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’.
Public Sector Equality Duty
We are committed to:
- Eliminating unlawful discrimination, harassment and victimisation
- Advancing equality of opportunity between different groups
- Fostering good relations between different groups
Our approach to equality is based on the following key principles:
- All learners are of equal value.
- We recognise and respect difference.
- We foster positive attitudes and relationships and a shared sense of cohesion and belonging.
- We observe good equalities practice in staff recruitment, retention and development.
- We aim to reduce and remove inequalities and barriers that already exist.
- We have the highest expectations of all our children.
We meet our duty through all our major decision making, policy reviews and major changes being based upon these 6 key principles.
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.
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.
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.
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.
Policies and Procedures
Examination JCQ Regulations 2020
Pupil Premium Spend Strategy and Impact
Pupil Premium Funding
Publicly-funded schools in England get extra funding from the government to help improve the attainment of disadvantaged pupils. The evidence shows that children from disadvantaged backgrounds generally face extra challenges in reaching their potential and often do not perform as well as their peers. The pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve. The Pupil Premium group consists of students who are in receipt of free school meals (FSM), who have been in receipt of free school meals within the last six years (FSM Ever 6), who have been looked after continuously for the past 6 months (CLA) or who have been adopted from care. In addition, the school also receives a separate Service Children’s Premium, which applies to the children of parents or carers who are serving in the Armed Forces. The Service Children’s Premium is intended to support the pastoral needs of Service Children.
For the year 2020/21 the Pupil Premium has a value of £955 per eligible pupil and £2345 for children classified as CLA. The Service Children premium is £310/student. There are currently 192 Pupil Premium Students at Horsforth School. Horsforth School is a comprehensive school with an average cohort of 17.02 % of students entitled to the Pupil Premium. The current breakdown (Sept 2020) of student numbers is as follows:
|Year Group||PP||FSM||FSM Ever 6||LA||Adopted from Care||Service Children||% of Cohort|
Evidence from the Education Endowment Foundation (EEF) suggests that pupil premium spending is most effective when schools use a tiered approach, targeting spending across the following 3 areas below but explicitly focusing on teaching quality, investing in learning and development for teachers:
- Teaching -Schools arrange training and professional development for all staff to improve the impact of teaching and learning for pupils
- Academic support -Schools should decide on the main issues stopping their pupils from succeeding at school and use the pupil premium to buy extra help
- Wider approaches – This may include non-academic activities such as; music lessons for disadvantaged pupils; help with the cost of educational trips or visits; involvement in wider school responsibilities such as School Parliament.
By using the funds this way Horsforth School will increase pupils’ confidence and resilience, encourage pupils to be more aspirational and benefit all students including non-eligible pupils.
Please see the Pupil Premium Spend strategy 2020_2021 for Horsforth Schools tiered approach targets.
Impact of Pupil Premium Funding
|Measure||PP Students||Other Students||GAP||PP Students||Other Students||GAP||PP Students||Other Students||GAP|
*no exams formally sat
The national average P8 score for Pupil Premium Students in 2019 was -0.45
The national average P8 score for non-Pupil Premium Students in 2019 was 0.13
Key Stage 4 Impact Data
|Year of Entry GSCE Entry||Number of PP students||Outcomes|
|2020||36(15.9%)||No formal examinations but the last official tracking prior to National Lock down was P8 = – 0.01. A progressive improvement over a three trend|
|2019||38(17.5%)||GAP significantly reduced and skewed by outliers resulting in a high proportion of students re-joining the sixth form|
|2018||33(14.5%)||Produced a large GAP between non-pp and pp students resulting in a review of strategy to support our learners|
Not every intervention is reflected by GCSE results; and because of the care and compassion of teachers, senior leaders and in particular the pastoral team, students get to leave with greater qualifications, life-skills and confidence which help equip our students on their future journeys. Such Interventions include:
- Teaching and Learning Initiatives whole school
- Intervention work to support the progress of targeted groups and individuals
- Tracking and scrutinising data ensuring classroom practise and interventions continue to support ALL students
- Opportunity and achievement for all – Identify resources for students of all abilities who are PP to enable them to reach their full potential.
- LINK – Enable students to access learning and accelerate their progress where there are specific barriers.
- One to one mentoring by Senior Leaders (Taking Care of Business mentoring scheme)
- Pastoral Support – Focusing on the individual – a mosaic of different approaches which allow the individual to flourish, raising self-esteem, educating personal skills and improving pupil attendance in order to maximise learning opportunities.
- Deployment of staff to lunchtime and afterschool interventions for additional support
- Deployment of Teaching Assistants in lessons
- Enrichment Provision Summer school to help disadvantaged pupils make the transition from primary to secondary school.
