidents

Staff CPD

Staff CPD has had a positive impact on both staff and pupils. Staff have been more reflective in their practice as a result of the training they have received and a more robust system of monitoring and tracking incidents is now in place.

£799

Tutor time

The Mental Toughness of staff has increased. The Mental Toughness of pupils has also increased in stark contrast to the data extracted from mainstream schools.

£1875

Rewards

Although VIVOs gave us a consistent platform for a rewards system. It was felt that a more bespoke rewards system for each centre would be more beneficial.

£11625

Behaviour Checklist

The GL Attitudinal Test did not live up to expectations which has delayed the roll out. The Behaviour Checklist has been updated and adapted to include the 4Cs linking it with the Mental Toughness agenda.

Tied in with Tutor Time above

Counsellor / Therapy dog

Use of the Therapy Dog and the Counsellor had significant impact on identified pupils, however, although an excellent intervention the counsellor was not fully utilized.

£26150

         

 

 

 

ii.              Targeted support

Desired Outcome

Chosen action / approach

Estimated impact / Lessons learned

Cost

B.

Improved level of engagement

Outdoor activities

Each year the Waterpark experience is more successful and reaches a larger number of pupils on a variety of levels. Continuation of this programme is to be encouraged. The outcomes are huge in relation to improved life skills and the 4Cs.

We have seen some success through the work with the D of E programme and therefore are continuing with it in a different format to hopefully increase participation.

£15664

Rewards trips

VIVOs has been used as a platform to organise and fund Rewards Trips. The engagement has been improved through the use of Rewards Trips, however, the VIVOs platform has complicated these events on occasions. As a consequence we have disposed of the VIVOs platform and are working with a bespoke Rewards system for each individual centre.

£90

(Vouchers)

Other costs linked with Rewards listed above

Bespoke Curriculum

We have seen success with the Equine programme, however, we are now targeting specific pupils with a particular aptitude for work in this field.

It is imperative that we continue to offer an alternative to curriculum to our learners and therefore continue to use various alternative providers.

Alternative Provision Budget

Trips

Theatre trips and other educational visits such as Equine Therapy have enhanced the learning of pupils. Other curriculum enrichment activities have had limited success.

£28808

E.

Increased attendance rates

Weekly safeguarding meetings

These meetings continue to provide valuable updates to all those concerned.

£0

In-house

Pupils setting own targets

Although Tutor Time is now in place with MT as its focus, attendance targets continue to be set collaboratively with pupils with differing success.

£0

In-house

c.

SCLN identified and supported

Speech Bubble

Our speech and language therapists continue to provide a wealth of support for our staff and pupils. Their expertise in this area is invaluable.

£32266

ELKLAN training

A large number of Ed Diversity staff are now trained level 3 practitioners. One staff member in each centre is to level 4. Through on-going initiatives, Elklan training has been offered externally.

See Speech Bubble

D.

Increased attainment

Focus on SPAG and Maths

Through the introduction of GL Assessments and Climbing Frames we have been able to identify where Booster sessions and 1:1 sessions have been needed. This has been a great help for the Subject Leads inparticular and therefore will continue into this years strategy.

£14762

 

 

 

iii.            Other approaches

Desired Outcome

Chosen action / approach

Estimated impact / Lessons learned

Cost

F.

Decrease anti-social behaviour

Multi agency approach

The MAP meetings have been incredibly useful in getting multiple agencies around the table to discuss and share good practice around individual pupils who have been identified as having issues. The process needs to be tightened up, however, the conversations around each child have been invaluable. (Ed Psych, Anti Bullying, PCSO, School Nurse etc.)

£18132

G.

 Parental engagement

Acievement for all ‘Structured Conversations’

Structured conversations has had limited success for a number of reasons. As a result Ed Diversity has taken some of the stronger elements of this programme and will continue to use them, however, ‘Talking Teens’ programme is being piloted and implemented as a replacement.

£628

Website and Magazine

These continue to be a good source of information for parents. Ed Diversity has listened to feedback from both OFSTED and parents regarding the navigation difficulties that the website in its current state presents.

The magazine is a good source of information for parents (and a fantastic opportunity for pupils to get involved in journalism) but a costly one, therefore, we are looking at a more cost effective way of producing the magazine in the future.

£1250

 

 

 

Glossary

 

PA

Persistent  Attendance

MTQ

Mental Toughness Questionnaire

SCLN

Speech Communication Language Needs

EPIC

Engaging Parents in Chrysalis

FS

Functional Skills

CLA

Children Looked After

MAP

Multi Agency Planning

SPAG

Spelling Punctuation and Grammar

EV

Educational Visits

VALT

Virtual & Alternative provision

PWO

Pupil Welfare Officer

YOT

Youth Offending Team

FTE

Fixed Term Exclusion

 

 

 

Monday, November 20, 2017
First Magazine

First Magazine

Christmas Magazine | Issue No. 2

Christmas Magazine | Issue No. 2

Summer Magazine 2016 | Issue No. 3

Summer Magazine 2016 | Issue No. 3

Christmas Magazine | Issue No. 4

Christmas Magazine | Issue No. 4

Summer Magazine 2017 | Issue No. 5

Summer Magazine 2017 | Issue No. 5

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Telephone
01253 476660
Address
Bathurst Avenue, Blackpool, FY3 7RJ
Email
wendy.casson@eddiversity.blackpool.sch.uk

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