Twitter Wall

Twitter Wall

19/10/21

VACANCY: Teacher of Science https://t.co/3kWp0fzlcM Closing date for applications: Friday 12 November, noon

http://www.twitter.com/hampton_high/status/1450426096009236481

19/10/21

Today we are celebrating the life of Shirley Jackson! https://t.co/FzTarmrZZW

15/10/21

Please find our weekly newsletter on our website. https://t.co/TArEHFFa3w

http://www.twitter.com/hampton_high/status/1448984013495050244

15/10/21

Today we are celebrating the life of Jesse Owens! https://t.co/RqSD3I2hM5

15/10/21

Don't forget to save the date for our online Parent Forum about keeping children safe online! Monday 18 October 7pm https://t.co/BptaJjgL8c

http://www.twitter.com/hampton_high/status/1448982723859730432

15/10/21

Well done to Sophie D in Y11 for her excellent oil pastel work! https://t.co/hqJ2EvH7Qj

http://www.twitter.com/hampton_high/status/1448982185264955398

15/10/21

Black and British by David Olusoga is a brilliant book that everyone would benefit from reading. It is particularly good for a younger audience. Olusoga describes it as "the book I wish I had been given to read when I was at school". https://t.co/IlxIYBFIXR

http://www.twitter.com/hampton_high/status/1448605472890753032

14/10/21

Retweetd From ADHDAwarenessMonth

Not everyone receives as a diagnosis in child. J. Faye Dixon, PhD, says when difficulties arise later adult & medical professionals take a second look & find ADHD has been the cause of their struggles. https://t.co/ha4Oj4u0Ab https://t.co/L0zd92VQvA

14/10/21

We are helping to raise awareness for ADHD. October is https://t.co/TAm36Q8OCl

http://www.twitter.com/hampton_high/status/1448556588600545283

14/10/21

Y11 revision tip - chunking technique! https://t.co/TphTek6WNG

http://www.twitter.com/hampton_high/status/1448555982934749190

14/10/21

Today we are celebrating the life of Chadwick Mary Seacole! https://t.co/uiafjkAC7O

http://www.twitter.com/hampton_high/status/1448547897159598081

14/10/21

Well done to Willow N in Y7 for her stunning Cinderella's slipper drawing. The details and colour rendering are absolutely beautiful! https://t.co/nfuPiMkf31

http://www.twitter.com/hampton_high/status/1448225196280795141

13/10/21

Y10 Art continued - Well done to Orla K, Diana J, Lily T, Emily P, Jess S, and Anh-ha N for producing these outstanding drawings as part of their GCSE coursework. https://t.co/57rMPOpGvm

http://www.twitter.com/hampton_high/status/1448224827731496961

13/10/21

Year 10 have been working tirelessly on drawing and recording using pencil and colour pencils, they have been working from their own photographs, focusing on recording structures found within natural forms. https://t.co/zqMGGmK69K

http://www.twitter.com/hampton_high/status/1447839629676273668

12/10/21

October is ADHD Awareness Month. Find out more how you can help celebrate ADHD Awareness Month and help raise awareness here. https://t.co/oJtr7cLDV3 https://t.co/tHXBat5PQs

http://www.twitter.com/hampton_high/status/1447837184661274629

12/10/21

Today we are celebrating the life of Chadwick Boseman! https://t.co/hlsKbatTe2

http://www.twitter.com/hampton_high/status/1447835523570184199

12/10/21

Y11 revision tip - using flashcards! https://t.co/wKPPTGgmRA

http://www.twitter.com/hampton_high/status/1447545708761034756

11/10/21

Our Y11 Revision Guide is available to read on our website. https://t.co/8d1CSh5j4u https://t.co/lfGG2MpbFq

Pupil Premium Information

Pupil Premium Strategy 2020-21

School Context: 2020-2021

School context

Total number of pupils eligible for DAS funding

Number of eligible boys

Number of eligible girls

Number of pupils eligible for FSM

Number of looked after children (LAC)

