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The Dorchester Learning Centre is an alternative provision school working with some of the most challenging and vulnerable young people in Dorset.  Before the pupils join our school, the majority of them have already been identified as having significantly low school attendance.  DLC offers a tailored timetable to each individual pupil and that in itself leads to increased attendance, good progress and positive outcomes in terms of achieving a range of qualifications, including GCSE English and Maths.  However, there are still a high percentage of our young people who fail to engage for reasons often unconnected with school.  These reasons may include turbulent and traumatic living arrangements, poor mental health and difficult social relationships with peers.  These young people are often in receipt of pupil premium, and it is this group that have been identified as “hard to reach” that the school wishes to target.

The school recognises that whilst the primary function is to provide education, if it does not in some way alleviate or remove the barriers to learning that are in our young people’s homes or local community, then we will not be able to reach them.  Experience tells us that what makes a difference to the lives of the most disadvantaged learners is passionate, committed people working with them. 

 

In 2016/17 the funding for a pupil attracting pupil premium was:

 

  • £1320 per pupil in reception to year 6
  • £935 per pupil in year 7 to year 11

 

Following a staffing restructure, we decided to employ 3 safeguarding/family key workers.  The role of these staff members is to support young people and their families with non-educational problems.  Significantly these keyworkers are managed by our designated safeguarding lead and this allows the DSL  to monitor situations and provide information and evidence indicating when referrals to agencies, such as social care, may be appropriate.  As part of our development of behaviour, safety and welfare, we also invested in an online child protection monitoring system.  The impact of this team is intended to:

 

  • Improve the attendance of pupil premium pupils
  • Offer support and welfare
  • Encourage positive relationships
  • Increase engagement in education

 

Pupil Premium Guarantee

 

  • Guaranteed access to individualised timetables
  • Guaranteed access to vocational and enrichment activities
  • Guaranteed access to interventions such as tutoring and mentoring
  • Guaranteed access to small class sizes
  • Guaranteed access to 1:1 support for Literacy and Numeracy
  • Guaranteed access to therapeutic interventions such as Thrive
  • Guaranteed access to a pastoral/family key worker
  • All requests for support for trips and activities considered
  • Support for individual packages for engagement and welfare of students
  • Guaranteed access to a Careers Advisor from years 10 to 11
     

 

Pupil Premium Impact Report 2016/17

 

Analysis of Exam results

 

Examination outcomes for pupil premium students were very successful and can be seen below:

 

  • PP students who gained 5A*-G = 64%.
  • PP students who gained  5A*-G including English/Maths = 43%
  • PP students who gained 9-1 English = 79%
  • PP Students who gained 9-1 Maths = 57%
  • PP students who gained 9-1 English/Maths = 50%

 

Students also performed well in subject areas as can be seen below:

 

 Subject

 A*-G (9-1) or equivalent (%)

 PP A*-G (9-1) or equivalent (%)

 English

 85% (23/27 students)

 79% (11/14 students)

 English Literature

 100% (1/1 students)

 N/A

 Maths

 67% (18/27 students)

 57% (8/14 students)

 Art

 100% (15/15 students)

 100% (7/7 students)

 Child Development

 0% (0/1 students)

 0% (0/1 students)

 Food and Nutrition

 83% (5/6 students)

 66% (2/3 students)

 General Studies

 100% (3/3 students)

 100% (1/1 students)

 Geography

 40% (2/5 students)

 33% (1/3 students)

 ICT

 82% (14/17 students)

 86% (6/7 students)

 Photography

 100% (1/1 students)

 100% (1/1 students)

 Product Design

 100% (1/1 students)

 100% (1/1 students)

 Psychology

 50% (2/4 students)

 33% (1/3 students)

 Religious Studies

 50% (1/2 students)

 N/A

 Resistant Materials

 100% (2/2 students)

 100% (1/1 students)

 Science

 91% (20/22 students)

 79% (11/14 students)

 Textiles

 100% (1/1 students)

 100% (1/1 students)

 

Impact report for the use of Pupil Premium Grant 2016-17

 

Pupil Premium

Used for

Summary of intervention/action

Impact

RAG

Employment of safeguarding/family workers

Targeted support for improving attendance of students.

There has been a positive impact since the introduction of the pastoral team both in terms of procedure (i.e. home visits, liaison with parents, following of attendance team guidelines) whilst also an improvement for individual students. 44% of PP students improved their attendance since the introduction of the pastoral team. 75% of PP students improved their attendance from their last main stream setting.

 

Employment of safeguarding/family workers

Support for vulnerable students who needed safeguarding actions

This has had a positive impact, in that the interventions that are put in place for vulnerable students can be tracked and monitored appropriately. 100% of PP students received pastoral support at least on a weekly basis. 47% received a referral to a form of external agency such as CAMHS, social care or targeted youth. 55% of PP students received intensive daily support.

 

Purchase of online child protection system

Support for vulnerable students who needed safeguarding actions

There has been a positive impact since the introduction of My Concern. Staff are more vigilant in their primary aim of safeguarding students. These concerns are easy to record and thus allow early intervention to occur both within school and through external agencies. 100% of PP students received pastoral support at least on a weekly basis. 47% received a referral to a form of external agency such as CAMHS, social care or targeted youth. 55% of PP students received intensive daily support.

 

Employment of safeguarding/family workers

Engagement within lessons

There has been a positive impact since the introduction of the pastoral team, students more readily attend lessons ready to learn. Progress of PP students in terms of exam results was good however their engagement within lessons is difficult to monitor.  During 2017/18 there will be the introduction of a management system to quantify this.

 

 

When reflecting and assessing the impact of the interventions that have been implemented through Pupil Premium, we have looked at the GCSE outcomes and internal tracking but also senior staff have made judgements.

Green indicates that the intervention has been successful

Amber indicates that whilst the intervention has been successful there are some areas that need developing within it or that after looking at data the impact has not been significant.

Red indicates that the intervention has not made any impact on attainment and progress and therefore will not be continued moving forward.

 

Pupil Premium Strategy for 2017-18

 

 Barriers   Desired outcomes and Success criteria

 In-school barriers

  

 A.  Lower attainment of a significant proportion of PP children on entry in reading, writing, mathematics.

 

 

 B.  Some PP children showing lower levels of resilience, self-esteem than their peers.

         

 

   

 A.  PP children to make the same (or more) progress from KS2 assessments as all other pupils.

Evidenced in end KS4 data.

 

 B.  PP children showing confidence and resilience in approaching all aspects of learning.

Case studies of PP children who have received appropriate pastoral support to evidence increased confidence, self-esteem.

 

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

 

 C.  Lower attendance of some PP children.

 

 

 

 

 

 

 D.  Significant proportion of PP children and families with welfare issues.

 

 

 

 

 C.  Attendance of PP children in line with that of all other children. (In cases where this is not achieved, evidence of actions to support families to improve attendance levels).

2017-18 attendance data to show attendance of PP children to be more in line with that of other pupils (ie a closing of the gap). If not, clear evidence of actions.

 

 D.  PP children and families to be supported by pastoral team.

Case studies of PP children and families who have received appropriate pastoral support to provide early intervention work.