The Coseley School A Co-operative Trust Closing the Gap Strategies – 2015/16 Believe, Achieve, Excel Closing the Gap Strategies – 2015/16 Believe, Achieve, Excel

Evidence of impact 2014/15  The percentage of disadvantaged pupils achieving 1 A*-A has increased by 8%.  The average total points across GCSE grades has continued to rise for our disadvantaged pupils.  The average grade per pupil across their best 8 subjects has improved.  The percentage of disadvantaged pupils gaining 5 A*-C grades has been maintained in line with the previous year.  The percentage of disadvantaged pupils achieving 8 A*-C including English and Maths has improved by 6.4%.  The percentage of disadvantaged pupils achieving 5 A*-G has improved by 3%, and by 10% for those achieving 8 A*-G.  The percentage of disadvantaged pupils achieving 5 A*-G including English and Maths has increased by 7%.  Disadvantaged pupils have out-performed their peers in the following subjects for A*-A grades: Biology, Creative Writing, Dance, English, Leisure & Tourism, ICT (ECDL) and Psychology.  Disadvantaged pupils have out-performed their peers for A*-C in the following subjects: Biology, Chemistry, Creative Writing, Food, German, PE, Physics and Science Additional.  The percentage of disadvantaged pupils achieving 1 A*-A has increased by 8%.  The average total points across GCSE grades has continued to rise for our disadvantaged pupils.  The average grade per pupil across their best 8 subjects has improved.  The percentage of disadvantaged pupils gaining 5 A*-C grades has been maintained in line with the previous year.  The percentage of disadvantaged pupils achieving 8 A*-C including English and Maths has improved by 6.4%.  The percentage of disadvantaged pupils achieving 5 A*-G has improved by 3%, and by 10% for those achieving 8 A*-G.  The percentage of disadvantaged pupils achieving 5 A*-G including English and Maths has increased by 7%.  Disadvantaged pupils have out-performed their peers in the following subjects for A*-A grades: Biology, Creative Writing, Dance, English, Leisure & Tourism, ICT (ECDL) and Psychology.  Disadvantaged pupils have out-performed their peers for A*-C in the following subjects: Biology, Chemistry, Creative Writing, Food, German, PE, Physics and Science Additional.

Introduction The Pupil Premium was introduced in April 2011 by the government as a result of the increasing achievement gap of disadvantaged pupils when compared to their peers. In 2012/13 schools’ were allocated £1.25 billion of funding targeted at families who were:  Eligible for FSM  Ever 6—Eligible to FSM in the last 6 years  Looked after children (LAC)  Families with parents in the armed forces In the financial year 2015/16 the school received £235,600 of Pupil Premium funding to support our disadvantaged pupils. This includes 252 pupils (41% of our total cohort). Closing the gap – 3 year trend

Teaching and Learning – EEF Toolkit A recent study by the Sutton Trust which sampled 1,600 school teachers and leaders found that some of the most effective approaches to raising attainment of disadvantaged pupils were also the most cost effective. These were focussed on ‘teacher feedback’, ’collaborative learning ’, ‘ meta –cognition’ (learning to learn) and homework. As a school we have adopted these researched based strategies outlined below:  Feedback is most effective when directed at the task or process: · Related to challenging tasks, not easy ones · Used in a meaningful way · About what is right, wrong and specific  Collaboration — Where students work together in small groups on a task or project. This method allows accelerated progress over time through increased participation  Meta cognition (learning to learn) - Learners think about how they will learn through planning, motivation, and self regulation. At Coseley we use the ‘Personal Learning Thinking Skills’ to support learning.  Homework - that is effectively linked to a unit of learning and more project or themed based has more impact on outcomes. ‘Ad hoc’ tasks with little relevance to previous or future learning has little impact. A recent study by the Sutton Trust which sampled 1,600 school teachers and leaders found that some of the most effective approaches to raising attainment of disadvantaged pupils were also the most cost effective. These were focussed on ‘teacher feedback’, ’collaborative learning ’, ‘ meta –cognition’ (learning to learn) and homework. As a school we have adopted these researched based strategies outlined below:  Feedback is most effective when directed at the task or process: · Related to challenging tasks, not easy ones · Used in a meaningful way · About what is right, wrong and specific  Collaboration — Where students work together in small groups on a task or project. This method allows accelerated progress over time through increased participation  Meta cognition (learning to learn) - Learners think about how they will learn through planning, motivation, and self regulation. At Coseley we use the ‘Personal Learning Thinking Skills’ to support learning.  Homework - that is effectively linked to a unit of learning and more project or themed based has more impact on outcomes. ‘Ad hoc’ tasks with little relevance to previous or future learning has little impact.