Number of post-LAC

Number of service children

214

101

113

153

2

0

0

 

 

Total number of students

Number of disadvantaged students

Percentage of disadvantaged students

Number of FSM students

Percentage of FSM students

Year 7

180

46

26%

40

22%

Year 8

181

46

25%

31

17%

Year 9

162

47

29%

33

20%

Year 10

141

46

33%

29

21%

Year 11

121

29

24%

20

17%

TOTAL

785

214

27%

153

19%

These figures are correct on 28th September 2020

References to DAS students relates to disadvantaged students (FSM Ever 6).
Where the staff identified in ‘person responsible’ column is in bold, this indicates direct funding from PPG budget.

 

Pupil premium aims for 2020/21

SDP LINKS:

  1. Pedagogy is deployed to ensure that gaps are identified and closed, with tailored and targeted support in place for DAS and SEND and other students vulnerable from the pandemic, securing the best outcomes possible for all learners

DAS Priorities:

  1. Attendance of DAS to be in line with current whole school target 95%, SDP priority 2
  2. Reduce rate of fixed term exclusions (FTE) so DAS behaviour is in line with all students, SDP priority 2
  3. To ensure tailored and targeted support for DAS, particularly DAS with SEN, FSM and MTAs, to enable them to achieve in line with non-DAS, SDP priority 1
  4. Increase opportunities for enrichment for DAS to improve cultural capital opportunities, SDP priority 3
  5. Improve curriculum access for DAS to ensure they receive a balanced, challenging yet and appropriate curriculum coverage, SDP priority 1

 

Objective 1: Attendance of DAS to be in line with current whole school target 95% (SDP priority 2)

Aims

Actions

Success Criteria

Timescales

Person responsible

Cost/resource implications

1.1 Examining patterns of poor attendance for DAS and addressing issues on an individual basis so that bespoke intervention can be put in place 

  • Attendance officer/CRE to meet HOYs to highlight concerns
  • Form tutors to communicate with students about absences during pastoral periods to ensure students have caught up on missing work, and by phoning parents for prolonged absences, unrelated to self-isolating
  • Close the gap between DAS students’ attendance and non-DAS
  • DAS students’ attendance in line with national average of 95.07% and school target of 95%
  • DAS attendance to improve from 2018-19 to above 91% (2019-20 can’t be measured due to lockdown)

Sept 20 to July 21

Monthly data tracking

  • Weekly meetings
  • Weekly attendance reports
  • Weekly monitoring of intervention records on PARS.
  • Daily action for non-attenders, including attendance alerts and home visits
  •  

 

 

 

  • RJU
  • HOYs
  • EWO
  • CRE
  • Attendance officer
  • RHO
  • Form tutors
  • Pastoral Support
  • SIMS software for attendance tracker
  • Staffing cost for attendance officer, and pastoral support
  • PARS alerts

 

 

1.2 Lower the rate of DAS PA (persistently absent students) to be in line with national average so that all children receive a full-rounded education 

 

 

  • Attendance panel meetings with EWO
  • Home visits in cases of unauthorised absences
  • Warning letters and reminders to parents via parent mail
  • Court proceedings
  • Outreach work by pastoral team, mentoring DAS PA students from the home to support them back to school
  • Reduce PAs so it is in line with national averages (13.14%) for DAS students and comparable to NON-DAS
  • Unauthorised absences in line with the national of 1.32% and 1.5% locally
  • PA rate of DAS in line with the local authority absence rate of all students at 10.9%

Sept 20 to July 21

Monthly data tracking

  • Regular home visits for unauthorised absences
  • Weekly targeted attendance panel meetings with EWO
  • EWO
  • RJU
  • CRE
  • SIMS software for attendance tracker
  • Costs for Achieving for Children, Education Welfare Officer

