1. Tackling Deprivation and Raising Standards
Ysgol y Castell
Raising Aspirations through relationships
Jane Wareham Headteacher

2. Our school
Contextual information

3. Our community
Position and information regarding deprivation

4. Mission statement and overall aim of yyc

5. School Improvement Plan
Priority - Staff training – attachment termly – a whole school / targeted and individualised approach to attachment
SEAL / positive play – class ethos and whole school understanding and aim to support and challenge pupils

6. INCLUSION
Creating a full picture of all pupil needs

7. TRACKING

8. TRENDS

9. Analysis

10. Identifying

11. Provision Map
Identifying needs – socially, emotionally and behaviourally
Learning and physical.
Within in school and as a wider context

12. Budget
Ensuring money is targeted and meeting the needs of all pupils

13. Using Research Use of research and sutton toolkit to identify
The Sutton Trust and EEF have helped spark an important debate on the impact of the Pupil Premium. The Toolkit has been highlighted by government, inspectors, and headteachers’ leaders as a valuable guide to what works well in schools. It is a good example of the impact that our rigorous approach to evaluation has on the education policy debate. The Trust and the EEF are ensuring that the Teaching and Learning Toolkit is widely publicised to schools, and it has been highlighted by the Department for Education on its website as a key resource for improving attainment with the Pupil Premium. Independent polling by the National Foundation for Education Research has shown that 36% of school leaders say they use the toolkit to decide spending priorities. The National Association of Head Teachers (NAHT) has recommended the Toolkit to its members.

14. Pupil Deprivation
“Education has a fundamental role in helping to lift people out of poverty and in protecting those at risk of poverty and disadvantage. There is a strong link between poor educational attainment, low skills and poor health and wellbeing.”
Tackling Poverty Action Plan
£36.8 million PDG for – opportunity to secure direct funding for key initiatives to address the prime issues of socio-economic disadvantage to target inputs to activity and track resulting outputs against outcomes.

15. Provision
Tiers of provision to meet all needs – constantly mapped and reviewed by all staff
Universal, target groups and individualised.

16. Attachment
Nurturance means teaching the child hundreds of times how to ask for help, how to live with the consequences of one’s choices, how to learn to trust someone who has the power to abuse you but will never do so, and to begin to feel intensely the range of emotions that occur within a healthy family (school). (Hughes, 1997)
Relationship challenged….
Our role -

17. Healthy brain vs Neglected brain
Needs we can see – we adapt.
Needs we cannot see – the brain is wired differently. The front part is the high level thinking.
Back – shows the area that is responsible for the freeze, flight or fight
Middle – limbic system – the area that is responsible for regulation / calming.
WE CAN REWIRE – through relationships!

18. Our Wider Role
Opportunities for out of hours learning - range of clubs which change according to interests
All staff to build relationships

19. Relationships
Relationships with pupils – time, trust, listen – as our key aims – build attachment
parents
Positive play, language and play

20. Community Links
Links to the history and people from the community – Raise project
Relationships with key adults in the community and cluster of schools / secondary school – visiting weekly to meet every member of staff in an informal manner whilst building relationships before transition.

21. Foundation Phase Outcomes

24. Dewi data – comparison of end of key stage 2 data

25. Key Stage 2 Outcomes

27. Analysis yearly of data trends with a key focus on FSM and deprivation

28. Diolch Questions…..
Q & A