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 2021

COVID-19 Universal Catch-up Premium

Pupil Premium Strategy Statement

Re-opening Risk Assessments

Executive Pay

Remote Learning

Summer School

Equality Objectives

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:

  1. All learners are of equal value.
  2. We recognise and respect difference.
  3. We foster positive attitudes and relationships and a shared sense of cohesion and belonging.
  4. We observe good equalities practice in staff recruitment, retention and development.
  5. We aim to reduce and remove inequalities and barriers that already exist.
  6. 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.

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 2021

Coronavirus (COVID-19) Universal Catch-up Premium

The government announced £1 billion of funding to support children and young people to catch up – which includes a one-off universal £650 million catch-up premium for the 2020 to 2021 academic year equating to approximately £80 per student.

A further £350 million has been invested into the National Tutoring Programme to provide additional, targeted support for children and young people who need the most help by subsidising the cost of external tutors in supporting disadvantaged learners.

Schools’ allocation is calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in year’s reception through to year 11.

  • Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.
  • Key findings from the Education Endowment Foundation suggest:
    • Supporting effective remote learning will mitigate the extent to which the gap widens.
    • Sustained support will be needed to help disadvantaged pupils catch up.
    • Small group or one-to-one tuition evidenced as the best way to use the funds

Below is a summary of Horsforth Schools Universal catch up premium spending strategy:

Intervention Costing £ Funding £90,880 Start date: End date:
Teacher Tuition –
Additional teaching by subject specialists in English, maths and science .
13200 77,680 01/12/2020 31/5/2020
Learning Mentor Tuition 550 77,130 01/12/2020 31/5/2020
Specialist Online Maths Tuition 1920 75,210 23/11/2020 30/04/2020
CAT Testing (Year 7) 2766.75 72,443 January 2020 January 2020
Academic and pastoral appointment 11700 60,743 07/12/2020 31/8/2020
CPD 111375 -50,632 03/09/2020 23/07/2020
Incremental Coaching 89100 -139,732 03/09/2020 23/07/2020
Visualisers 2504 -142,236 01/10/2020 01/10/2020
New Laptops 45900 -188,136 01/10/2020 01/10/2020
National Tutoring Programme (KS3) 10000 -198,136 2021 23/07/2020

 

Research by the Education Endowment Foundation (EEF) suggest to help students ‘close the GAP’ (between disadvantaged and non-disadvantaged students) teaching should be the top priority, including professional development, training and support for early career teachers and recruitment and retention. Targeted support for struggling pupils should also be a key component of an effective Pupil Premium strategy; as well as strategies that relate to non-academic factors, including improving attendance, behaviour and social and emotional support. The EEF suggests this can be divided into three sub-sections, Teaching and Whole School Strategies, Targeted Approaches and Wider Strategies; how Horsforth School has spent the Universal catch-up premium money according to this research is outlined below:

 

Teaching and whole school strategies Cost £ Targeted approaches Cost £ Wider strategies Cost £
Teacher Tuition 13200 CAT Testing (Year 7) 2766.75 Academic and Pastoral appointment 11700
Learning Mentor Tuition 550 National Tutoring Programme (KS3) 10000 New Laptops 45900
Specialist Online Maths Tuition 1920        
CPD 111375        
Incremental Coaching 89100        
Visualisers 2504        
Sub Total: 218,649   12766.75   57,600
Total 289,016        

Pupil Premium Strategy Statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

 

School Overview

Detail Data
School Name Horsforth School
Number of pupils in school 1440 (Inc. KS5)
Proportion (%) of pupil premium eligible pupils 16.2%
Academic year/years that our current pupil premium strategy plan covers 3 years
Date this statement was published 01/09/2021
Date on which it will be reviewed 01/09/2022
Statement authorised by P. Bell
Pupil premium lead O. Watkins
Governor / Trustee lead H. Shearer

Funding Overview

Detail Amount
Pupil premium funding allocation this academic year £175,720.00
Recovery premium funding allocation this academic year £27,840
Pupil premium funding carried forward from previous years (enter £0 if not applicable) £0
Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year
£203,560.00

Part A: Pupil premium strategy plan

Statement of intent

Horsforth School firmly believes in Opportunity and Achievement for all. This transcends across all our students, inclusive of their age, social background or any other characteristic.