- Year 7 transition classes to support development into secondary school
- PP leads in maths and English
- Learning mentors who lead on various interventions
- PP Attendance tracked daily by pastoral staff
- Essential equipment and revision guides
- Extracurricular activities – representing the school in sport, the arts and the School Parliament
- Support for Educational Visits – including national and international opportunities
- In the academic year 2020_2021 the National Tutoring Programme is launched – A £350 million Government initiative to provide additional, targeted support for those students who need the most help.
*Figures up to 20th March
Pupil Premium attendance dipped slightly in the 2019/2020 academic year. However in the third term attendance rose significantly in year 11 which was curtailed prematurely due to national lockdown. Horsforth School have a robust attendance system with a strategic lead; each year group track attendance and update their year groups weekly; PP attendance is alerted daily to our pastoral team so we can ensure the students are in school unless there are mitigating circumstances.
Horsforth School has lead trustee dedicated to Pupil Premium and meets with the SLT lead each term to discuss progress. Internally, Pupil Premium data is scrutinised by Heads of Department, the pastoral team and Leadership team. This informs further initiatives where Academic and Pastoral concerns (or praise) can allow collaborative working. This is headed under the intervention ‘Families’ where TLR holders from across the school come together to support our students.
Pupil Premium Strategy Statement
|School Name||Horsforth School|
|Pupils in school||1440|
|Proportion of disadvantaged pupils||17.00%|
|Pupil premium allocation this academic year||£172,689.00|
|Academic year or years covered by statement||2020-2021|
|Statement authorised by||P. Bell|
|Pupil premium lead||O. Watkins|
|Trustee lead||H. Shearer|
Disadvantaged Pupil Performance Overview for Last Academic Year *no exams sat
|Percentage of Grade 5+ in English and maths||45.70%|
Strategy Aims for Disadvantaged Pupils
|Progress 8||Achieve a P8 of = 0.00 or better; to substantially beat the national average for disadvantaged students of P8 = -0.45 (2019)||01/09/21|
|Attainment 8||Achieve national average for attainment for all pupils A8 = 36.7 (2019)||01/09/21|
|Percentage of Grade 5+ in English and maths||Equal or better English and maths 5+ scores for national average disadvantaged students (24.7% 2019)||01/09/21|
|Other||PP attendance to be the same or better than the disadvantaged national average (92.08% 2019)||01/09/21|
|Ebacc entry||Equal or better than the average disadvantaged A8 score of 3.8 (2019)||01/09/21|
Teaching Priorities for Current Academic Year
|Priority 1||Retrieval Practice linked to AFL|
|Priority 2||Literacy focus whole school|
|Barriers to learning these priorities address||Improving the level of high quality teaching in every classroom improves the learning of every student|
Targeted Academic Support for Current Academic Year
|Priority 1||National Tutoring Programme – aimed at helping disadvantaged students close the GAP following National lock-down.|
|Priority 2||PP Mentoring scheme|
|Barriers to learning these priorities address||Helps to engage all students in intervention learning|
Wider Strategies for Current Academic Year
|Priority 1||All students in school have access to a laptop or iPad in order to complete google classroom activities to consolidate class work and complete homework|
|Priority 2||One to one interviews to all Year 11 PP students upon their return to school, assessing their mental state as well as any academic concerns, supplying equipment for free|
|Barriers to learning these priorities address||Ensuring each student is able to complete all work set and no-one is disadvantaged|
Monitoring and Implementation
|Teaching||Ensuring all student access and practice the same high level of AFL in all subjects||Professional development through T&L briefings, training days and embedding retrieval practice into all SOW|
|Targeted support||Engaging all parents/carers to support the programme in school and from home||Direct contact with home, allowing a discussion around the best strategies we can use to to support students in school and at home|
|Wider strategies||Maintenance of all devices and being able to rectify any issues quickly and swiftly||ICT and the E-Learning team ready to support with any issues. LT overseeing the programme ensuring every student who needs a device continues to have access to one|
Review: Last Year’s Aims and Outcomes
|Achieve a P8 score better than the national average and improve on 2018/2019 data (-0.39)||Both achieved, last tracking data pre lock-down forecast P8 = -0.01 for PP students. Actual figure was 0.40 (no exams taken)|
|Achieve the national average attendance||On target to achieve but premature closing of the school meant we were just short as of March 2020|
|Continue to increase Cultural Capital opportunities for students across the school||Achieved through Cooking Club, School Performances and The School Parliament – promoting the opportunities for students to gain leadership and life-skills within their school education|
Re-opening Risk Assessments
The number of employees whose employee benefits (excluding employer pension costs) exceeded £100,000 was:
|£100,000 – £110,000||1||1|