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Pupil Premium

Pupil Premium

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.

In summary, just over a quarter of our pupils were eligible for free school meals.

Uses of Pupil Premium Funding

The Pupil Premium funding is used for the following activities and resources in the secondary phase:

  • A tailor-made curriculum that includes extra English and Maths lessons for disadvantaged pupils in danger of falling behind in year 10 and 11
  • Extra sets in English and Maths in year 7, 8 and 9 to provide smaller class sizes for our most vulnerable pupils
  • A significantly reduced timetable for the Curriculum Directors of English, Maths and Science, each tasked with raising achievement and progress of disadvantaged pupils in their subject area
  • Curriculum time for outstanding leaders to design and deliver a training programme for Middle Leaders of underperforming departments and using data.
  • the Improving Teacher Programme and the Outstanding Teacher Programme run for teachers that teach a high proportion of disadvantaged pupils
  • Careers intervention programme designed by our National Award Winning Careers Advisor aimed to prepare disadvantaged pupils for transition into year 10 and year 12. Disadvantaged pupils have access to extended personalised careers interviews, a careers fair and world of work trips that raise aspirations
  • Independent careers advice from Year 10 for disadvantaged and LA pupils – a minimum of two interviews offered
  • Onsite salaried Social worker to work with disadvantaged families including leading on PEP for all Lac pupils. This includes grants and support relating to curriculum, cultural development and hardship funds and support free theatre trips for disadvantaged pupils to help increase cultural capital and understanding of texts or plays studied at Key Stage 3 and Key Stage 4
  • Revision guides and resources for disadvantaged pupils
  • Admin structure to monitor and maximise attendance
  • Learning resource centres opened and staffed from 8:00 – 17:00
  • Supervised homework club in a quiet environment that runs at the end of each school day.
  • Supervised lunch time games room for Year 7 and SEN clubs for disadvantaged or vulnerable pupils
  • Pastoral Support for Years 7-11
  • Stretch and challenge programmes e.g. Brilliant club and debate mate for pupils including key responsibilities for Pupil Voice and SMSC across the academy
  • Intervention for Year 11 revision targeting pupils in Maths, MFL and Science. This includes tutoring in foundation subjects and core for identified LAC pupil where applicable.
  • Specific programme for support e.g. accelerated reading, Literacy catch up, Arsenal Double Club, Numeracy catch up, toe to toe and Engagement
  • Specialist engagement project e.g. sports and mentoring to promote positive activities for pupils including work with VS Learning
  • Designated Anger Management and Senior Pastoral Manager to work with those with barriers relating to behaviour and engagement with a sharp focus on transition from year 6 to Year 7
  • Provision for off-site intervention to address and support pupils at risk of being permanently excluded including on site mentoring from EBD provision in the Local Authority
  • Additional resources – during managed move – for pupil at risk of being permanently excluded
  • Appropriate intervention to tackle attendance and punctuality and outsourced support from VSE learning.
  • Counselling and Trainer Social worker support across the academy to provide needed intervention for targeted pupils

Impact of Pupil Premium Funding

In 2020 the outcomes for PP pupils on leaving our school has been a real focus over recent years and compared generally, are broadly in line with national figures.

The A8 of disadvantaged pupils in 2020 was 47.6, which is below the A8 of all pupils 50.3. The attainment gap of 2.7 diminished by just over half a grade (0.6), from 3.3 in 2019.   

64% disadvantaged pupils achieved a grade 4+ and 33% achieved a 5+ in both English and Maths compared to 68% and 33% of all pupils. The gap of achievement for 4+ and 5+ in both English and Maths significantly diminished from 8% and 13% in 2019 to 4% and 10% in 2020.

We consider this to be evidence that investment over time in our Pupil Premium pupils is improving their outcomes.

Previous Pupil Premium Statement (2019/20)

Area

Reason for spend

Cost

Impact

Continue to run the  Improving Teacher Programme and the Outstanding Teacher Programme

Both courses have proven track record of improving the quality of teaching. Teachers with a high percentage of Pupil Premium pupils given priority to attend course.

£25,000

100% of teachers on the course will go on to lead an action-based research project aimed at improving the quality of teaching and learning.

SULSA program for Head of Departments focusing on Subject Leadership for Pupil Achievement

Rigorous and consistent monitoring of progress and actions to address gaps is required to improve outcomes for Pupil Premium pupils. The 5 day programme to ensure all subject leaders know how to promote quality first teaching and to track pupil progress in their department.

£15,000

In-school variation in results will halve and all subject leaders will successfully pass their performance management.

Reduced timetable for curriculum Directors

Curriculum Directors (core) are subject experts and will spend time reviewing the curriculum to ensure it supports all pupils to be challenged.

