Student Services - removing barriers to learning

At the Ursuline High School we recognise that sometimes our students experience difficulties that affect their performance in school. To help in the removal of these barriers a number of services are available to students including:

  • Counselling from the Youth Awareness Programme, the Ursuline Sisters and the Cabrini Society.
  • Mentoring from My Voice London.
  • Assessment and support from the Social Inclusion Manager.
  • Anger management.
  • Health advice and monitoring from the School Nurse.
  • Peer mentoring from year 12 students.
  • An anti bullying drop in.
  • Restorative Justice meetings for students in conflict.
  • Information and guidance for continuing education and careers.

If we are unable to fully meet a student's needs within school she may also be referred to agencies such as the Educational Psychologist, Children and Adolescent Mental Health, Family Therapy, Social Services, Young Carers, the Educational Welfare Service and other specialist projects

 


Disadvantaged review

Strategy for 2014/15 (last academic year)

This Year the school was allocated £175,523 by the Government for Disadvantaged students.

Target:  To continue narrowing the disadvantage gap by addressing inequalities and raising attainment of those students in low income families

Expected outcomes

  1. To further narrow the gap in performance 5A*-C  at GCSE
  2. To improve performance by increasing the number of Disadvantaged students making more than expected levels of progress.
  3. For all Disadvantaged students to continue to access the school’s extra –Curricular provision and to narrow the gap for those doing 5+ extracurricular activities
  4. To have full access to the curriculum including My Maths the VLE through use of a Laptop

This will be achieved through.

  • Targeted 1: 1 intervention for Maths in Year 7-9
  • Targeted 1:1 intervention in Maths 10-11
  • Targeted Saturday school Maths
  • Targeted 1:1 in English from Year 9-11
  • Reading, literacy  and numeracy support in Years 7/8/9 in groups and 1:1
  • Additional extracurricular provision to ensure needs of students are met, subsidised Year 7 residential activity and cultural visits within London for students from low income families
  • All students from low income families to be offered a lap top in Year 7  and access to dongles for students without an internet connection at home 7-11
  • Mentoring intervention on a one to one basis from in school mentor
  • Motivation groups for Disadvantaged students.
  • One to one sessions with Pastoral Support Assistants to support on organisation etc.
  • In school counselling
  • Purchase of revision guides for identified students
  • Summer School to support transition into Year 7
  • Student profiles managed by Head of Year with reviews built in to evaluate and review support needed.
  • Purchase of learning materials e.g. revision guides
  • Monitoring of Disadvantaged students to ensure that they all take part in at least one extracurricular activity. Financial support for identified students,

Evaluation of 2014/15

The Government allocated £175,523 for April 2014/15. Highlights of the impact of the work done are:

  • 61.5% of PP students achieved 5 or more GCSEs at A*-C including English and Maths. This compares with PP students nationally achieving 36.5%  and   Non disadvantaged students nationally achieving 60-62%
  • 100% of PP students were engaged in at least one extracurricular activity.
  • 100% of PP students were able to use the internet at home.

PUPIL PREMIUM FUNDING BREAKDOWN

Allocation

£175,523

£180,755

Ref.

Expenditure Item

BUDGET 2014/15

Planned SPEND 2015/16

1

SLT member to lead on progress of  ‘groups’ including PP

 

29,582

2

Additional English Class

10,000

-

3

Additional Maths Class Key

35,000

45,000

4

1:1 and small group English support

20,000

25,000

5

1:1 and small group Maths support

20,000

20,000

6

Summer School transition activities for Year 6/7 and visits to meet at Primary school

7,500

7,500

7

Mentor supporting disadvantaged students

12,000

-

8

Group work for vulnerable disadvantaged students

3,000

3,000

9

Pastoral Support assistants for 1:1 motivational and support sessions

8,000

8,000

10

Allocated teachers sessions for Year 11 mentoring

4,000

4,000

11

PSAs supporting disadvantaged students

15,000

15,000

12

Counsellor supporting disadvantaged students

10,000

10,000

13

Laptop Support

20,000

20,000

14

Parent Champion

-

34,591

15

Parent Champion resource budget

2,000

2,000

16

Parenting support

1,500

1,500

17

Dongles

1,000

1,000

18

Uniform support and shoes

1,000

1,000

19

Trip support  (Marchant’s Hill)

2,500

2,500

20

Revision guides

1,000

1,000

21

Study Guides

1,000

1,000

22

Music GCSE/singing classes

2,640

3,500

23

Saturday Maths

2,000

2,000

24

Sports Activities

860

860

25

Study skills targeted session

-

500

26

Motivational speakers

-

500

TOTAL

180,000

239,033

 Outcomes 2014/15 (last academic year)

The percentage of disadvantaged students attaining 5A*-C including English and Maths has fallen slightly despite outstanding progress.


