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Disadvantaged Pupils School Profile

Year 7 - 76 pupils (22% of cohort) - This cohort has lower number of disadvantaged pupils coming in at ARE in literacy and numeracy. Disadvantaged pupils have an average reading age of 11.49 compared with their peers of 13.49. This is clearly a barrier that will impact on how they access the whole curriculum in Year 7.

Year 8 - 91 pupils (29% of cohort) - This cohort are, on average, one substep below their peers in English and maths. They are more likely to receive concerns in their planners: non-disadvantaged pupils' concerns average at 5 compared to an average of 18 for disadvantaged pupils.

Year 9 - 74 pupils (25% of cohort) - This cohort has low literacy levels and, on average, lower reading ages than their peers. They have made lower than average progress in maths than their peers. Disadvantaged pupils in this year are more likely to have social and emotional issues and have some Diamonds or Learning Hub intervention.

Year 10 - 78 pupils (23% of cohort) - This cohort has low literacy levels and, on average, lower reading ages than their peers. This will impact on their ability to meet the demands of the new GCSE specifications for most subjects. They have lower than average progress in maths than their peers. Disadvantaged pupils in this year group have attendance and behaviour concerns.

Year 11 - 76 pupils (28% of cohort) - Again, this cohort has low literacy levels and, on average, lower reading ages than their peers. Middle/high achieving boys are a main focus group this year. They are also a key group for attendance with over half of them classed as persistently absent.

School has 395 disadvantaged pupils which constitutes 27% (correct in September 2017).

Disadvantaged Pupils Strategy 2017-18

Our whole school strategy identifies 5 key areas to focus on throughout 2017/2018. This information is to support the main disadvantaged overview, providing details of our strategy for 2017/ 2018.

> Key focus A: Literacy levels of disadvantaged pupils are, on average, in line with their peers thus improving progress, attainment and enjoyment in all lessons
Rationale: Confident literacy amongst disadvantaged pupils is essential if they are to thrive as adults.
Actions:

  • Focus on quality teaching and learning in the classroom;
  • Develop metacognitive approaches in our teaching;
  • Continue to use Lexia, Reading Matters and Accelerated Reader software in literacy intervention;
  • Further focus teachers on using our marking policy to personalise feedback for underachieving disadvantaged pupils.

> Key focus B: Middle and high PP achievers (particularly white, British boys ) make sustained progress and their attainment is, on average, in line with their peers in all subject areas
Rationale: EEF data shows that WBB are the second worst performing group in the UK and they are less likely to go onto university than their peers.
Actions:

  • Targeted intervention and mentoring for key pupils in all subjects;
  • Develop sense of self esteem using successful, male role models;
  • University visits in Year 7, 8 and 9.

> Key focus C: Disadvantaged pupils in Year 9, 10 and 11 make rapid and sustained progress in maths, particularly those who are high achievers
Rationale: Confident numeracy skills are essential for job prospects and everyday adult life.
Actions:

  • Focus on quality teaching and learning in the classroom
  • Pupils who are underachieving in KS3 will be selected to work with a HTLA in small groups or one to one or to receive support in class
  • KS4 disadvantaged pupils who are making below expected progress are identified for intervention sessions such as breakfast club, maths camp, extra lesson intervention.

> Key focus D: The participation of disadvantaged pupils in enrichment opportunities and extra curricular classes is in line with their peers
Actions:

  • Actively promote attendance of key pupils to enrichment opportunities;
  • Free music lessons, books and other equipment is provided.

> Key focus E: Most disadvantaged pupils have above 95% attendance
Rationale: Pupils have to be in school and in lessons regularly to learn and reach their potential.
Actions:

  • A new Attendance Officer is employed to monitor pupils and follow up quickly on truancies and put appropriate support into place
  • Breakfast passes to be given to disadvantaged pupils who are persistently absent or late and we will also trial “get to school buddies”
  • Minibus pickup at key times of the year for persistently absent or late disadvantaged pupils
  • Use Diamonds, mentoring or Kooth counselling to help overcome any psychological barriers to attendance.

  Kettlethorpe High School

> Full Disadvantaged Pupils Strategy 2017-18

 
 
Standbridge Lane, Sandal,
Wakefield WF2 7EL
Tel: 01924 251 605
Email: headteacher@kettlethorpe.wakefield.sch.uk