Pupil Premium progress, both academically and pastorally is a whole school priority for Horsforth School. No student should be disadvantaged in their pursuit of reaching their full potential. Horsforth school is committed to closing the GAP between those who access the Pupil Premium and those who do not.

Horsforth School support students over a five-year period from year 7 through to year 11 (and beyond). In each year there is targeted intervention to close the GAP:

  • Year 7 and 8 – Year 12, student ambassadors of English and maths support students each week during a tutor time overseen by TLR holders from the English and maths department.
  • Year 9 and Year 10 – Students, are selected to receive 1:3 tutoring via the National Tutoring Programme once a week in either English or maths. Science will be explored in the Summer term.
  • Year 11 – Departmental intervention in each subject, available by invite or drop-in. Additional National Tutoring Programme to be set up January 2022 for English, maths or Science.

The key principles behind our strategy is based on the Education Endowment Foundation (EEF) who suggest 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:

1.)        Teaching -Schools arrange training and professional development for all staff to improve the impact of teaching and learning for pupils.

2.)        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.

3.)        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.

Furthermore, the research from the EEF suggest the GAP widens with age – by trying to intervene from year 7, we hope to mitigate this as early as we can. 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.

 

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge
1 Achievement GAP exists on entry to Horsforth School – further ratified by external CAT4 data which highlights the GAP between Pupil Premium and Non-PP students
2 The reading, writing and communication skills highlighted in the CAT4 data show a GAP between Pupil Premium and Non-Pupil Premium students. This creates a barrier to learning across and accessing the curriculum
3 A reduced awareness and experience of Cultural Capital which can lower aspiration and the potential for students to reach the highest grades within subjects
4 Pupil Premium Attendance figures were lower (89.98%) than non-Pupil Premium students (96.37%). Both figures are above the national average.
5 Students all having access to a device at home (197 students during the first national lock down)
6 The Mental Health and Wellbeing of all students during a prolonged absence from school as a result of the pandemic.
7 Learning gaps caused by disrupted learning due to COVID yrs. 7-11

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome Success criteria
Progress of zero or better for year 11 Pupil Premium students GCSE results
Pupil Premium Attendance above the national average for Pupil Premium students Attendance data electronically stored through SIMs operating system
Whole school literacy drive Accelerated reader (yr7 + yr8) GCSE English results
Increased Cultural Capital among Pupil Premium students SIMs Activities data

 

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

 

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £100,000.00

Activity Evidence that supports this approach
Challenge number(s) addressed
Curriculum offer – The curriculum is ambitious and is designed to give all students including, disadvantaged pupils the knowledge and cultural capital they need to succeed in life.

The Education Endowment Foundation and Department for Education

State a schools’ curriculum should be coherently planned and sequenced towards cumulatively sufficient knowledge n order to maximise progress

1, 2, 5, 7
Retrieval Practice linked to AFL The Education Endowment Foundation; The Learning Scientist; Rosenshine’s Principles in Action: Tom Sherrington: all show that retrieval is critical for robust, durable, long-term learning. Every time a memory is retrieved, that memory becomes more accessible in the future. Retrieval also helps us create coherent and integrated mental representations of complex concepts, the kind of deep learning necessary to solve new problems and draw new inferences. (Durrington Research School) 1, 2, 5, 6, 7
Literacy focus whole school

The Education Endowment Foundation; Closing the Reading Gap – Alex Quigley:

It is important to identify the appropriate level of text difficulty, to provide appropriate context to practice the skills, desire to engage with the text and enough challenge to improve reading comprehension.

