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Kirk Balk Academy - Pupil Premium strategy statement

1. Summary information

School Kirk Balk Academy

Academic Year 2017/18 Total PP budget £368,312 Date of most recent PP Review 20 July 2017

Total number of pupils

1137 Number of pupils eligible for PP

389 Y7 = 89Y8 = 81Y9 = 82Y10 = 72Y11 = 65

Date for next internal review of this strategy

15 Mar 2018

2. Current attainment Pupils eligible for PP

Actual results2016/17

(59 Students)

Pupils eligible for PPPredicted results

2017/18(65 Students)

Pupils not eligible for PP

% achieving basics measures (5+ En & Ma / 4+ En & Ma) 19% / 37% 46% / 59% 49.4% / 71.2%

% achieving standard pass (4+) in En / Ma (A*-C equivalent) 59% / 47% 71% / 65% 74.0% / 68.0%

Progress 8 score average -0.55 -0.39 +0.11

Attainment 8 score average 36 41.67 49.8

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3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A. The literacy and numeracy skills of PP students on entry (historically and present) have been lower than for other students.

B. Subject specific skills, knowledge and understanding of the most able PP students is less secure than that of non-PP students across their best 8 subjects but especially in English, Maths and other EBACC Areas.

C. Levels of engagement and participation for PP students are less favourable than for non-PP students and can be a barrier to their future success.

D. The Fixed Term Exclusion rate for Disadvantaged students is currently higher than Non-Disadvantaged students. Exclusions figures are higher than those seen nationally – repeat offenders are a significant issue within the Disadvantaged cohort.

External barriers (issues which also require action outside school, such as low attendance rates)

E. The attendance of Disadvantaged students is improving but is still below the national average for Non-Disadvantaged students. Perceptions of the importance of high and consistent attendance is of concern amongst some Disadvantaged students and their parents/carers.

F. The engagement of some parents/carers in their child’s education requires further encouragement. A large number of Disadvantaged students interviewed as part of a PP review, reported that their parents/carers do not read with them at home or actively engaged with their homework or home study/revision – how to help your child succeed initiative needs to be expanded beyond Yr11.

G. Raising expectations of Disadvantaged students and actively engaging and informing parents/carers will help improve the ambition and outlook on the future for these students.

H. Cultural Capital – many Disadvantaged students report not having the exposure to cultural experiences that help broaden their horizons, increase ambition and give higher expectations (including the importance of progressing into education, employment or training). Exposure to creative experiences such as music, literature, art etc. is an area where there is a distinct difference in the opportunities for Disadvantaged and Non-Disadvantaged students outside of school.

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4. Desired outcomes (desired outcomes and how they will be measured)

Success criteria

A. Increased rates of progress in literacy and numeracy for students eligible for PP, especially in current Y7

All students with a scaled score of below 100 on entry in English or Mathematics achieve over 100 in summer resit.

B. Improve the attainment and the progress of disadvantaged students in the upper school and reduce the difference to national figures for non-disadvantaged students

Improved progress figures for Y11 HAP

‘Strong’ Basics measure for this cohort = 40%‘Standard’ Basics measure for this cohort = 60%Progress 8 for this cohort = 0.0

PP HAP students achieve an average progress figure of 0.10, of PP students overall

C. An Increase in disadvantaged students’ engagement in lessons

Increase in the proportion of attitude to learning grades 1 and 2 received by disadvantaged students.

D. All Disadvantaged students to have an intended destination for work, training or further education.

NEET figure = 0

E. Attendance: Further improve the attendance of Disadvantaged students to ensure that as a cohort it is in line with the national average for Non-Disadvantaged students

PA – cohort % to be below the national average for Non-Disadvantaged students

Cohort attendance > 95.9% (2016 national average Non-Dis)

P.A < 8.3% (2016 Nat Avg. Non-Dis)

F. Reduction in the number of FTE for Disadvantaged students, without the lowering of expectations on acceptable behaviour within the Academy. Figures to be below those nationally and to show a decrease on the previous year’s figures internally.