1.3 Ensure the consistency of DAS attendance across year groups, so the education gap narrows

 

 

 

 

  • HOY monitoring of attendance of DAS within year groups
  • HOY weekly meetings with attendance officer to discuss attendance
  • HOY and form tutors to make regular contact with families when students are absent
  • All DAS attendance across year groups is in line with the whole school target of 95%
  • Attendance of DAS boys and girls within year groups is in line with the whole school target

Sept 20 to July 21

Monthly data tracking

  • Weekly meetings between the attendance officer and HOYS
  • Regular contact home with families
  • RJU
  • HOYS
  • CRE
  • Attendance officer
  • Form tutors
  • SIMS software for attendance tracker
  • Staffing cost for the attendance officer

Objective 2: Reduce rate of fixed term exclusions (FTE) so that DAS behaviour is in line with all students (SDP priority 2)

Aims

Actions

Success Criteria

Timescales

Person responsible

Cost/resource implications

2.1 Introduce behaviour mentoring from the pastoral team so that students can be self-reflective

  • Regular monitoring of DAS behaviour logs, IER referrals and FTE data to target appropriate students for support
  • Provide guidance for the pastoral team to ensure quality of mentoring programme and regularly review students’ progress
  • Reduce the number of days FTE for DAS so they continue to be lower than non-DAS (2018-19 241 days’ exclusion for all students and 140 for DAS; 2019-March 2020 94 days’ exclusion for all students and 31.5 for DAS)
  • Overall behaviour data for DAS is in line with non-DAS

Sept 2020 to July 2021

Monthly data monitoring

  • Monthly monitoring of DAS IER referral and exclusion rates
  • Termly monitoring of the impact of DAS behaviour mentoring programmes
  • RJU
  • CRE
  • Pastoral team
  • Safeguarding team
  • HOYS

 

 

 

 

  • PARS software for exclusions tracker
  • Cost of staffing for HOYs, pastoral team and safeguarding teams

2.2 Working in partnership with external agencies to prevent FTE recidivism for DAS so they can self-regulate and have resilience

  • Partnership work with charities, such as LVA, Kick Mentoring and the schools’ Youth Engagement Officer, to address social and emotional issues, via Microsoft Teams and 1-2-1
  • Provide parental forums to address local issues to support families beyond school
  • Increased engagement and participation from students in school
  • Behaviour of targeted students improves match behaviour of non-DAS

Sept 2020 to July 2021

Monthly data monitoring

  • Weekly monitoring of number of days DAS receive FTE
  • Termly monitoring of the impact of DAS behaviour mentoring programmes
  • Half termly analysis of DAS safeguarding data against non-DAS
  • RJU
  • CRE
  • Safeguarding team
  • Pastoral team
  • HOYs
  • CPOMS software to track safeguarding data
  • Staffing costs of safeguarding and pastoral teams, and HOYs
  • Costs of letting out office space for LVA

Objective 3: To ensure tailored and targeted support for DAS, particularly those with SEN and MTAs, to enable them to achieve in line with non-DAS (SDP priority 1)

Aims

Actions

Success criteria

Timescales

Person responsible

Cost/resource implications

3.1 To make cross-references between hard and soft data for individual students across year groups to identify specific needs

  • Formulate year group action plans so tutors and HOYs can take direct responsibility for key students
  • Track and monitor actions of tutors/HOY to ensure these students receive ongoing support
  • Identified DAS students improve their progress grades, so they are in line with non-DAS for A8 and are meeting their FFT20 targets

Sept 2020-July 2021

Monthly data tracking

  • Fortnightly updates from HOYs on the progress of identified students
  • Termly analysis of progress data to ensure students are making good progress
  • RJU
  • AEV
  • CRE
  • HOYS
  • Pastoral team
  • Form tutors
  • External agency support