2, 7
Associate AHTs to oversee data, progress and intervention and manage strategies. The Education Endowment Foundation; School leaders should aim to develop an in-depth understanding of any challenges that disadvantaged pupils are facing 1, 2, 5, 7
Year 7 transition groups make incremental progress through summative assessments, increasing in performance reflected in their attainment percentage. The Education Endowment Foundation: The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment. We know that transitions between classes, year groups and settings are likely to be of significant importance in the lead up to the new academic year.  

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £100,000.00

Activity Evidence that supports this approach
Challenge number(s) addressed
National Tutoring Programme – aimed at helping disadvantaged students close the GAP Years 9 and 10

The Education Endowment Foundation:

Evidence shows that tutoring can boost progress by up to five months, with extensive evidence showing that tutoring is one of the most effective tools to support learning and accelerate pupil progress. Studies in England have shown that pupils eligible for free school meals typically receive additional benefits from one to one tuition. Low attaining pupils are particularly likely to benefit.

1, 2, 5, 7
PP Mentoring scheme years 7, 8 (year 12 mentors) and 11 (teachers and leadership team) The Education Endowment Foundation: Peer tutoring approaches have been shown to have a positive impact on learning, with an average positive effect equivalent to approximately five additional months’ progress within one academic year. Studies have identified benefits for both tutors and tutees, and for a wide range of age groups. Though all types of pupils appear to benefit from peer tutoring, there is some evidence that pupils who are low-attaining and those with special educational needs make the biggest gains. 1, 2, 3, 7
Free revision guides for all GCSE PP students Supported by above evidence and the impact of academic intervention 1, 2, 5, 7

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £40,000.00

Activity Evidence that supports this approach
Challenge number(s) addressed
Devices: All students in school have access to a digital device if requested to support any home learning if absent due to COVID – 19 Department for Education: Schools must teach a planned and well-sequenced curriculum and select a digital platform for remote education provision that will be used “consistently across the school in order to allow interaction, assessment and feedback”. 1, 2, 5, 6, 7
Attendance: Pastoral team to support attendance 5-week cycle – targeting and supporting Pupil Premium students whose attendance falls below the minimum threshold of 96%

The Education Endowment Foundation and the Department for Education:

The higher the overall absence rate across Key Stage (KS) 2 and KS4, the lower the likely level of attainment at the end of KS2 and KS4.

4
PP Attendance tracker through SIMs. The Pastoral team intervene daily with any unauthorised attendances.

The Education Endowment Foundation and the Department for Education:

The higher the overall absence rate across Key Stage (KS) 2 and KS4, the lower the likely level of attainment at the end of KS2 and KS4.

4
Pastoral Officer: Pastoral appointment who supports and diagnoses need for students including forming a strong relationship with home.

The Education Endowment Foundation:

On average, individualised instruction (singular targeted approach to support students) approaches have an impact of 4 months’ additional progress. The average impact of the Parental engagement approaches is about an additional four months’ progress over the course of a year. There are also higher impacts for pupils with low prior attainment.

1, 2, 3, 4, 5, 6, 7
Cultural Capital and Super Curriculum opportunities including: extra-curricular clubs ranging from sports to robots to cooking; interventions across subjects from years 7-13. The Sutton Trust: Improving aspiration is widely linked to academic improvements and wellbeing. This can support societies with social mobility. 3, 6, 7
PP students receive essential equipment for free including scientific and specialist equipment upon request Key equipment to support learners to access the curriculum. 3, 6, 7

Link Provision:

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.

The Education Endowment Foundation:

‘Social and emotional skills’ are essential for children’s development— they support effective learning and are linked to positive outcomes in later life. With the right support, children learn to articulate and manage their emotions, deal with conflict, solve problems, understand things from another person’s perspective, and communicate in appropriate ways.