*Fixed term exclusions as a percentage of the pupil group < 4.8%

*% pupils with 1 or more fixed termexclusions < 2.7%

*% pupils with more than 1 fixed term

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*Target figures – National Average for Non-Disadvantaged FTE 2015

exclusion < 0.87%

Permanent exclusions as a percentage of the pupil group = 0%

G. Increase exposure to, and engagement in, personal development and cultural awareness activities for all Disadvantaged students.

100% Completion of the PDCA Passport for the relevant year group expectations

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5. Planned expenditure

Academic year 2017/18

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Academic Excellence

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead When will you review implementation?

A, B - Improve the outcomes of Y11 disadvantaged students through quality first teaching

Align staff with key groups. Rewrite schemes of work to address progress of specific groups of students.

Access to NET Subject Directors to support progress and attainment

Quality first teaching has a greater impact upon progress.

Monitored throughout quality assurance systems (see QA calendar for specific dates

VP Deep Experience

Weekly RAGHalf termly STEPS data collections.

Cost: £19,380 – 34% of NET school improvement

B - Improve disadvantaged student progress in all groups in all years by improving the quality of teaching and learning

Deliver in school CPD programme, delivered by good teachers which provides clear guidance and strategies for disadvantaged students.

Research suggests that high quality CPD for teachers better enables them to specifically cater for students.

Sharing best practice within school, the trust and nationally.

Quality of CPD monitored by VP Deep Experience & Learning

AP Deep Learning to coordinate and manage all staff CPD throughout the year

VP Deep Experience

AP Deep Learning

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A, B – Improve disadvantages student progress in the open bucket by delivery of bespoke curriculum pathways

Delivery of CoFE (or equivalent courses)

Most appropriate qualification which is better suited to student needs.

Implemented and monitored via AP Deep Experience

AP Deep Experience

Sep 17Cost: £5166 – 35% cost of CoFE entry costs

Cost: £1,710 – cost of BTEC Sport entry

C - Increase engagement with collaborative learning for disadvantaged students

Continue the development of the Kirk Balk learning structures, to support effective teaching & learning and provide clear systems for collaborative learning.

Evidence from the EEF collaborative learning to have an impact of up to +5 months.

Learning walks and lesson observations

Monitored throughout quality assurance systems (see QA calendar for specific dates

AP Deep Learning

Half termly

A, B - Embed and quality assure the academy marking policy. Specifically, to ensure all staff are consistent and compliant with the policy expectations.

Complete regular and targeted work scrutiny focussed on comparing disadvantaged and non-disadvantaged students work.

Deliver CPD to all new staff to ensure they can instantly comply with our marking policy

Research from the EEF shows high quality feedback has the largest impact on student progress over time.

Work scrutiny completed and recorded on whole academy tracker

AP Deep Learning

Half termly.

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A, B - Improve student outcomes by targeted intervention and the use of 1-2-1 and small group tuition

Provide ASP (After School Provision) intervention.

Provided 1-2-1 tutors in Mathematics and English to work with small groups of key students.

Provide Option English and Maths as timetabled lessons

Provide invigilators for all KS4 formal STEP assessments and GCSE examinations

Evidence from the EEF shows 1-2-1 tuition to have an impact of up to +5 months.

Specialist teachers are addressing learning gaps

1-2-1 sessions quality assured by HoD English & Mathematics.

1-2-1 and intervention resources provided by leaders of English and Mathematics.

1-2-1 tutors

Option English / Maths

ASP staffing

HLTA (EN & MA)

Invigilators

Termly

Cost: £23,744 – 35% of 1-2-1 tutor budget for targeted intervention for disadvantaged students.

Cost: £2,026 – 35% of staffing cost for 174 periods of Option English & Maths

Cost: £3,438 – 35% of staffing cost for 300 periods of ASP

Cost: £25,199 - 100% of HLTA

Cost: £5,474 – 35% of staffing costs for invigilation

Cost: £1,738 – 35% of exam resources

A - Improve the literacy and numeracy skills of disadvantaged students

Deliver accelerated reader programmes and iXL mathematics programmes.

Developing student skills in these areas will improve progress and students’ ability to access subject content across the academy.

Monitored by AP Deep Support AP Deep Support

Cost: £861 – 35% of cost of licensing IXL programme.

