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Excellence

Pupil Equity Fund Planning

Pupil Equity Funding is additional funding allocated directly to schools and is used to target priorities which are focused on closing the poverty related attainment gap in Scotland. This has been a priority since its introduction as part of the Scottish Attainment Challenge programme introduced in session 2017-18.

At Bell Baxter, our annual allocation of £81,000 is used to devise a targeted programme of support for our young people who require greater levels of more intensive support in order to improve levels of attainment through improvement in Literacy and Numeracy skills, building positive relationships and to develop good levels of Health and Wellbeing which is fundamental to learning and engagement. The allocation of PEF at Bell Baxter HS has been used to develop a range of innovative programmes of work since the introduction of this funding in session 2017-18. Over the course of the programme we have engaged with a range of partners in order to develop programmes of work to support our young people who are in greatest need of this level of support.

Appointment of PT Young Learners at Risk – The PT YLAR was appointed formally in December 2019 but work in this area has been ongoing since February 2019. PT YLAR works alongside DHT Raising Attainment and Equity in order to provide targeted intervention for pupils at risk of not achieving 5 National qualifications. PT YLAR will work with faculties across the school to develop a tailored curriculum for targeted young people that will maximise their potential attainment. PT YLAR will also look to utilise the expertise within the school to widen the scope of qualifications on offer to this targeted group. The PT YLAR will adopt a range of intervention strategies to carry out this role, for example regular attendance monitoring of target group, close liaison with PTCs, analysis of pupil data and learning conversations as well as regular correspondence with home. 

School of Hard Knocks programme – programme to support a targeted group of S2/3 pupils to identify and work on the removal of barriers to learning and to support engagement and participation in learning by building confidence and self-esteem. Group created based on attendance and behavioural data as well as general concerns around engagement in learning.

IMPACT 

Session 18-19 attainment data was impacted on very positively by member of staff carrying out a similar role within the school on a short term basis. The work done in this area ensured an increase of 5@3 by 10%. This work focussed solely on a group of S4 learners. The current programme is more extensive and is taking a more focussed look at learners across all of the senior phase. Impact will be measured following attainment analysis in August 2020.

SOHK Programme (interim evidence)

    • 11/15 (73%) of pupils have shown an improvement in their behaviour in school.
    • Our SoHK sessions have an average attendance of 11/15 (73%).
    • We have just completed term two feedback. 25% of pupils reported that they felt happier at school.
  • 30% of pupils reported that they feel happier with friends
  • 10% of pupils said that they felt happier at home.
  • 36% of pupils feel better about themselves.We are creating relationships and uncovering challenges which the pupils are facing in relation to school and their home life.During 1:1s, we are setting targets related to the young people’s goals. For example, we are now working closely with one pupil in helping him break down the barriers which are currently stopping him getting to school regularly.