Pupil Numbers and Funding Received
The Pupil Premium (PP) is additional funding for schools to help address the underachievement of pupils due to deprivation. Pupils' eligibility for Pupil Premium has been chosen as the best indicator of deprivation; in 2012-13 this was extended to include pupils who have been entitled to free school meals in the last six years.
In addition, Looked After Children in local authority care and post care adopted children are also eligible for the Pupil Premium.
Schools are free to spend the Pupil Premium in ways that they judge best to raise the attainment of the targeted group of children. Schools must report annually on how it has been spent and on its impact. The attainment of these groups will be highlighted in school performance tables.
It is our vision that all pupils will have access to an exceptional education and equal opportunities to achieve their full potential personally, academically and socially.
Our pupil premium is used to support a range of activities and resources, which support pupils whose achievement or whose progress is lower than it should be.
In 2019/20 455 pupils were eligible in the secondary phase of the Academy. The income received was £425,425.
In 2020/21 there are 453 pupils eligible in the secondary phase of the Academy. The total income to be received is £423,555.
How Successful Schools Raise the Attainment of Disadvantaged Pupils.
1. Promote an ethos of attainment of all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed.
2. Have an individualised approach to addressing barriers to learning and emotional support, at an early stage, rather than providing access to generic support and focusing on pupils nearing the end-of-key-stage assessments.
3. Focus on high quality teaching first rather than on bolt-on strategies and activities outside school hours.
4. Focus on outcomes for individual pupils rather than on providing strategies.
5. Deploy the best staff to support disadvantaged pupils'; develop skills and roles of teachers and teaching assistants, rather than using additional staff who do not know the pupils well.
6. Make decisions based on data and respond to evidence, using frequent, rather than one-off assessment and decision points.
7. Have clear, responsive leadership: setting ever higher aspirations and devolving responsibility for raising for raising attainment to all staff, rather than accepting low aspirations and variable performance.
(From DFE publications: Supporting the attainment of disadvantaged pupils articulating success and good practice Research report November 2015)
To be reviewed September 2022