Cost: £4,650 – 35% cost of licensing Accelerated Reader

Cost: £5,592 – 35% cost of Maths TA

Cost: £5,592 – cost of English TA

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A, C - Utilise Year 9 and 10 Peer Mentors to support Year7 and 8 students with literacy and numeracy interventions

Weekly session with trained peer mentors in English and Maths

Peer mentoring has been shown to improve confidence and engagement by providing positive role models for younger students. Peer Mentors chosen from the highest achieving students in the year group.

Monitored by VP Deep Support to ensure that Peer Mentors are used effectively and appropriate training is available.

Head of Lower school to identify students and monitor progress and impact of mentoring

VP Deep Support

AP Deep Support

Half Termly

A, F - Provide opportunities for disadvantaged students to continue their learning and development outside normal school hours

Implement a homework policy to all year groups which includes specific details for homework for disadvantaged students.

Evidence from the EEF shows homework in secondary education to have an impact of up to +5 months.

Heads of department to quality assure homework tasks set.

AP Deep Learning to quality assure homework provision

AP Deep Learning

Cost: £3,368 – 35% cost of ASP refreshment

Cost: £674 – cost of purchasing Revision Guides

B, C, G - Raise the profile and staff knowledge of disadvantaged students in the academy.

All department meetings to include a disadvantaged student focused agenda item

By insisting all department meetings have an agenda item focussed around disadvantaged students, we enforce regular discussions to take place for this key focus group.

Department meeting agendas and meeting minutes sent to SLT line manager for approval

AP Deep Learning.

After each department meeting.

Total budgeted cost £ 108,602

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ii. Personal Development

Desired outcome





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E. Further improve the attendance of Disadvantaged cohort to be in line with Nat avg. for non-dis.

Continue to reduce the number of Disadvantaged students becoming PA students

Attendance officer to prioritise disadvantaged students in daily interventions and communication with home – first day calls to be prioritised for DS.

Fortnightly attendance meetings to prioritise DS.

Reframe the trigger points for attendance interventions: triggered sooner for DS. Currently all students receive a ‘first day’ phone call when absent with attendance formally monitored if it drops below 95%

EWS to have sharp focus on DS as part of their work with the Academy.

Text messaging to be used for attendance communication as well as notification of Parents Evening and events

Direct correlation between attendance and outcomes

Disadvantaged student nationally have lower attendance levels than non-disadvantaged students.

PP students with attendance lower than 95% underperform historically within the Academy

Weekly DS attendance report to be submitted to VP Deep Support

Attendance meeting minutes

Weekly attendance tracker monitoring

Attendance intervention tracker available

Reports to SLT and Governors

VP Deep Support

Director of Inclusion

Attendance Officer

Text messaging

Weekly reports

Half termly analysis documents

Est Costs: 35% of Attendance Officer Salary – £9,075

Est Costs: 100% of EWO SLA – £10,000(SR5011 – SLA EWO)

Est Cost: £5,000 – 50% of cost of text messaging

Cost: £5,500 – 35% of cost of Attendance Administrator

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E. Reduce FTE rates for Disadvantaged students to bring in line with national average for non-dis.

Repeat offenders to be significantly reduced

Perm Ex to be zero

Re-integration meetings for DS to be carried out by the VP Experience and Director of Inclusion – Restorative approaches to be used

Behaviour intervention trigger points to be reviewed to be actioned sooner with DS.

Boxall profiling toolkit to be used to identify behavioural needs and interventions

Inclusion provision to be developed to include the Princess Trust Achieve programme, SEMH specialist support and positive mentoring.

Employment of an SEMH specialist to work with students at risk of exclusion

Provision of Educational Psychologist

Boxall profiling helps to identify individual needs and interventions.

Restorative approaches as part re-integration proven to reduce the instances of repeat exclusions

Co-ordinated approach to inclusion programme allow students to remain engaged with school rather than be excluded

Weekly monitoring of FTE.