Key Stage 4 Intervention  Specialist maths staff provide regular intervention to small groups, particularly disadvantaged, following each Key Assessment Point during curriculum time and out of hours.  English staff provide targeted intervention out of hours, particularly for our disadvantaged pupils.  Senior Leaders mentor key ‘marginal’ pupils, including disadvantaged, in order to track progress across the Progress 8 and Attainment 8 measure.  An appointed Progress Leader for KS4 specifically tracks and monitors the progress of boys, particularly disadvantaged.  Co-ordinated Intervention programmes, particularly for disadvantaged Year 11 pupils, take place during ‘gained curriculum time’.  Collapsed timetable days have been organised to support progress across the curriculum, specifically for underperforming pupils, including disadvantaged.  A wide range of post 16 providers and guest speakers have provided timely guidance and support in order to raise the aspiration of pupils (particularly boys and disadvantaged)  KS4 ‘Step Up’ evening for parents provides support, guidance and information surrounding examinations, revision and post 16 opportunities. The parents/carers of disadvantaged pupils are a high priority for invitation.  Specialist maths staff provide regular intervention to small groups, particularly disadvantaged, following each Key Assessment Point during curriculum time and out of hours.  English staff provide targeted intervention out of hours, particularly for our disadvantaged pupils.  Senior Leaders mentor key ‘marginal’ pupils, including disadvantaged, in order to track progress across the Progress 8 and Attainment 8 measure.  An appointed Progress Leader for KS4 specifically tracks and monitors the progress of boys, particularly disadvantaged.  Co-ordinated Intervention programmes, particularly for disadvantaged Year 11 pupils, take place during ‘gained curriculum time’.  Collapsed timetable days have been organised to support progress across the curriculum, specifically for underperforming pupils, including disadvantaged.  A wide range of post 16 providers and guest speakers have provided timely guidance and support in order to raise the aspiration of pupils (particularly boys and disadvantaged)  KS4 ‘Step Up’ evening for parents provides support, guidance and information surrounding examinations, revision and post 16 opportunities. The parents/carers of disadvantaged pupils are a high priority for invitation.

Key Stage 3 Intervention  Appointed Progress Leaders have specific responsibility for disadvantaged pupils’ progress across subjects at KS3. This involves the mentoring of identified pupils across the Key Assessment Point cycle and providing individual class teachers with targeted strategies.  A wave 1 approach to intervention is adopted by all staff within the classroom at KS3. Disadvantaged pupils are highlighted on seating plans and progress data. Explicit differentiation is expected that provides three levels of challenge.  The SEND nurture area has been designed to support our less able pupils, including disadvantaged and vulnerable. Pupils receive support from specialist staff, reduced class sizes and an inclusive learning environment to enhance progress. Reading intervention programmes and specialist teaching is subsided by the Pupil Premium budget.  Appointed Progress Leaders have specific responsibility for disadvantaged pupils’ progress across subjects at KS3. This involves the mentoring of identified pupils across the Key Assessment Point cycle and providing individual class teachers with targeted strategies.  A wave 1 approach to intervention is adopted by all staff within the classroom at KS3. Disadvantaged pupils are highlighted on seating plans and progress data. Explicit differentiation is expected that provides three levels of challenge.  The SEND nurture area has been designed to support our less able pupils, including disadvantaged and vulnerable. Pupils receive support from specialist staff, reduced class sizes and an inclusive learning environment to enhance progress. Reading intervention programmes and specialist teaching is subsided by the Pupil Premium budget.

Holiday Programmes, Educational visits and Enrichment  Year 6 pupils have access to a week long Summer School programme that incorporates numeracy and literacy, physical education and team building. This provides a supportive programme of transition from KS2 to KS3.  Educational visits and experiences are fundamental in developing a range of wider experiences that compliment the curriculum. Our disadvantaged pupils are supported, along with hardship cases, to allow full access to such experiences along with their peers throughout the year.  Holiday booster classes are provided throughout the academic year and our Pupil Premium budget supports staffing costs when providing our disadvantaged opportunities to close the gap between that of their peers.  An extensive programme of enrichment is available to all pupils, however, the number of pupils attending such enrichment opportunities is monitored across interest groups.  Year 6 pupils have access to a week long Summer School programme that incorporates numeracy and literacy, physical education and team building. This provides a supportive programme of transition from KS2 to KS3.  Educational visits and experiences are fundamental in developing a range of wider experiences that compliment the curriculum. Our disadvantaged pupils are supported, along with hardship cases, to allow full access to such experiences along with their peers throughout the year.  Holiday booster classes are provided throughout the academic year and our Pupil Premium budget supports staffing costs when providing our disadvantaged opportunities to close the gap between that of their peers.  An extensive programme of enrichment is available to all pupils, however, the number of pupils attending such enrichment opportunities is monitored across interest groups.