What is pupil premium
- are currently eligible and registered for free school meals (FSM)
- have been registered for Free School Meals (FSM) in the last six years (referred to as ‘Ever6’)
- are children whose parents were in the Armed Forces (Service Children)
- have been in local authority care for 6 months or more (now one day or more)
- have been adopted from care in England or who have left care under a Special Guardianship Order or a Residential Order (and this has been notified to the Academy)
Haberdashers’ Abraham Darby – funding allocation
- April 2017- March 2018
Our estimated level of funding is £360,575 (this can fluctuate during the year as a result of pupil mobility). Funding is based upon the financial year (April-March) and not on the academic year (Sept-July), as a result many of our strategies are ongoing.
It is for the Academy to decide how its Pupil Premium funding is spent, since we are best placed to assess what additional provision should be made for our pupils at a local level.
Our Pupil Premium Pupils: 2017-2018
|Year Group||FSM/Ever 6||LAC/ Post LAC||Service Personnel Child||Total|
Which pupils are we targeting?
FSM and other vulnerable pupils who are, or are at risk of:
- under-achieving at KS4
- under-achieving at KS3
- FSM and other vulnerable pupils who have low aspirations
We will achieve this using a number of complementary strategies.
- to track the progress of our pupils more closely, so that we can intervene more quickly if they are not making the progress we would expect
- to ensure that functional levels of literacy and numeracy are established and embedded as soon as possible
- to improve attendance and engagement
- to further raise the aspirations of our pupils
‘Barriers to learning’ faced by some of our pupils
For some of our pupils, the barriers to learning are beyond the school gates, for example the responsibility of being a young carer or there may be financial constraints. Others experience challenging social, emotional and/or health conditions. Often our pupil premium pupils have lower aspirations, genuinely under estimating their true potential.
How do we use the funding to address these barriers?
- The Deputy Heads of House Academic (DHOHA), led by the Vice Principal- Raising Achievement, are responsible for the tracking of pupil progress in Y7-Y11 and will intervene when progress is below the expected level. Our KS5 Progress Manager continues to support our Y11 pupils with the transition into Y12.
- We will continue to fund a part time Education Support Officer, who goes out into the community to provide additional support to parents in overcoming barriers to attendance, complimented by our own EWO.
- We have a learning hub (KS3 & KS4 ADAPT) which is permanently staffed by qualified teachers and student counsellors and offer personalised curriculum pathways in KS3 to our most vulnerable youngsters.
- We have funded additional KS3 literacy intervention staff to work with small groups of Y7 and Y8 students
- We have reduced class sizes in English to enable us to devote more 1 to 1 time with our most vulnerable students (Y7-11)
- We have targeted Y10 and Y11 students in English and Maths to take part in additional sessions after school and during the half term holidays (October, Easter, May). We will also be establishing dynamic intervention groups, which will be scheduled during INSIGHT slots and staffed by DHOHA’s and LSA’s.
- We have adapted the Y7 curriculum – students entering the Academy with NC Level 3 or below in English have been timetabled for additional literacy and/or booster sessions (‘fresh start’ phonics). The average group size is 10-12 students. Pupils with NC3 equivalence in Maths or below follow Passport Maths.
- We will continue to use the Accelerated Reading Programme to encourage and boost students’ reading in Y7.
- We will continue to use the ‘Fresh Start’ programme with Y7 students, whose reading for understanding has been measured as below that needed to access the curriculum. (These students will have additional English/literacy lessons)
- We are ensuring that all staff (particularly new colleagues) are aware of who the pupil premium pupils are, so that they can focus upon accelerating their progress.
- We are continuing our use of 4matrix and using ‘assessment point analysis software – these helps us to track student progress more closely, ensuring that we spend less time analysing and more time intervening
- We run a four day Summer school to help support Y6 pupils through transition
- We are continuing to fund an extended counselling service so we can ensure that our vulnerable pupils have access to the support necessary to enable them to access the curriculum
- Subsidised places were made available to students to enable them to participate in a wide range of enrichment activities
- We actively encouraged student participation in extra-curricular and enrichment activities
- KS3 and KS4 students participated in a range of visits and raise their aspirations
No single intervention provides a complete solution to the complex educational issues in any school and it is therefore a multi-faceted approach that we feel offers the best opportunity for pupils to succeed. The key to closing the gap between the highest and lowest achieving pupils is careful and thorough monitoring/tracking of attainment and progress.
Evidence of Impact of Pupil Premium Funding (2016-2017)
A more comprehensive analysis of our pupil premium funding initiatives and their impact can be found here
Summer 2017 GCSE Exam Results: closing the gap
Based upon FFT contextualised data the performance of our PP pupils, in terms of progress, was in line with their non-pupil premium counter-parts nationally.
Within school, in terms of progress, our Pupil Premium boys out-performed the NPP boys (P8 score of 0.21 vs 0.11) and our high attaining PP pupils out-performed the NPP pupils (P8 score of 0.15 vs -0.3)