Attainment of disadvantaged pupils
This measure aims to minimise the attainment gap between disadvantaged pupils and their peers. Disadvantaged pupils include those eligible for free school meals (FSM) in the last 6 years or are looked after children for at least one day or are adopted from care. Please see the the methodology document for more details:
We aim to reduce the gap to less than nationally achieved by 2022.
February 2020 Performance
This information is taken from the DfE Statistical Releases, dated October 2019 and revised in December 2019. The release provides national and local authority provisional results for Key Stages 1 and 2. Revised Key Stage 4 results were released 6th February 2020.
Current performance indicates West Sussex is still not performing as well as national averages, and is linked directly to a small number of poorer performing schools/academies.
Key Stage 4 results
Our 2019-20 milestone target is to reduce the gap to 0.57.
For Key stage 4, provisional average progress 8 measure, results show the gap between disadvantaged and advantaged pupils has narrowed slightly to 0.76 from 0.79 in 2018. This means that West Sussex is now only 0.18 worse than the national equivalent, which is 0.58.
West Sussex is in line with the South East average figure, for both disadvantaged and non-disadvantaged and, therefore, the gap
Key Stage 2 results
Our 2019-20 milestone target is to reduce the gap to 22%
For Key stage 2, provisional results show the gap between disadvantaged and advantaged pupils has widened to 25.3%, from 23.4% in 2018.
This means that West Sussex is now 5.5% worse than the national equivalent, which remained unchanged.
Key Stage 1 results
Our 2019-20 milestone target is to reduce the gap to 20.2%
For Key stage 1, provisional results show the gap between disadvantaged and advantaged pupils has widened to 24.1%, from 20.2% in 2018.
This means that West Sussex is 5.1% worse than the national equivalent.
This is a priority for the school improvement team working with colleagues in schools to develop good practice. The county strategy is developing a more inclusive practice in schools through the ‘index for inclusion’ work, and the SEND projects are being expanded through the area inclusion and improvement board brokering and monitoring school-to-school support. In brief, the actions below are being taken to support schools to improve outcomes for disadvantaged pupils:
- Pupil Premium reviews have been written by the School Effectiveness team and will be trialed in early January, ready for schools to buy in from after February half term
- Area Education Advisers working closely with the Primary Heads Exec committee and Durrington Research School to raise the profile of research led strategies that will further improve the outcomes for disadvantaged pupils
- Use of the Area Inclusion Improvement Board (AIIB) to identify under performing schools to pair with schools that have been successful in closing the gap between disadvantaged pupils and their non-disadvantaged peers. AIIB funds will be used to develop school to school support;
- Continued development of a peer-to-peer school review mechanism, which can have a focus around disadvantaged pupils. This is currently being piloted in Crawley with a view to being rolled out further in 2021.