1,3, 4 6, 7

 

Total budgeted cost: £240,000.00

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

GCSE Results 3-year trend – year 11 intervention across all subjects including a mentoring system to support individual student needs

2021

2020*

2019

Measure

PP Students

Other Students

GAP

PP Students

Other Students

GAP

PP Students

Other Students

GAP

P8 score -0.12 0.73 -0.85 0.40 0.69 -0.29 -0.28 0.53 -0.81
A8 score 44.05 63.41 -19.36 47.87 58.15 -10.28 39.24 56.96 -17.72

*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

The national average A8 score for Pupil Premium students was 36.7 in 2019

The National Tutoring Programme – Year 10:

English – Median score of 14 (out of 15) following 15-week intervention

Maths – Median score of 10 (out of 15) following 15-week intervention

All students improving on their baseline assessment.

CAT4 test – year 7 (Diagnosis)

To diagnose and support intervention and curriculum decisions. This has been retained and used again for the current year 7 students. The data obtained has been shared across curriculums and used to support Pupil Premium learning within the classroom by adding ‘Teaching and Learning implications’ to the students ‘MINT’ profile. In addition, the information has been cross referenced with the SEND team.

Attendance

Nationally, the result of the pandemic disproportionally impacted attendance for Pupil Premium students. Despite a high level of intervention across all years, attendance dropped from the previous year for our students. Additional intervention has been put in place for the 2021-2022 academic year (see wider strategies above). Each year in the three year trend has been above the national average (based on FFT data).

Group 2020/2021 2019/2020* 2018/2019
All 95.17 95.1 96.1
PP 89.98 92.23 92.8
Non PP 96.37 95.59 96.8
GAP -6.38 -3.36 -4.0

*Covid school closures

Further Information

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 (LAC) 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 2021/22 the Pupil Premium has a value of £955 per eligible pupil and £2345 for children classified as LAC. The Service Children premium is £310/student. There are currently 197 Pupil Premium Students at Horsforth School. Horsforth School is a comprehensive school with an average cohort of 16.02 % of students entitled to the Pupil Premium.

In February 2021, the government announced a one-off recovery premium as part of its package of funding to support education recovery. The recovery premium provides additional funding for state-funded schools in the 2021 to 2022 academic year. All schools that are eligible for pupil premium are eligible for recovery premium. The recovery premium will be allocated using the same data as the pupil premium. An additional £145 for each eligible pupil in mainstream education will be added to the Pupil Premium funding. Schools should spend this premium on evidence-based approaches to supporting pupils, including:

  • support the quality of teaching, including staff professional development
  • provide targeted academic support, such as tutoring
  • deal with non-academic barriers to success in school, such as attendance, behaviour and social and emotional support
  • spend the recovery premium on a wider cohort of pupils than those who attract the funding
  • direct recovery premium spending where they think the need is greatest

Research from The Education Endowment Foundation has found that disadvantaged pupils have been worst affected by partial school closures, and that the attainment gap has grown as a result of national lockdowns. The economic impact of Covid-19 has also led to higher numbers of pupils qualifying for pupil premium. It is therefore more important than ever that we support students who qualify for the premium. “The attainment gap grows wider at every stage of education: it is already evident when pupils begin school, growing to 9.5 months by the end of primary school, and then more than doubling to 19.3 months by the end of secondary school.” (EEF, 2018). This is why at Horsforth School have an intervention in every year 7-11 for students eligible for the Pupil Premium funding. The school has a clear ethos of ‘Opportunity and Achievement for All’, which we want to foster both academically and pastorally to ensure all students reach their potential. With the return of extra-curricular and super-curricular activities, we want to foster cultural capital opportunities for students to raise aspirations and possibilities – by doing this, coupled with high quality teaching and learning the GAP which exists nationally, will be mitigated at Horsforth School.

Re-opening Risk Assessments

Executive Pay

The number of employees whose employee benefits (excluding employer pension costs) exceeded £100,000 was:

 

  2019/20 2018/19
£100,000 – £110,000 1 1

 

Summer School

The summer school ran for two periods of 5 days over the summer holiday – 26th – 30th July and 23rd – 27th August 2021.