VP Deep Support to be consulted on all DS exclusions and to be involved in re-integration meetings

Monitor the use of the inclusion provision and the success of the Achieve programme

Boxall profiling outcomes shared with relevant staff an impact measured



Inclusion Manager

Learning mangers

SEMH Specialist

Ed.Psych SLA

Weekly reports

Half termly analysis documents

Est Costs: 35% of Director of Inclusion salary – £16,507

Est Costs: 35% of 4 x Learning managers - £43,968

Boxall Profiling - £150 p.a(SR4132 – Pupil Premium projects)

Cost: 35% of SEMH specialist - £8,495

Cost: £5,250 – 100% cost of Educational Psychologist SLA

Cost: - £11,347 – 35% of cost of Pastoral Director

Cost: - £1,711 – 35% of Inclusion resources

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D, F, G - All Disadvantaged students to have an intended destination for work, training or further education.

DS students to have a priority careers interview early in Yr11 – follow up meetings to be held with students of concern

Careers education to remain as part of Yr8 and Yr10 PHSCE offer.

Employer engagement through the careers development plan

Ensuring all students have an identified destination post 16

Raising aspirations by informing students early about future options

Numbers recorded from careers interviews

Completion of the PDCA Passport

VP Deep Support

Director of Careers

Half termly – Reported as part of the careers development plan


Est Costs: 30% of Director of Careers salary – £8,656

Cost: £2,189% - 35% of Careers SLA(SR4002 – SLA TIAG Careers)

Cost: £337 – 35% of careers resources budget(SR4002 – SLA TIAG Careers)

G. Increase the levels of Personal Development for all Disadvantaged students

DS to have access to Unstoppable Teens resources to raise aspirations and improve study skills

DS focussed seminar from Unstoppable Teen

HOH to ensure that DS are a priority in terms of attendance, behaviour and pastoral monitoring. HOH to ensure they are fully aware of who the DS students are within their house and be aware of any issues relating to DS cohort

Raising aspirations by providing DS students with the necessary study skills and greater engagement from parents/carers will have a positive impact on outcomes.

HOH are the key staff to ensure the support provision for DS is of the highest quality

Pastoral provision monitored and co-ordinated by the Director of Inclusion

Heads of Upper and Lower school to monitor the parent/carer engagement at events

VP Deep Support to co-ordinate and monitor the use of unstoppable teens resources

HAPS co-ordinator to monitor and report on the provision for DIS-HAPS.

VP Deep Support


HAPS Co-ordinator

Heads of Upper/Lower school

Termly

Est Costs: 30% of Haps Co-ordinator TLR - £894

Cost: £3,421 – 35% cost of Praise & Rewards budget

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E, F - Ensure the transition process is informative and supportive of DS

Transition information to be gained as early as possible to ensure a successful transition from KS2

DS students to be prioritised in terms of information sharing with key academy staff

Yr6 DS students with attendance and behaviour concerned referred early to the relevant teams to allow for early intervention.

Successful transition will ensure a smooth start to Yr7 and reduce the likelihood of problems further down the line

AP Deep Support / Transition Co-ordinator to ensure that the relevant information is being collected and disseminated.

AP Deep Support to report to SLT on the transition process and update on key concerns

AP Deep Support

Weekly during Summer term YR6 and Autumn Term Yr7

Cost: £524 – 35% cost of DEEP Transition

B, G - Develop disadvantaged students ‘learning to learn’ skill set

Evidence from the EEF shows meta-cognition to have the second highest impact on student progress. Providing up to 8 months of improvement.


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iii. Cultural Awareness

Desired outcome





G. Increase the levels of Cultural Awareness for all Disadvantaged students

Develop and introduce the Personal Development and Cultural Awareness passport with year group specific benchmarks

Increasing the exposure to and experiences of cultural experiences will help improve ambition and aspiration amongst DS.

Henley review of Cultural Education

Passport to be issued to all DS.

Monitored by form tutors, HOH and AP Deep Support / AP Deep Experience

VP Deep Support

AP Deep Support

AP Deep Experience

Termly

Est Costs: Passport printing/Admin £1000

G, H - Ensure DS students have the opportunity to access extra-curricular activities and trips

Registering and monitoring of DS taking part in all extra-curricular activities and trips

Funds to be made available to support families who cannot afford to access certain trips or activities

Contact made with parents/carers of DS to discuss the extra-curricular and trip opportunities and ensure that students are not excluded due to financial difficulties

All students should have the opportunity to broaden their experiences through the extra-curricular and trips that are offered by the academy. No student should be excluded due to financial difficulties

Trip procedures redesigned to ensure there is accurate recording and monitoring of DS participating

Reports following each trip on the numbers of DS taking part and follow up questionnaires in place to review the success of the trip

VP Deep Support

EVC

AP Deep Support

HOH

Est Costs: £14,000 - 35% of cost of Y8 Graduation residential

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H - Increase the level of ‘Cultural Capital’ for DS

Provide opportunities for students to experience cultural experiences and trips.