3.2 To work closely with HOFs to ensure that individual skills and knowledge gaps are addressed for DAS with SEN

  • To analyse performance data for DAS with SEN to check for gaps in knowledge and skills
  • Liaise with HOFs to ensure DAS with SEN receive additional in and out of class support across key stages
  • Achievement of DAS significantly improves, so they are in line with non-DAS for A8 and meeting their FFT20 targets

Sept 2020-July 2021

Monitoring at key assessment points

  • Focused analysis prior and post assessments to ensure the gaps in skills and knowledge are addressed
  • RJU
  • AEV
  • HOFs
  • Subject teachers
  • CPD support for staff in ensuring they are clear on assessment criteria

3.3 Ensure MTA students who are DAS have early intervention to prevent them from widen the progress gap

  • To track mid-term admissions data to pick up on DAS for early intervention
  • Meet with MTA DAS families to form settling in plans and identify any early needs
  • HOYs to monitor the progress of DAS new starters
  • MTA DAS achieve well in line with in-school DAS

Sept 2020-July 2021

Monthly admissions data analysis

  • Regular updates from the attendance officer
Monthly analysis of impact for MTAs settling in school
  • RJU
  • CRE
  • Admissions officer
  • HOYs
External agency support, where necessary

Objective 4: Increase opportunities for enrichment for DAS to improve cultural capital opportunities (SDP priority 3)

Aims

Actions

Success criteria

Timescales

Person responsible

Cost/resource implications

4.1 To target disadvantaged students for aspirational careers visits and events at both KS3 and KS4 so they have high expectations of themselves

  • Scheduled virtual visits to universities and career options talks via Microsoft Teams
  • Ensure identified students have 1-2-1 careers advice, either in person or via Microsoft Teams
  • Increased proportion of DAS choosing to stay on in further education in line with non-DAS
  • Higher proportion of DAS choosing challenging GCSE options, such as triple science, in line with non-DAS

 

Sept 2020 to July 2021

Termly data analysis

  • Scheduled virtual visits for DAS, following career programme
  • Yearly analysis of higher education choices
  • RJU
  • LNU
  • TOB
  • HOYS
  • Pastoral team
  • Careers team
  • Cost of transport for careers visits and events
  • Staffing costs for careers team, pastoral team and HOYs

4.2 Ensure DAS are prioritised for extra-curricular activities and trips, particularly at KS3, so they are offered a wide range of experiences

  • Review the online virtual extra-curricular programme to ensure it is offering a diverse experience for DAS both in and out of school
  • Monitor participation levels of DAS at extra-curricular clubs and assess impact
  • Ensure disadvantaged parents are kept fully aware of the extra-curricular programme and DAS are prioritised for all activities
  • Support DAS to participate by removing barriers i.e. financial costs and support with completing applications 
  • Increased proportion of DAS attending extra-curricular events and virtual school trips in line with non-DAS
  • Increased engagement in school life, evidenced through improved behaviour of targeted students to be in line with non-DAS
  • Greater ability to articulate how DAS have progressed at school as a result of activities outside the classroom, linking cultural knowledge to learning

 

Sept 2020 to July 2021

Half termly data tracking

  • Half termly analysis of student participation to clubs, comparing DAS and non-DAS participation
  • Half termly analysis of DAS students included on trips to ensure it is proportionate with non-DAS
  • RJU
  • RBU
  • HOYs
  • Staffing costs over time for extra-curricular activities
  • Cost from Pupil Premium budget to support DAS to participate in activities (either fully or part subsidised)

4.3 To continue to support pre-NEET DAS so they can leave school with the opportunity to have fulfilling and life-long careers

  • To offer alternative pathways to enable all DAS to have a full and varied access to the curriculum
  • Prioritise DAS for 1-2-1 careers guidance, particularly in Year 11, to discuss future pathways
  • Prioritise DAS for open evening events and Sixth Form taster days
  • Reduction in number of NEET DAS students to be below with national averages (male 6.2% and female 4.7%)
  • To ensure at least 95% of DAS are enrolled on courses for further education or employment
  • Ensure the Pre-NEET statistics are in line with the local NEET statistics (male 2% and female 2.6%)

