Accelerating the Achievement of Vulnerable Groups May 2016 Jo Pallett Head of Virtual School

Vulnerable Groups Children eligible for Free School Meals Children who have SEND Children who are in the care of the Local Authority known as Looked After Children

Other Vulnerable Children Black or ethnic minority background, known as BME English as an additional language known as EAL Gypsy, Roma or Traveller children Central European background Unaccompanied Asylum Seekers Young Carers Victims of Child Sexual Exploitation

LAC in Higher Education QualificationSubject MastersLaw HNDBusiness LLB HonsUG Law BA HonsGraphic Design Venues, Events and Hospitality Management Foundation DegreePerforming Arts BAForensic Psychology Social Psychology BSC HonsCivil Engineering Animation BAMulti Media and Journalism BSC HonsBiomedical Science BA HonsZoology B Eng HonsEngineering

Life Chances for Vulnerable Groups >1% of children are in care, 40% of prisoners under 21 had been in care. 25% of those in the youth justice system have SEND, 46% are rated as underachieving at school. 52% of young offenders have been permanently excluded from school. Estimated that 5% of prisoners are GRT. 2% of the population are Black Minority Ethnic, 11% of prisoners are BME

Life Chances for Vulnerable Groups ‘ Pupils from disadvantaged backgrounds are: twice as likely to be not in education, employment or training (NEET) and at higher risk of ending up in poverty as adults.’ Social Mobility and Child Poverty Commission’s 2014 State of the Nation report

Government Funding/ Statute Pupil Premium Schools claim via census. Ever 6 FSM, Military Families, previously LAC. Data on spending and impact of spend must be on school webpage. Pupil Premium Plus Allocated by the Head of the Virtual School, determined via PEP. LAC pupils. Data on spending and impact of spend must be on school webpage. EAL allocation Pupils new to English for the first three years. Designated Teacher for LAC. PEP.

Supporting the attainment of disadvantaged pupils: articulating success and good practice DFE November 2015

Research report DFE November Promote an ethos of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed. Are school targets clear re vulnerable groups? Are they challenging and aspirational (compared to whom) ? Do they close the gap? 2. Have an individualised approach to addressing barriers to learning and emotional support, at an early stage, rather than providing access to generic support and focusing on pupils nearing their end-of-key-stage assessments. Do you identify pupil need and intervene from entry to the school? Measure progress from admission? Is support bespoke? 3. Focus on high quality teaching first rather than on bolt-on strategies and activities outside school hours. 4. Focus on outcomes for individual pupils rather than on providing strategies.

Research report DfES November Deploy the best staff to support disadvantaged pupils; develop skills and roles of teachers and TAs rather than using additional staff who do not know the pupils well. Do you triangulate quality of teaching, work, progress specifically for vulnerable groups? Are the TAs leading on the work of vulnerable groups? 6. Make decisions based on data and respond to evidence, using frequent, rather than one-off assessment and decision points. Regular review of progress, change of interventions based on progress, how do you evidence this? 7. Have clear, responsive leadership: setting ever higher aspirations and devolving responsibility for raising attainment to all staff, rather than accepting low aspirations and variable performance.

Local Authority, Teaching Schools, Private Providers provide support. SEND SEND Specialist Services (Specialist Teaching Teams) Virtual School for Looked After Children (ESLAC) CREDS Pupil Premium and Pupil Premium Plus Governor Services Locality Teams, Family Workers, EWO etc. Social Services

Recent Cambridgeshire Ofsted reports Governors lack a full and up-to-date understanding of the progress that disadvantaged pupils are making because leaders have not shared the information that they have with governors fully. This means that governors are unable to evaluate fully the impact of the academy’s use of pupil premium funding, and the extent to which the objectives within the pupil premium ‘action plan’ are being met. Governors have started to make focused visits to increase their understanding of standards within English, Mathematics and Science but it is too early to determine the impact of this. Members of the governing body have a good understanding of how pupil premium funding is spent and pose an appropriate degree of challenge. One nominated governor has been linked to the senior leader who has responsibility for overseeing disadvantaged pupils’ achievement. This has ensured that governors are kept up to date on how well disadvantaged pupils are progressing on a regular basis. Governors do not yet receive separate information on the achievement of pupils who are looked after by the local authority

Continued… The achievement of disadvantaged pupils is reported to members of the governing body regularly and a named governor has responsibility for overseeing the achievement of this group of pupils. From this information, governors are able to identify trends, and evaluate the impact of support and intervention strategies which aim to improve outcomes for these pupils. Governors were unable to comment on the progress made specifically by children who are looked after. Governors are now much more clearly focused on pupil achievement and, in particular, the progress of different groups, including disadvantaged pupils. They were shocked by the summer results and realise that in the past there was insufficient challenge for leaders. They are now more rigorous in asking challenging questions and analysing information.