To include: Live Music Classical Music Art Museum Visits Classic

Literature Poetry Travel

Additional lessons to be provided in creative subjects for Yr7 DS

One cultural experience or trip to be provided for each year group each year. DS to take priority on these experiences

Encourage outside providers to work with the Academy to provide wider cultural experiences for students

Increasing the exposure to and experiences of cultural experiences will help improve ambition and aspiration amongst DS.

Henley review of Cultural Education

Plan for the cultural opportunities available throughout the year and a record of students accessing them.

PDCA passports used as a record

Regular reports provided to SLT and Governors on the success and engagement levels

VP Deep Support

MHI – Specialism coordinator

Costs: 100% of Specialism Coordinator TLR - £1000

Costs: Fund to encourage outside providers into the academy - £855 35% - (SR4132 – Pupil Premium projects)

Cost: £524 – 35% cost of DEEP Aspiration

Cost: £337- 35% cost of DEEP Support Y11 Celebration

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F, G, H - Use the Academy Sports ethos to encourage wider participation and experiences

Ensure DS are participating in the extra-curricular sporting opportunities and are represented on the Academy teams.

Sports leaders award to be offered

BTEC sport qualification for all DS

Involve outside sports organisations to provide positive mentoring and activities for DS

Increasing the exposure to and experiences of sporting opportunities will help improve ambition and aspiration amongst DS.

Plan for the sporting opportunities available throughout the year and a record of students accessing them.

PDCA passports used as a record

Regular reports provided to SLT and Governors on the success and engagement levels

Costs: 35% cost of fund to encourage outside providers into the academy - £855(SR4132 – Pupil Premium projects)

Est Cost: £684 – 35% cost Extra Curricular trips budget


Free School Meal FundingCost of FSM: £45,000

35% of Duty Meals: £8,000

FSM SLA: £1,200

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6. Review of expenditure

Previous Academic Year 2016-17

Summary information

School Kirk Balk Academy

Academic Year 2016/17 Total PP budget £334,000 Date of most recent PP Review 20 July 2017

Total number of pupils

1112 Number of pupils eligible for PP

358

Attainment Pupils eligible for PP

Actual results2015/16

(66 Students)

Pupils eligible for PPActual results

2016/17(59 Students)

Pupils not eligible for PP(national average)

% achieving basics measures (5+ En & Ma / 4+ En & Ma) N/A / 43.5% 19% / 37% 49.4% / 71.2%

% achieving standard pass (4+) in En / Ma (A*-C equivalent) 59.1% / 47.0% 59% / 47% 74.0% / 68.0%

Progress 8 score average -0.78 -0.55 +0.11

Attainment 8 score average 32.36 36 49.8

i. Improving outcomes

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Desired outcome


Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

ii. Raising engagement and aspirationsDesired outcome




Cost

iii. Literacy and readingDesired outcome




Cost

1. Additional detail

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In this section, you can annex or refer to additional information which you have used to inform the statement above.

Below is the Pupil Premium Report Review for 2016/17. As the Report was not created using the current pro-forma planning document the reporting style is not compatible with the review of expenditure section.

To what extend is Kirk Balk Academy ‘closing the gap’ over time?

Schools and academies are measured against a number of government targets, which focus on the attainment, the progress and the attendance of students.

The following tables show the results for our first cohort of disadvantaged students at Kirk Balk Academy on a number of these key measures and indeed how these results look when compared to the national average for non-disadvantaged students nationally (national ‘others’)

We have high aspirations for all of our students, particularly those who are ‘disadvantaged’ and to that end foster an ethos of these students doing at least as well as ‘other’ students nationally.

That said, the information presented here shows a 5-year trend and thus includes data from the now legacy ‘Kirk Balk Community College’.

As a guide readers should note that:Green boxes denote a ‘closing of the gap’ whereas red indicate a ‘widening’ of the gap.