Sept 2020 to July 2021

Termly data analysis

  • Termly scheduled meetings
  • Termly survey to predict future pathways for DAS
  • Yearly comparison of DAS choices for future education and employment options, in comparison to non-DAS
  • RJU
  • LNU
  • SCR
  • GOW
  • Careers team
  • Cost of implementing external pathways and alternative education, where appropriate
  • Staffing costs for careers team

Objective 5: Improve curriculum access for DAS to ensure they receive a balanced, challenging yet and appropriate curriculum coverage (SDP priority)

Aims

Actions

Success criteria

Timescales

Person responsible

Cost/resource implications

5.1 Improve the quality of teaching and learning for all students so that staff have high expectations of DAS and DAS with SEN

  • HOFs to monitor progress of DAS and DAS with SEN through faculty reviews
  • Coaching model to support improved pedagogy, working with staff to improve poor quality teaching and support staff to be outstanding
  • Regular department book scrutinies and learning walks, with a specific focus on the quality of work of DAS students
  • Provide bespoke CPD for staff to upskill them and ensure they are reflecting on their own practice

 

  • Good or outstanding teaching for DAS and DAS with SEN, as evidenced through learning walks and book scrutiny

Sept 2020 to July 2021

Half termly data tracking

  • Half termly monitoring of QA evidence from HOFs
  • Termly monitoring of the quality of teaching and learning
  • Termly monitoring of RSL data for HOFs
  • RJU
  • TOB
  • WJO
  • AJO
  • SENCO
  • Costs of CPD opportunities for staff to improve pedagogy
  • Cost of staffing of HOFs and SEN team

5.2 To provide a curriculum that meets the needs of disadvantaged students, especially those with SEN, so that students can access work

 

  • Review of curriculum provision across both KS3 and KS4
  • Implement alternative pathways for those students studying 3 rather than 4 GCSE options
  • Ensure that the KS3 curriculum is offering a diverse education for disadvantaged students, backed up by research
  • Ensure that class teachers are appropriately differentiation work to enable DAS to access the curriculum
  • Improved outcomes for DAS students in school through a varied curriculum that meets their needs, so their levels of progress are in line with non-DAS
  • Monitoring progress of DAS with SEN students so they are meeting their skills and knowledge goals at KS3 and FFT20 at KS4

Sept 2020 to July 2021

Termly data monitoring

  • Termly whole school data analysis in comparison to DAS
  • Yearly curriculum reviews for faculties
  • RJU
  • JOW
  • HOFs
  • Cost of data manager and SIMS data tracking
  • Costs of changing curriculum options and introducing new pathways, i.e. work experience options

5.3 To continue to support pre-NEET DAS so they can demonstrate their experiences in school, beyond the classroom, and leave school with the opportunity to have fulfilling careers

 

  • Identify key underachieving DAS across all year groups to implement appropriate strategies and monitor their progress
  • Work in partnership with The Prince’s Trust to provide inspirational mentoring through the Mosaic project
  • Ensure participation in intervention sessions is prioritised for DAS
  • Ensure that DAS continue to be focused on as a group when carrying out data analysis
  • Increased student attendance at intervention sessions for KS3 and KS4 to match non-DAS attendance
  • Improved outcomes at KS3 and KS4 for DAS in line with non-DAS

Sept 2020 to July 2021

Termly data analysis

  • Termly data analysis of data drops across KS3 and KS4
  • Termly data analysis of data for underachieving students across KS3 and KS4
  • RJU
  • JOW
  • TOB
  • CRE
  • HOYS
  • HOFs
  • Costs of staff CPD sessions
  • Costs of photocopying for information booklets and intervention programmes
Pupil Premium Date  
Pupil Premium Strategy 2019 20 11th Oct 2019 Download