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Pupil Premium

Pupil Premium

What is pupil premium?

Pupil Premium is additional funding provided to schools by national government. It has been awarded to schools to help them to ‘narrow the gap’ in performance that exists nationally between vulnerable pupils and their peers. The level of funding allocated to schools is based upon the number of pupils who:
  •  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)

 

Abraham Darby Academy – funding allocation

  • April 2016- March 2017

Our estimated level of funding is £400,493 (this will be confirmed once the pupil premium status of all of our Y7 students is known). 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: 2016-2017

Year Group FSM/Ever 6 LAC/ Post LAC Service Personnel Child Total
7 77 2 2 81
8 82 1 1 84
9 91 2 0 93
10 81 2 1 84
11 83 1 0 84
overall total 414 8 4 426

 

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.

PP-balloon-graphic_42

 

Our priorities?

  • 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’ face 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?

We have allocated our Pupil Premium to three key areas:
  • Intervention
  • Support
  • Enrichment

Intervention

  • The Deputy Heads of House Academic (DHOHA), led by the Vice Principal- Raising Achievement, (in place since September 2013) 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.
  • 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

Support

  • 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

Enrichment

  • We have an ‘Opportunities Fund’ that we use to help subsidise the cost of trips to enable our PP pupils to participate in a wide range of enrichment activities that will enthuse, engage and raise aspirations
  • We are strongly encouraging participation in extra-curricular and enrichment activities, ensuring that any barriers to involvement are reduced, particularly for our disadvantaged pupils

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.

 

Pupil Premium Funding 2015-2016

April 2015- March 2016

The Academy was allocated £409,105 in respect of 448 eligible pupils.

What we allocated our funding to:

         Intervention

  • We employed an Academic Coach, who worked intensively on a ‘one to one’ basis with KS4 students who either were or were at risk of under-achieving and not gaining 5 A*-C inc English and Maths.*We employed additional KS3 literacy intervention teachers to work with small groups of Y7 and Y8 students
  • We employed additional KS3 literacy intervention to work with small groups of Y7 and Y8 students
  • We increased our staffing to enable us to teach Maths and English in very small groups to our most vulnerable students (Y7; Y8; Y11)
  • We established Academy-wide literacy (spelling) and numeracy initiatives including the purchase of software licences for Mathletics & Spellzone – numeracy and literacy specific learning packages.
  • KS4: YY11 targeted students in English and Maths took part in additional sessions after school and during the half term holidays (October, February, Easter, May)
  • KS3: Additional intensive literacy and numeracy booster sessions were scheduled for identified Y7 and Y8 students
  • We used the Accelerated Reading Programme to encourage and accelerate students’ reading in Y7
  • The ‘Fresh Start’ programme was used with students in Y7, where reading for understanding was measured as below that needed to access the curriculum. (These students had additional English/Literacy sessions)

Support

  • We continued to fund an extended counselling service so we that our vulnerable students have access to the support necessary to enable them to access the curriculum

        Enrichment

  • 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

 

  • Evidence of Impact of Pupil Premium Funding (2015-2016)

A more comprehensive analysis of our pupil premium funding initiatives can be found here

Attendance Data (%): Sept 2015- July 2016

  Year 7 Year 8 Year 9 Year 10 Year 11 Nat Average
Non Pupil premium 96.78 96.05 95.98 94.23 95.81 95.7
Pupil Premium 95.28 94.27 91.5 91.83 91.39 92.5
Gap -1.5 -1.78 -4.48 -2.4 -4.42 -3.2

 

Average attendance of our PP cohort has improved by almost 2% in the past 12 months from 90.9% (2014/2015) to 92.85%. This puts attendance in line with PP pupil attendance nationally, but we continue to aim for our PP pupil attendance to match that of NPP pupils both within the Academy and nationally. We look forward to your continued support in helping us to achieve this, by reducing any barriers to attendance that we can. We know that you understand the link between time spent in the Academy and the enjoyment and achievement that are reaped as a consequence.

 

GCSE Exam Results: closing the gap

Our PP pupils perform better than their pupil premium counter-parts nationally, but we want them to be performing as well as non-pupil premium pupils nationally.

 

ADA PP pupils PP pupils nationally Gap NPP nationally Gap National gap

PP-NPP

% 5 A*-C inc En & Ma 44 36 +8 63 -19 -27
% A*-C in E&M (Basics) 45 38 +7 65 -20 -26

Working with the Academic Coaching team 17/25 Pupil Premium students with ‘D’ or ‘E’ grades in GCSE English successfully converted these to C or above in the Summer exams, which represented expected progress for 12 pupils and better than expected progress for 5 pupils.

We will continue to work hard to narrow the attainment and progress gaps further, ensuring that every student at the academy achieves his/her full potential. We look forward to working in partnership with you in ensuring the best for our youngsters.

 

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