£60,000

Schemes of work will pass an audit which ensures high degree of challenge and meaningful assessment opportunities.

Additional English and Maths classes created at KS4

A select group of pupils can achieve with a tailor-made and personal timetable which involves additional English and Maths taught by excellent teachers

£60,000

Maths and English results for PP pupils exceed results of all pupils nationally

Revision resources including Saturday and holiday intervention

Pupil Premium pupils make up the majority of the pupils on this trip

£11,000

100% of pupils on the residential will improve by at least one grade in their GCSE exams

Pupil Premium only trips to increase cultural capital

Extracurricular review showed that Pupil Premium pupils attend fewer trips and enrichments than their peers

£15,000

All Pupil Premium pupils to attend at least one free trip over the course of the year

Staffed professional learning including sharing best practice from EEF.

High ability pupil premium pupils are a focus group for all of our weekly monitoring activities including book looks and learning walks

£3,500

At least 80% of pupils attending should be Pupil Premium.

Free revision resources

Pupil Premium pupils given free revision guides, model essays and exam tip booklets

£8,000

All Pupil Premium pupils have access to model essays and resources for revision

Careers Intervention Programme

 

Vulnerable pupils given specific opportunities to raise aspirations and understanding of the world of work

£60,000

All Pupil Premium pupils to be at least one free trip, careers interview or work experience placement over the course of the year.

Learning Resource Centre open to all pupils

Staffed from 8:00 – 17:00

£55,000

There is no gap in the number of homework sanctions over the academic year recorded by PP and non PP pupils

Homework club

 

Supervised homework club that runs at the end of each school day provides pupils with a quiet environment to work

£6,500

There is no gap in the number of homework sanctions over the academic year recorded by PP and non PP pupils

Admin structure to monitor and maximise attendance

 

In-school variations in attendance and Pupil Premium pupils disproportionally represented in the persistently absent figures

£45,000

Attendance of all year groups consistently above national average and rising over time. Including PA figures (similar pattern to attendance above)

Dedicated Welfare coordinator support

Welfare Coordinator will lead on all LAC and those disadvantaged pupils due to hardship. They will lead on all coordinated responses to support pupils’ learning including links with external agencies

£15,000

Reduction in cases of neglect or hardship over time.

Heads of Year TLR including 6th form

Heads of Year will lead on the personal, development, behaviour and welfare provision for all pupils with a sharp focus on PP pupils within their cohort.

£35,000

Reduction in incidents of behaviour and no gap in the incident count within each category over the academic year recorded by PP and non PP pupils

Counsellor Support

Continue counsellor working with our students increased to three days per week.

Provide personalised emotional support for pupils in order to overcome barriers to learning. Providing advice and guidance to Learning Mentors and pastoral teams in order to provide effective pastoral support.            

 

£6,000

Improved engagement in lessons.

PP pupils in need of counselling to be identified and encouraged to attend sessions

Arranged schedule for pupils with identified emotional needs

Records of provision and impact

Music Lessons

The provision of music lessons to enable students to access piano, guitar and drum lessons fully funded by the Academy

£4,500

Music motivates. Finding ways to motivate children to work on challenging tasks or skills. It also supports in increasing participation in the arts and this directly benefits academic learning.  This aids in fostering positive attitudes to learning and improves self -confidence in pupils. 

It increases the exposure to cultural experiences within the Academy.


Current Pupil Premium Spend (2020/21) Total Allocation : £423,555

As a school, our aim is for our pupils eligible for pupil premium to leave with similar outcomes to other pupils. In particular, we focus on ensuring that pupils are making at least expected progress in English and Maths. We believe that an ability to read, write and be numerate are essential for pupils to be successful adults.  As such, our interventions - the majority of which focus on high quality teaching in the core - are geared towards improving the performance of disadvantaged pupils.

Area

Reason for spend

Cost

Impact

Continue to run the  Improving Teacher Programme and the Outstanding Teacher Programme

Both courses have proven track record of improving the quality of teaching. Teachers with a high percentage of Pupil Premium pupils given priority to attend course.

£25,000

100% of teachers on the course will go on to lead an action-based research project aimed at improving the quality of teaching and learning.

SULSA program for Head of Departments focusing on Subject Leadership for Pupil Achievement

Rigorous and consistent monitoring of progress and actions to address gaps is required to improve outcomes for Pupil Premium pupils. The 5 day programme to ensure all subject leaders know how to promote quality first teaching and to track pupil progress in their department.

£15,000

In school variation in results will halve and all subject leaders will successfully pass their performance management.

Reduced timetable for curriculum Directors

Curriculum Directors (core) are subject experts and will spend time reviewing the curriculum to ensure it supports all pupils to be challenged.

£60,000

Schemes of work will pass an audit which ensures high degree of challenge and meaningful assessment opportunities.