All 285 of the new year 7 cohort were invited to attend. 223 students took part for at least one day and the numbers attending were as follows:

 

Date Number Attended
Monday 26 July 140
Tuesday 27 July 135
Wednesday 28 July 133
Thursday 29 July 130
Friday 30 July 114
Monday 23 August 82
Tuesday 24 August 83
Wednesday 25 August 81
Thursday 26 August 83
Friday 27 August 69
Total 1050

Staffing numbers

The programme was led and developed by 2 members of school SLT.

In the first week, there were 5 members of teaching staff and 4 support staff. In the second week there were 4 members of teaching staff and 3 support staff. An additional member of staff from Horsforth Children’s Services attended each day of both weeks to sign the young people in and out, deal with queries from young people and parents/carers, organise the distribution of lunches and oversee the rooming/timetabling of the groups.

Preparation for the Summer school

In school staff attended several planning meetings lead by the leadership team. Plans were devised for providing a fun summer school with the added benefit of encouraging new peer relationships, time to integrate into their new school surroundings and meet key adults; something they had been unable to do earlier due to COVID restrictions, and give opportunities for literacy and numeracy catch up whilst a accessing a cross curricular programme accessible for all.

School staff worked in conjunction with the staff from Horsforth Childrens’ services to provide a programme of events, well resourced and planned, to support a successful year 6 o 7 transition for our pupils.

Prior to the start of the summer school, information was sent out to families explaining that although the summer school was a fun, voluntary activity, part of the purpose of the week was to get the young people ready for school and therefore we would be expecting them to follow school rules and procedures.

We worked with our partner primaries to ensure our most vulnerable families were targeted specifically and students encouraged to attend.

How the summer school worked

The day was designed to look very similar to a typical day in school with five periods in order to prepare students for this format in September. Students were randomly assigned into groups for Monday to Wednesday and then re-assigned randomly into new groups for the Thursday and Friday. This was to encourage the students to meet new people and form new friendships but also to minimise mixing and support our COVID risk assessment.

A carousel of activities was offered for the first four periods each day with the groups moving between classrooms to gain familiarity with the building. The first activities every day had a very specific numeracy and/or literacy focus linked to the KS2/3 curriculum. Subsequent activities then linked to various aspects of the curriculum whilst incorporating those maths and English skills needed to access the key stage 3 curriculum. Activities included Orienteering, science based challenges, arts and crafts, rounders, IT sessions, pottery, kite building and were planned and delivered by trained staff from various department areas from within the school.

The final session every day was an organised outdoor physical session where the groups took part in games and team challenges.

A lunch was provided each day and the young people were invited to choose what they would like before the summer school started.

Quotes from young people:

“I would definitely recommend the summer school to year 6 next year”

“I liked the orienteering best, now I know my way around”

“I was very scared at the start but now I am looking forward to starting in September”

Parent voice

“I just wanted to thank you for providing such a fantastic transition week for the children, XXX has thoroughly enjoyed it and is feeling more excited about starting school.”

“We are so grateful for this opportunity for XXX to get to know more of the school, his peers and teachers.”

Additional summer school days

An additional summer school was offered and promoted to those families of existing students in receipt of pupil premium funding.

Students from years 7 to 10 were invited into school over the summer holidays on either the 11th, 13th or 15th August for a tutoring session with a year coordinator, pastoral behaviour officer or leadership team member. The aim of the sessions were multifaceted to be able to support students with their studies but also a wellbeing check-in opportunity. Students, prior to leaving for the summer holidays were issued with a pack of summary work from the academic year that was drawing to a close. This enabled students to be able revisit any of the work they may have missed or wanted to further consolidate. When students visited in the summer, they were encouraged to ask questions or to go over any topics that they may have found challenging. Upon return to school in September, curriculum areas were asked to highlight their learning journeys to students so they can see how previously learnt content contributes to the next phase of teaching.

Parent/carers were contacted prior to the summer holidays to arrange appointments for the students to attend. If any student missed the appointment, phone calls home were made instead.

 

Summer Transition  Expenditure Summary
Staffing £19,599
Catering £5,850
Resources £4,401
IT Equipment £17,265
Premises £6,210
Total Summer School Expenditure £53,325