Pupil Equity Funding (PEF)
Lornshill Academy received £111, 000 for session 2018-19 to support additional interventions to help reduce the poverty related attainment gap within our school.
Before allocating PEF resources we needed to identify and understand our gaps. This was achieved by analysing our data in relation to our community and school performance.
Our attainment gap investigated aspects of our school that we consider unique to our setting and context. This included;
- our school population and demographics, including free meal entitlement and the Scottish Index for Multiple Deprivation figures
- patterns of attendance, exclusions and performance
- our positive destinations data
- our curriculum rationale and design
- our pupils attainment levels and rate of progress
- the health and wellbeing of our young people
- participation in the wider life of the school
- the success or otherwise of parental engagement opportunities offered by the school
Data analysed indicated the existence of a variety of attainment and participation gaps and, as such, following consultation, we were able to set out our PEF rationale and priorities for session 2018 - 2019.
Our PEF Rationale
Our rationale is to work collaboratively and collectively to interrupt the cycle of intergenerational poverty in order to improve the life chances of young people at Lornshill Academy.
Our school attainment gaps, improvement priorities and our PEF rationale enabled us to determine our PEF priorities for session 2018 - 2019.
In the spirit of enquiry, we will focus our 'narrowing of the gaps' agenda on more specific professional learning opportunities and introduce a range of targeted interventions, additional resources and learner programmes around our 3 school priorities;
1. To build capacity for outdoor learning through the creation of a functioning garden. This is to support pupil pathways and learning experiences in order to raise attainment.
2. Increasing access to a school wellbeing worker, focusing on young people's mental health in order to identify and remove barriers to attainment.
3. Continue development of our management information systems to effectively track learners' progress and enable a more dynamic parental engagement.
4. Introduction of regular one-to-one support from senior pupils to S1/2 pupils for Numeracy development.
1. Introduction of a Pathways Co-ordinator to lead the development of our curricular structure, working with Stirling University, staff, pupils and partners in order to create an educational experience that is relevant and transformative.
2. Introduction of Active Travel Hub. Pupils will grow and develop their skills through bike maintenace courses linking to nationally recognised qualifications and opportunities for work placements as pupils progress into the Senior Phase.
3. Creation of a reading & well-being area and outdoor classroom within the Languages faculty to allow space to develop a reading culture within the school community.
Impact On Learners
1. Increase targeted pupil participation through music tuition to support attendance and attainment.
2. Targeted Literacy & Numeracy support for identified cohorts working in small group settings.
3. Training of all staff within the Social Subjects' faculty to level 1 Readiness 4 Learning. This is supporting the school's inclusive approach ensuring appropriate support to enable young people to access learning across the faculty.
The priorities above came from our identified school attainment gaps and an indepth analysis of our S1-3 cohort. This data supported our targeted interventions to try and maximise impact over a period of time.
As a school we have made a determined effort to put in place strategies and interventions that will begin to focus our work on narrowing our poverty related attainment gap. This session has focused on building capacity and laying sustainable foundations to support young people moving forward. There has been key spends on projects should continue to thrive beyond the life of the PEF investment.
Impact of our Interventions
All our interventions have been grounded in the need and context of Lornshill Academy and what is known to support raising attainment. However, what we know is that for every complex problem there is no neat and simple solution to solve it. As such, our school context, narrative and what is proven to work for our young people is key in ensuring we continue to target;
- identified cohorts of young people
- have high expectations and aspirations for all of our learners
- build capacity and collaborate with our partners to make a positive difference
- analyse and interpret our data to make informed decsions
As a school we are evaluating the impact of our interventions this session and using available research and data to determine how we best build capacity to intervene and support some of our most vulnerable young people as we move forward.
- we need to ensure the funding for next session continues to be targeted appropriately and based on informed and strong decision making that will allow focused and creative interventions.
- we need to continue to focus on the Lornshill Academy learning experience to ensure all young people are included, engaged and empowered as learners
- we need to accelerate the progress of our young people by ensuring we measure against clearly defined outcomes based on short and long term goals
- we need to better integrate interventions as part of our learning process to ensure greater impact
- we need to continue to evaluate our progress in areas we know make a difference to narrowing the attainment gaps - attendance, engagement, attainment, participation and inclusion
The third round of funding for session 2019 - 2020 has recently been announced. Lornshill Academy will receive £110,400. The proposed identified spends will be:
1. Due to a significant increase in pupil numbers for session 2019/2020, we will employ an additional member of staff within the Learning Centre to increase our targeted support for Literacy, Numeracy and Health & Wellbeing.
2. The design and creation of the Lornshill Academy Virtual Learning Platform. This will increase access for learners to the curriculum, in particular young people experiencing significant challenge.
3. Building on the work with Stirling University to implement a new curricular model supporting our school values, raising attainment, wider achievement and positive school destinations.
If you have any questions/suggestions or would like to comment on anything raised in the PEF update please do not hesitate to contact Mr Black (HT) or Mr Somerville (Pathways Co-ordinator)