Additional English and Maths classes created at KS4

A select group of pupils can achieve with a tailor-made and personal timetable which involves additional English and Maths taught by excellent teachers

£60,000

Maths and English results for PP pupils exceed results of all pupils nationally

Revision resources including Saturday and holiday intervention

Pupil Premium pupils make up the majority of the pupils on this trip

£11,000

100% of pupils on the residential will improve by at least one grade in their GCSE exams

Pupil Premium only trips to increase cultural capital

Extracurricular review showed that Pupil Premium pupils attend fewer trips and enrichments than their peers

£15,000

All Pupil Premium pupils to attend at least one free trip over the course of the year

Staffed professional learning including sharing best practice from EEF.

High ability pupil premium pupils are a focus group for all of our weekly monitoring activities including book looks and learning walks

£3,500

At least 80% of pupils attending should be Pupil Premium.

Free revision resources

Pupil Premium pupils given free revision guides, model essays and exam tip booklets

£8,000

All Pupil Premium pupils have access to model essays and resources for revision

Careers Intervention Programme

 

Vulnerable pupils given specific opportunities to raise aspirations and understanding of the world of work

£60,000

All Pupil Premium pupils to be at least one free trip, careers interview or work experience placement over the course of the year.

Learning Resource Centre open to all pupils

Staffed from 8:00 – 17:00

£55,000

There is no gap in the number homework sanctions over the academic year recorded by PP and non PP pupils

Homework club

 

Supervised homework club that runs at the end of each school provides pupils with a quiet environment to work

£6,500

There is no gap in the number homework sanctions over the academic year recorded by PP and non PP pupils

Admin structure to monitor and maximise attendance

 

In school variations in attendance and Pupil Premium pupils disproportionally represented in the persistently absent figures

£45,000

Attendance of all year groups consistently above national average and rising over time. Including PA figures (similar pattern to attendance above)

Dedicated Welfare coordinator support

Welfare Coordinator will lead on all LAC and those disadvantage pupils due to hardship. They will lead on all coordinated response to support pupils learning including links with external agencies

£15,000

Reduction in cases of neglect or hardship over time.

Heads of Year TLR including 6th form

Heads of Year will lead on the personal, development, behaviour and welfare provision for all pupils with a sharp focus on PP pupils within their cohort.

£35,000

Reduction in incidents of behaviour and no gap in the incident count within each category over the academic year recorded by PP and Non PP pupils

Counsellor Support

Continue counsellor working with our students increased to three days per week.

Provide personalised emotional support for pupils in order to overcome barriers to learning. Providing advice and guidance to Learning Mentors and pastoral teams in order to provide effective pastoral support.                            

 

£9,725

Improved engagement in lessons

PP pupils in need of counselling to be identified and encouraged to attend sessions

Arranged schedule for pupils with identified emotional needs

Records of provision and impact

Barriers to Achievement

Children entitled to free school meals encompass the full spectrum of needs and backgrounds in the school community, including white and minority pupils, looked after children, most able pupils and those with special educational needs (SEN). Consequently, the barriers and challenges that disadvantaged pupils face can be complex and varied - there is no single difficulty faced by all. Barriers can lie within schools, with learners and their families. It is, therefore, important to analyse where pupils have multiple barriers to learning to ensure a good, deep understanding of children and their families.

Other barriers to achievement can be if pupils have suffered early trauma and experience on-going attachment issues - this includes pupils with behavioural development. Some pupils may have medical conditions which can impact on attendance and thus learning.

We have also identified that within our community parental engagement with the school and support of some of our disadvantaged pupils is one of the barriers to achievement.  Furthermore we have identified a difference in the engagement of some parents and their ability to support their child to continue with their education during the COVID-19 pandemic. Preparing for, and during examinations, will be a challenge for some pupils, due to their circumstances. Continuing to address these barriers, following on the past few years' successes is an area of focus for the Academy this year.

How will the impact be measured?

Our school strives to raise the attainment of disadvantaged pupils as part of our commitment to raise academic standards to all our pupils.

Accelerating the progress of disadvantaged students is a key component of all priority plans.  The performance of these students is scrutinised in leadership and departmental meetings through analysing data from their recent assessment, learning walks and observations and talking to those students. 

We ensure quality teaching for all, ensure that pupils attendance is good and behaviour and provide emotional support to pupils as necessary. We make every effort to understand every pupil as an individual and tailor intervention programmes accordingly.  Teachers will use evidenced bases interventions - before an dafter impact.

Attendance and behaviour is monitored weekly with immediate intervention by our pastoral teams and VSE Learning.

We monitor attainment regularly (reporting to parents 3 times a year) and intervene to address individual learning needs.

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 2021

Pupil Premium November 2019 Report