2012

2013

2014

2015

Attainment – 5+ A*-C passes including English and mathematics

76%

64%

71%

61.5%

 

National for all students (girls)

UHS PP

Non PP

Gap

English A*-C

72.8%

75% (24/32)

90.64%

-15.6%

English progress

61%

91% (29/32)

90.59%

+0.41%

Maths A*-C

63.5%

72% (23/32)

91.81%

19.81%

Maths progress

51%

75% (24/32)

92.31%

17.31%

Point score inc E&M

 

412.89

482.33

69.44

Value added

 

1045.78

1062.66

16.88

Progress 8

 

+0.62

+0.97

0.35

Attainment 8

 

C

B+

 

 

 

 

 

 

 

 

2014-15 GCSE results (last academic year):

Disadvantaged students continue to attain a ‘C’ grade average as opposed to non-disadvantaged students who attain a ‘B’ average, despite the same starting points. However, in both English and Maths the students attain better than all students nationally and make more progress than all students nationally. Particularly impressive is the value added score for disadvantaged students at 1045.78.

This year the gap between disadvantaged students’ progress at expected levels and non- disadvantaged students’ progress closed completely in English with disadvantaged students doing marginally better.

18/32 = 56% have stayed on at the Ursuline Sixth Form.

 

Progress levels

UHS PP English

UHS non PP English

UHS PP Maths

UHS non PP Maths

3 levels progress

90.62%

94.20%

75%

90.60%

4 levels progress

40.62%

63.70%

37.50%

69%

5 levels progress

9%

18.70%

15.62%

39.20%

2014-15 GCSE DESTINATIONS (last academic year):

Number of Students

Destinations

1

Carshalton College

1

City of Wesminster College

2

Kingston

1

Lambeth College

6

Richmond Colege

1

SFX

18

Ursuline High School

1

Westminster

1

William Morris Sixth Form  College

2014-15 A2 DESTINATIONS (last academic year):

DESTINATIONS OF DISADVANTAGED STUDENTS

Law BPP

Goldsmiths, Psychology

Nescot, Counselling

Oxford Brookes Communication and ICT

Gap year

Kent University, Law

University Sussex, Biochemical

Repeated year 12 now in year 13

Did foundation year so now in year 13 and applying for Paediatric nursing

University of Kent Social Sciences

University of Southampton, History

Roehampton, Primary Education

Impact of laptops

  • 100% of student s reported that laptops helped them to be more organised in their studies
  • 100% of students were able to use the internet and software to work at home.

Impact of trips

  • 100% positive evaluation of Year 7 Marchant’s Hill trip
  • 100% reported that t had helped with friendships
  • 100% of Year 10 students selected for one of trips like Leading Ladies reported that it had made them feel more confident.

Impact of Summer School

  • 100% felt more confident about starting Year 7 following the Summer School (particularly in the area of friendships, Maths and English)

Group interventions for vulnerable students

  • One student came off a Child Protection plan
  • 100% felt more confident about using social media safely

 

Music classes

  • 100% attendance
  • All students able to complete music GCSE

Reading Intervention Summary Pupil Premium

Of those students attending reading intervention, six were listed on the Pupil Premium Register. Of those, two had considerable learning/language difficulties and three had moderate learning/language difficulties. The sixth student was EAL with only a few years’ experience of English.

Outcomes:

KS3 outcomes were considered outstanding with the level of diagnostic awareness and student understanding evident:

  • a ratio gain of 2.2 which is considered exceptional for a diagnosed dyslexic student, where ratio gains of 1 are described as ‘substantial’.
  • a ratio gain of 3.8 and a total of 24 books read in Year Eight. Her improvement is attributable to great progress made in her comprehension of English (she is EAL); she always loved reading and is a capable student. Her low reading age of 8 years at the beginning of the year reflects her poor vocabulary and contextual knowledge of British culture, customs and idioms.

KS4 outcomes were considered less successful. It is considered essential that the skill is fully developed in KS3.

