Metric

Data

 School name

The Long Eaton School

Pupils in school

1053

Proportion of disadvantaged pupils

27.6%

Pupil premium allocation this academic year

 £229,200.00

Academic year or years covered by statement

2020-2021

Publish date

October 2020

Review date

September 2021

Statement authorised by

Richard Peel (Headteacher)

Pupil premium lead

Tom Worn (Assistant Headteacher)

Governor lead

 Carole Hall

Progress 8

-0.98 (-1.34 in 2019)

Ebacc entry

29 (15 in 2019)

Attainment 8

39.97 (33.25 in 2019)

Percentage of Grade 5+ in English and maths

29.6% (17% in 2019)

Aim

Target

Target date

Progress 8

To further narrow the gap in KS4 outcomes for PP students

September 2021

Attainment 8

In line with non PP students

September 2021

Percentage of Grade 5+ in English and maths

40% In line with non PP students

September 2021

Other

Attendance- Improved attendance of disadvantaged students, further closing the gap relative to other students in the school

July 2021

Ebacc entry

In line with non PP students

September 2022

Measure

Activity

Priority 1

Develop QFT through CPD so that attainment and progress are improved

Priority 2

Develop blended learning offer to ensure students     are not disadvantaged through absence during COVID-19. During lockdown, 54% of TLES students submitted work, 30% of PP students submitted work.

Barriers to learning these priorities address

-       Quality first teaching in all classrooms

-       Consistent classroom practice across the school

-       Student absence affecting learning during COVID-19

Projected spending

£79,525.84

Measure

Activity

Priority 1

Pastoral support provided for students experiencing challenge

Priority 2

 Attendance intervention for those experiencing difficulties with attending school. Attendance last year fell from 94% to 93.5% across all students and fell from 90.3%to 89.5% for PP students.

Barriers to learning these priorities address

-       All students arrive to classrooms ready for learning

-       Behaviour incidents are fewer

-       Fewer exclusions

-       Attendance is improved across all years

Projected spending

£122,609.80

Measure

Activity

Priority 1

All students receive personalised careers guidance and support in planning for their post 16 and career options

Priority 2

 Student gaps in learning identified and targeted  catch up implemented following time in lockdown

Barriers to learning these priorities address

-       PP students have the same rates of progression to HE as all learners

-       Gaps in knowledge and understanding addressed

Projected spending

£27652

Area

Challenge

Mitigating action

Teaching

-       Time for staff to develop T&L

-       Support for staff developing their practices

-       Dedicated time during INSET

-       Performance management to identify weaknesses and solutions to this

Targeted support

-       Students accessing pastoral support

-       Students attendance to intervention sessions

-       Time spent building relationships with students and families during transition

-       Regular parental contact 

-       Heads of Year/SSB/FRW to assist students in getting to sessions

Wider strategies

-       Access to careers support

-       Gaps in knowledge and understanding identified

-       Engaging students with catch up activities

-       Planned careers support funded for every Monday with priority appointments for PP students

-       Assessment data and classroom teaching used to identify areas of weakness

-       Students with significant gaps targeted for catch up intervention

Aim

Outcome

PP Progress 8 to improve from 2019/20 and PP gap to close.  Progress of middle attaining Pupil Premium students to improve.  Progress of boys to improve.  Improved preparation and attendance for internal and external examinations

For Progress 8 measures, the gap between PP students and non-PP has narrowed from 0.4 in 2019 to 0.29 in 2020. For Attainment 8 measures, the gap between PP students and non-PP has narrowed from 6.67 in to 4.46 in 2020 or tap here to enter text.

NB- Data from 2020 was from CAG

Improved behaviour profile for PP students. Emotional and social needs of PP students to be met.

Early identification of any emotional or mental health issue and implement appropriate support/ provision.

There was a slight reduction in the percentage of FTE for disadvantaged students compared non-disadvantaged from 2018-19 to 2019-20.

In 2018-19, 70% of exclusions were PP students and in 2019-20, 69% of exclusions were PP students. This remains a priority.

Disadvantaged students to have a broad and balanced appropriate curriculum and have access to a range of disciplines including applied subjects

The curriculum for all students has been adjusted to ensure a more balanced and manageable timetable for students

Increase the literacy levels for PP students through KS2/KS3 transition and KS3.  Promote culture of reading throughout the school through dedicated reading time.

Data to be analysed in January

More HA and MA PP students to progress to 6^th form and University and Higher Apprenticeships through targeted careers support and access to appropriate opportunities.

In 2019, 3.3% of students who went to university from TLES were PP. Two thirds of PP students in Year 13 went to University. In 2020, 3.7% of students who went to university from TLES were PP. One third of PP students in Year 13 went to University. This remains an area to improve.

Improved attendance for PP students and gap to close with others

Attendance of disadvantaged students fell from 90.3%% to 89.5% (in the time in school), with the gap against all students rising from 3.7% to 4%. This remains a priority for TLES.

Improved liaison and early intervention between agencies, families and school

FSW in position to fulfil this target