% of students who achieve GCSE’s 9-4 in English and Maths (The Basics)

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2013 2014 2015 2016 2017

DISA

DKirk Balk 44 30 30 43 41

National (others) 67 64 65 70 62

Gap to National -23 -34 -35 -27 -21

This measure was previously the percentage of students achieving A*-C grades including English and Maths. The percentage of PP students who achieved the Basics in 2017 decreased by 2% but narrowed the gap to the national figure for all students by 6% to 21 percentage points; a third consecutive year of narrowing the gap.

% of students who achieve GCSE’s 9-5 in English and Maths (The Basics)

2016 2017

DISA

D

Kirk Balk 19

National (others) 39

Gap to National -20

This is the first year of this Basics measure and there is, therefore, no equivalent comparison.

% of students who achieve a ‘4’ grade or better in the English Element

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2013 2014 2015 2016 2017

DISA

DKirk Balk 47 42 53 48 59


Gap to National -27 -31 -21 -32 -15

The percentage of PP students who achieved this measure in 2017 increased by 11%. As the overall national average figure decreased by 6%, this significantly narrowed the gap to the national figure for all students by 17 percentage points.

% of students who achieve a ‘4’ grade or better in the Maths Element

2013 2014 2015 2016 2017

DISA

D

Kirk Balk 56 42 37 50 47


Gap to National -21 -32 -37 -25 -21

Although the percentage of PP students who achieved this measure in 2017 decreased by 3%, the national figure for all students decreased by 7%. Therefore the gap to national decreased by 4% to 21%; this represents a second consecutive year of narrowing the gap.

Progress 8 Score

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2016 2017DISA

D

Kirk Balk -0.69 -0.55

National (others) 0.00 0.00

Gap to National -0.69 -0.55

This was only the second year of the Progress 8 Score measure for student progress. Whilst the overall Progress 8 Score for disadvantaged students was below the national average it does represent an improvement from the previous cohort and a narrowing of the gap for progress for disadvantaged students. This is predicted to maintain a trend of improvement with the current cohort significantly narrowing the gap to the overall national average.

What other achievements can we demonstrate regarding our Pupil Premium Students

Trips and Visits – This year PP students have had access to a wide range of trips and visits including compulsory academic trips, free-to-attend sporting trips and educational visits alongside the whole rafter of enrichment trips offered to the whole school population.

In terms of whole school trips available, there has been the opportunity to visit:

A Pantomime The National Space Centre First World War Battlefields Euro Disney Cadbury’s World Numerous University trips

Careers and Guidance – All Y11 PP students had an independent careers advice meeting before Christmas of Y11. Plans are in plan to ensure

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that current Y10 have this meeting even earlier – before October Half-term; to allow the follow-up actions time to embed. Ambition Barnsley was planned to intervene with those PP students at risk of becoming NEETs.

Academic interventions – Multiple waves of interventions are in place across the academy, which include Wave 1 interventions such as seating arrangements, ensuring the PP books are marked first, so on and so forth. But when Wave 2 interventions are needed the academy acts swiftly to introduce additionality where applicable to safeguard the performance of PP across the school. Current examples of actions taken this year include:

Y11 Period 6 programmes in English and Maths focussing purely on underperformance of students – essentially an extra hour a week of Maths and/or English for any PP student who is underperforming in a key area.

All PP students who did not attend Parent’s evening have had a phone call home from their relevant Head of House. All Y11 students who are disadvantaged have been given a free English revision guide and workbook. PP students in Y11 have had access to Period 6 and Period 0 interventions all year, and these are well attended by all students. All Year 11 PP students have been given access to at least one additional qualification to enable them access to their chosen Post-16

provision – ECDL, and many have also benefitted from two extra qualifications, as they have also studied for the CoFE qualification. Both recognised Level 2 qualifications.

All Y11 PP students who are underperforming in English and/or Maths have had access to a 1-2-1 tutor at least once a week HAP PP Y11 students have access to an extra 15 minutes Maths and English via Tutor time withdrawal via the respective Director of

subject.

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Glossary

As parents and careers of youngsters, you will no doubt encounter a multitude of educational acronyms and abbreviations. Please find below our glossary of the most common education terms.

