Policies, Procedures & Statutory Documentation

At Horsforth School we believe passionately in our mission statement of ‘opportunity and achievement for all’. We are committed to striving for equality and in 2016 added ‘those who have the least deserve the most’.

Equality Objectives

Governance Documents

Policies & Procedures

Examination JCQ Regulations 2019

Pupil Premium Spend Strategy

Year 7 Catch-Up Premium Review

Re-opening Risk Assessments

Equality Objectives

Horsforth School Equality Objectives

The Public Sector Equality Duty (PSED) requires all schools to publish specific and measurable equality objectives. Our objectives focus upon those areas that address the needs of our students, staff and community.

Objective 1:

To improve the outcomes for disadvantaged children and those who have SEND so that the gap between these students and advantaged students nationally is zero or positive.

Objective 2:

To promote cultural development and understanding through a rich range of experience, both in and beyond the school so that discrimination and bullying due to gender, gender reassignment, race, religion and background never occurs in our school.

Objective 3:

To ensure the school environment is accessible as possible to all students, staff and visitors.

We comply with the PSED through an equal opportunity approach to recruitment of staff, through modifying the schools physical environment to allow adults and children to access the school and ensuring barriers to learning, whether social, emotional, economic, cultural or physical are removed or minimised.

We always deal with incidents of alleged discrimination, harassment and victimisation rigorously and rapidly and foster positive relationships between all people who have protected characteristics and those who don’t. We do this through our Life Skills curriculum provision, enrichment days that promote British Values and we make the most of teaching opportunities in all subjects to celebrate and explore diversity.

Governance Documents

Policies and Procedures

Examination JCQ Regulations 2019

Pupil Premium Spend Strategy and Impact

Pupil premium funding is awarded to students who have received free school meals in the last six years, children of forces (Army/Navy/RAF) families and children who are looked after.

 

Funding Received 2017/18 Expected Funding 2018/19
£192,150 £185,130

 

Strategy 2018/2019

2018/19

(£)

Overview

Taking Care of Business Pupil Premium Mentoring programme

6650

Students identified as requiring more support (based on attainment, attendance and effort performance indicators) attend a weekly meeting with a member of the Leadership Team to discuss progress and further support options. Mentoring booklet and log completed for regular reviews.
Internal logging of information on SIMS

6650

A programme set up to holistically review varying intervention sessions throughout Horsforth School for EVERY PP student.
PP Attendance tracked daily by Discovery group set up

6850

The Pastoral team intervene daily with any unauthorised attendances, liaising with our attendance officer, contacting home and ensuring all fit and well students are in school.
Associate Assistant Headteacher

38500

Associate AHTs to oversee data, progress and intervention and manage strategies.
Free revision guides for all PP students

2000

Students in English, maths, science and MFL to receive free revision resources to support private study (Year 10 and 11).
PP student voice audit

To identify the individual needs of our PP students so we can bespoke our care and support at an individual level. Support provided based on feedback
Fish, Chips and Top Tips engage evening

500

Disadvantaged students and parents invited in for an engagement evening led by members of the Leadership team, Curriculum leaders  and parents of former students to share their top tips in achieving success at GCSE. All who attended had Fish and Chips and given key resources to support their learning, including a pencil case with equipment, revision guides and TOP TIPS for parents book.
Essential Equipment

300

Every PP student given a pencil case containing key equipment.
Maths Resources

150

Key mathematical equipment kept within the department to support disadvantage learners
English and Maths for 7 periods each per fortnight

36,000

Year 7 transition groups make incremental progress through summative assessments, increasing in performance reflected in their attainment percentage.
Geography and History 2 groups for 3 periods each

12,000

Average progress made in history Pupil Premium Transition groups for 2018/19 was 0.73

Average progress made in geography Pupil Premium Transition groups for 2018/19 was 0.41 level of progress

Cost of salary of Teaching Assistants to reflect their increased role in one-to-one and small group teaching

18000

Early intervention in Years 7 to 9 based upon literacy have shown that in 2 terms the average reading age will increase and 50% of students will meet or exceed their targets in English
LINK provision

29310

Pastoral, wrap around care for the most vulnerable PP & SEND students and focusses on re-engaging school refusers and students who are PA; raising achievement and addressing progress gaps across the curriculum through timetabled intervention.
Cost of Lead Intervention Teaching Assistant for Maths and English, plus one-to-one teacher carrying out intervention in the subjects

28000

+

10555

In Maths and English, each PP student that required support had access to 1:1 tuition once per fortnight, which equated to approximately 12 hours of extra tuition per student. Additionally, a lead TA in Maths delivered small group intervention to PP students on a form time throughout Year 11 and worked with smaller groups of PP students in lower years who were identified as needing extra support.

 

GAP champions

7452

Two TLR 2A’s dedicated to an innovative project in the two core areas.

 

Maths Champion project identifies the PP students developing towards their target and most at risk of underachieving in Years 8, 9 and 10, organising bespoke interventions in form time with sixth form students acting as mentors, with additional interventions on Tuesday’s afterschool.

 

The English Champion improves exam technique by running a ‘walking, talking mock’ with PP students. After school sessions occur each Thursday exclusively for PP students

 

 

 

Cultural capital development

2500

PP students have access to opportunities such as author visits, theatre workshops with professionals. Engagement with the school production has risen from 13% of the production PP in 2017 to 15% in 2018 (rising closer to our demographic of 18.9%)
Uniform fund

250

Families struggling to buy or replace uniform are supported.
Hardship fund

2500

PP students receive a subsidy or full payment to access trips or visits. These can be curriculum linked or enrichment to develop cultural capital.
Pastoral wraparound meetings

2279

Time dedicated to all professionals discussing key issues, successful strategies and barriers to learning linked to behaviour and attendance.
Teaching and learning / RAP meetings

2279

Time dedicated to all professionals discussing key issues, successful strategies and barriers to learning linked to pedagogy and progress.

Gross Spend Total: £212,725

Year 7 Catch-Up Premium Review

£14,693 received

 

2018/19 (£)

IMPACT

Repeat 2019/20?

Y7 Additional groups for Transition

All students who were eligible for Year 7 catch-up funding were in Transition.  Intended outcomes for students in Transition are accelerated progress and to bridge any SEMH gaps for students transferring from Primary School. Students in Transition have one specialist teacher for English and maths and Geography and History are delivered by Transition staff in the Transition Team.
English and Maths for 7 periods each per fortnight

36,000

Progress in current Year 7 transition groups averages at 1 sublevel per term in maths and would equate to (if the current trajectory is followed) 3 levels of progress within KS3 alone. Students are on track in maths to make 1 level of progress on average each year. English progress averages at 0.5 sublevels a term. If current progress is sustained students in transition will make 4.5 sub levels progress in KS3. Yes
Geography and History 2 groups for 3 periods each 12,000

Average levels of progress made in history Transition groups for was 1.21

Average levels of progress made in geography Transition groups for was 1.25 sublevels.

Yes
TOTAL 48,000

 

Re-opening Risk Assessments