Year 11 mentoring by teachers

  • 100% attendance at sessions for 13/15 students.
  • Reported increased self-confidence.
  • Improvement seen in all students for organisational skills.

Year 7-11 mentoring by School Mentor

  • 7/11 students had improved attendance where this had previously been an issue
  • 8 students had reduced incidents and sanctions where this had previously
  • 1 student improved her “staying safe” behaviour
  • 1 student had improved hygiene
  • I student was transferred to the Medical PRU

Impact of Maths intervention and 1:1

  • 14 students in year 11 received maths intervention.
  • Of these 7 were identified due to low grades, well below a C. 85.7% went on to raise their grade from the point of identification to their final GCSE grade.
  • Of the 14, 7 were identified due to attaining a grade C or B, which was below their aspirational target. All achieved their target with 2 attaining A grades
  • Of the 14 students, 78.6% went on to attain a C or above

Impact of English intervention and 1:1

  • Walking talking mocks at the start of the year and regular mocks throughout the year contributed to students receiving frequent feedback, a rise in grades and growing confidence. This had a significant impact on disadvantaged students as they had the opportunity to see a wealth of papers and undertake regular practice in timed conditions.
  • Pupil Premium interventions, led by an experience English teacher, during the school day and in after school sessions (with vulnerable students who were at risk of not achieving a C grade or meeting their target) had significant impact. 11 vulnerable students received support. Of the 11, 10 attained a C grade or above, which had not been previously attained. 7 of the 11 met their aspirational target at a B or higher.
  • 91% off disadvantaged students attained a C or above.
  • 73% of disadvantaged students achieved their target grade.

Strategy for 2015/16 (current academic year)

This Year the school was allocated £180,755 by the Government for Disadvantaged students.

Key personnel and responsibilities 2015/16 (current academic year)

  • SLT-Assistant Head Teacher (responsibility for groups) line managing strategy and reporting to governors (termly to Curriculum Committee)
  • Parent Champion/Student Advocate mentoring students; arranging and running parenting groups and evenings; providing catch-up support for students and ensuring all work is up-to-date and caught up despite absences.
  • Careers Adviser to target students identifies at weekly panel for support to increase direction and motivation.
  • Student Mentor to see targeted students for intervention and target setting around identified issues.
  • Heads of English ,Maths and Science to coordinate support and feed back to Deputy Head (standards)at Raising Standards meetings and to Assistant Head Teacher (responsibility for groups)
  • SENCO and teaching assistants to deliver reading intervention, literacy and numeracy interventions to targeted students
  • Heads of Year to interview all disadvantaged students with a view to producing a profile of strengths and barriers and developing an action plan to be reviewed half termly.

Target:  To continue narrowing the disadvantage gap by addressing inequalities and raising attainment of those students in low income families

Expected outcomes

  1. To further narrow the gap in performance 5A*-C  at GCSE and increase the percentage of disadvantaged students attaining 5 or more good GCSEs
  2. To improve performance by increasing the number of Disadvantaged students making more than expected levels of progress, with a clear focus on core subjects.
  3. For all Disadvantaged students to continue to access the school’s extra –Curricular provision and to narrow the gap for those doing 5+ extracurricular activities
  4. To have full access to the curriculum including use of all resources provided through the virtual learning environment ‘Frog’
  5. To raise the percentage of students remaining at UHS into the sixth form.

 

 

 

This will be achieved through

.

  • Targeted 1: 1 intervention for Maths in Year 7-9
  • Targeted 1:1 intervention in Maths 10-11
  • Targeted Saturday school Maths
  • Targeted 1:1 in English from Year 9-11
  • Reading, literacy  and numeracy support in Years 7/8/9 in groups and 1:1
  • Additional extracurricular provision to ensure needs of students are met, subsidised Year 7 residential activity and cultural visits within London for students from low income families
  • All students from low income families to be offered a tablet in Year 7 and access to dongles for students without an internet connection at home 7-11
  • Motivation groups for Disadvantaged students.
  • One to one sessions with Pastoral Support Assistants to support on organisation etc.
  • In school counselling
  • Purchase of revision guides for identified students
  • Summer School to support transition into Year 7
  • Student profiles managed by Head of Year with reviews built in to evaluate and review support needed.
  • Purchase of learning materials e.g. revision guides
  • Monitoring of Disadvantaged students to ensure that they all take part in at least one extracurricular activity. Financial support for identified students,