Achievement - Describes both attainment i.e. the level achieved and the progress you have made from a starting point.

AfL - Assessment for Learning - Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there

Attainment - The actual level attained and/or results.

Attainment Targets - A general defined level of ability that a pupil is expected to achieve in every subject at each key stage in the National Curriculum

Blending - To draw individual sounds together to pronounce a word, e.g. f-l-a-p, blended together, reads flap

Core Subjects - English, maths and science: all pupils must study these subjects up to Key Stage 4

CPD - Continuing Professional Development

CSS - Children's Support Service, this is the new name for Pupil Referral Unit (PRU)

DBS - Disclosure & Barring Service - DBS refers to the new agency created out of a merger between the Criminal Records Bureau (CRB) and The Independent Safeguarding Authority (ISA), its full title is The Disclosure and Barring Service. The checks and information provided will remain the same but will be branded DBS Checks.

DfE - Department for Education

Differentiation - a wide variety of teaching techniques and lesson adaptations that teachers use to pupils of differing abilities in the same class.

EAL - English as an additional language

EBacc - English Baccalaureate

EBD - Emotional and Behavioural Difficulties

EET – (progression into) education, employment or training

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EHC Plan - Educational Health Care Plan - An education, health and care plan is a document that says what support a child or young person who has special educational needs should have.

EWO - Education Welfare Officer

EYFS - Early Years Foundation Stage. A framework of care and Education for children from birth to five years of age. This stage typically means Nursery and Reception Classes.

FFT - Fischer Family Trust

FSM - Free School Meals

FTE - Full Time Equivalent

GCSE - General Certificate of Secondary Education

HLTA - Higher Level Teaching Assistant

HMI - Her Majesty's Inspector of Schools

ICT - Information and Communication Technology

IEP - Individual Education Plan for SEN pupils

Inclusion - Removing barriers in learning so all pupils can participate at their own level.

INSET - In-Service Education and Training - Training for staff which takes place during the school year.

ITT - Initial Teacher Training

IWB - Interactive Whiteboard

Key Stage five - age 16-18 (Sixth form)

Key Stage four - age 14-16 (Years 10 and 11);

Key Stage three - age 11-14 (Years 7, 8 and 9);

Key Stage two - age 7-11(Years 3,4, 5 and 6);

Key Stage one - age 5-7 (Years 1 and 2);

LA - Local Authority

LAC - Looked After Children

LSA - Learning Support Assistant

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MLD - Moderate Learning Difficulties

NC - National Curriculum

NEET - Not in Education, Employment or Training

NOR - Number on Roll

NQT - Newly Qualified Teacher

NVQ - National Vocational Qualifications

Ofqual - Office of Qualifications & Examinations Regulation

Ofsted - Office for Standards in Education

PE - Physical Education

Performance Table - Published by the DfE to compare schools' results.

Phonics - Phonics refers to a method for teaching speakers of English to read and write their language. It involves connecting the sounds of spoken English with letters or groups of letters

PPA - Planning, Preparation and Assessment time to which teachers are entitled. Progression - pupils develop academically and personally from year to year and from one key stage to the next in a way which builds on what has already been achieved."

PRU - Pupil Referral Unit

PSHE - Personal Social Health and Economic education

PTA - Parent Teacher Association

QTS - Qualified Teacher Status

RAISE - Reporting and Analysis for Improvement through School Self-Evaluation

RE - Religious Education

SCITT School - Centred Initial Teacher Training

SCR - Single Central Record - Schools must hold a single central record of all adults working with pupils. The records hold security and ID checks among other specific information.

SEAL - Social & Emotional Aspects of Learning

SEN - Special Educational Needs

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SENCO - Special Educational Needs Coordinator

Setting - Putting pupils of similar ability together just for certain lessons. So, for example, it would be possible to be in a top set for French and a lower set for mathematics.

SIP - School Improvement Plan

SLT - Senior Leadership Team

SMSC - Spiritual, Moral, Social and Cultural (development)

Streaming - Splitting pupils into several different hierarchical groups which would stay together for all lessons.

TA - Teaching Assistant

Transition - The movement of pupils from Key Stage to Key Stage or school to school and the procedures associated with it."

VLE - Virtual Learning Environment

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