Scotland within one school A relentless focus on

Scotland within one school. A relentless focus on delivering equity Colin Gerrie, Head Teacher Emma Ormerod, Depute Head Teacher

Interventions for Equity

Aim ● ● How we planned for our Pupil Equity Funding How we implemented our interventions How we plan to measure the impact of our interventions What we plan to do next Identify the gap Improvement Planning Targeted interventions Self-evaluation

Phase 1: How we planned for our Pupil Equity Funding? Identify the gap Improvement Planning

Phase One – Identify your gap and the barriers to learning • What do we mean by ‘the gap’? • How do we identify the gap at faculty or school level? • How do we identify the gap at classroom level? • £ 85, 200 p. a?

Musselburgh Grammar School: Context ➢ 30% of our pupils live in bottom 30% SIMD ➢ Approx 12% FSM, take up does not reflect need) ➢ 34 pupils are Looked After and Accommodated (LAC)

Phase 2: How we incorporated Pupil Equity planning into our School Improvement Plan? Identify the gap Improvement Planning

Pu Pupil Equity Fund MGS Staff Focus Group May 2017

PEF Staff focus groups 50% staff attended All staff completed a questionnaire • PEF focus group outcomes: • Health & Wellbeing • Literacy intervention • Nurture • Raising awareness of local community • Improved attendance • Parental engagement • Closing the attainment gap

SMT Strategy meeting Attendance & Engagement Officer (1 FTE) Nurture Teacher (1 FTE) Nurture Support Assistant (1 FTE) Intervention Teacher (1 FTE) Employability & Partnership Officer (1 FTE) Attainment Manager (0. 44)

Parent Council • Phase 1 - • job remits and proposals agreed – May 16 2017 • Phase 2 – • standing item on Pupil Council and Parent Council agendas • Parent Council working groups with staff and pupil representation

Phase 3: Our targeted interventions and their impact Identify the gap Improvement Planning Targeted interventions

PEF Working group Raising Awareness Literacy & Numeracy Parental Engagement Achievement

PEF sub group: Aim To increase staff knowledge and understanding of poverty and equity (school, community, nationally) to support good practice. Raising Awareness HGIOS Quality Indicator focus Organiser Intervention Leadership HWB HGIOS Challenge question · 2. 4 Personalised Support How well do staff know learners as individuals? · 3. 1 Ensuring Wellbeing, Inclusion & Equality How well do we know and take account of local and national guidance (around poverty and equity)?

Impact • • Evaluating the new Area Partnership report Analysis of the SEE surveys

PEF sub group: Parental Engagement Aim To audit current and explore new family engagement approaches and increase support inc. access to FSM, uniform etc. HGIOS Quality Indicator focus Organiser Intervention Families and communities Health and Wellbeing HGIOS Challenge question · 2. 5 Family Learning Personalised Support To what extent are we sure of what meaningful engagement with families looks like? · 2. 7 Partnerships How well do we enable parents, carers and families and the local community to contribute to the life of the school and be involved in school improvement?

Impact • • • Parents are being informed Assistance in filling out FME Liaison with Primary Schools to ensure accurate transfer of FME information. Identification of pupils who have dropped off the FME and encouraging Parent/Carers to reapply Highlighting the impact PEF will have on their children’s education

PEF sub group: Achievement Aim To support equitable access to extracurricular experiences and achievement. HGIOS Quality Indicator focus Organiser Intervention Learning and Teaching Health and Wellbeing HGIOS Challenge question · 3. 1 Ensuring Wellbeing, Equality How do we ensure there is an ethos & Inclusion and culture of inclusion & participation?

PEF sub group: Literacy & Numeracy Aim To explore approaches to raising attainment in literacy and numeracy for our pupils most as risk of falling into the ‘gap’ and promoting responsibility of all. HGIOS Quality Indicator focus · 3. 2 Raising Attainment & Achievement Organiser Intervention Learning and Teaching Literacy and Numeracy HGIOS Challenge question How well is our focus on literacy and numeracy leading to raising attainment across the curriculum?

Literacy intervention • S 1/2 targeted literacy intervention • 40 pupils involved in at least 2 or more reading consolidation programmes. • PEF has funded a range of commercial products

Impact • Literacy levels of those targeted have improved on average since September. • Number of books read per pupil has increased from 23 to 110 in the last 14 weeks. • Early diagnostics – Improved reading age of some pupils by almost 18 months. Increase fluency to at least 25 words/minute in just 16 weeks • Projection- All pupils will have improved their reading age by 2 years in just 9 months by June.

PEF appointments • • • Nurture Attainment Manager Attendance & Engagement Officer Employability & Partnership Officer Literacy Intervention teacher

Nurture : The Logistics Assessment/Groupings • Boxall Profiles by Guidance • Analysis by Nurture Staff • Targets and Individualised Planning • Parental permission & welcome meetings Timetable • S 1 a little, a lot (4 x 1 hour) • S 2 entry and exit (2 x 2 hour) • S 3 1: 1 intervention Space • Replicates a home environment: dining table, soft seating, mirror Evaluation • Boxall, target monitors, self, teacher and parent evaluation

School Attainment Year Awards Year Level 6 A to C Passes 2013 2014 2015 2016 2017 Sch VC Sch VC 32% 46% 39% 48% 49% 52% 44% 49% 51% 54% 2014 2017 Sch 64% VC 71% Sch 75% VC 72% Sch 71% VC 78% Sch 75% VC 81% 48% 56% 59% 58% 66% 63% 71% 38% 47% 50% 45% 49% 47% 56% 57% 62% 29% 39% 42% 34% 40% 46% 49% 53% 23% 32% 36% 34% 29% 31% 35% 38% 41% 43% 20% 25% 28% 26% 22% 24% 30% 29% 34% 32% 14% 18% 21% 14% 16% 13% 20% 13% 25% 15% 8% 10% 13% 7% 9% 5% 8% 4% 14% 3% 1 or more 24% 35% 28% 35% 39% 40% 35% 38% 34% 41% 2 or more 17% 26% 19% 27% 32% 27% 30% 29% 33% 10% 19% 16% 19% 22% 23% 18% 21% 19% 25% 6% 12% 9% 12% 13% 14% 13% 16% 3 or more 4 or more 5 or more Awards 2013 Level 5 A to C Passes 2015 2016 3 or more 4 or more 5 or more 6 or more 7 or more 8 or more

S 4 National 4 Exam Results Year 5 + National 4 2017 2016 2015 84. 8% School Record / Authority best 79. 6% 80. 5% 2014 77. 93% 2013 73. 87% 2012 72. 06% 2011 67. 58%

Phase 4: Self-Evaluation Identify the gap Improvement Planning Targeted interventions Self-evaluation

What next… • Continue to measuring the impact of raising attainment for all with a particular focus on SIMD 1 -3. • New roles are commencing in February/March this year • We have now built a school network to help us close the gap.