ALLOCATION AND IMPACT OF PUPIL PREMIUM GRANT 2018-2019
The pupil premium grant is additional funding for publicly funded schools in England to the raise attainment of disadvantaged (DA) pupils of all abilities and to close the gap between them and their peers across the country.
Barriers to learning
- Attendance – attendance below 95% has a negative impact on student progress. Persistent absence (below 90%) can seriously damage a student’s chance of future success. This is a significant barrier to learning for many disadvantaged students at the academy.
- Literacy – a significant proportion of students join the academy with low literacy levels, especially reading comprehension, which prevents students from accessing the curriculum and becoming a successful adult.
- Numeracy – a low level of numeracy on entry to the academy is also a significant barrier to learning for many of our disadvantaged students.
- Welfare – a significant proportion of our students need a range of support to help them address issues (social, emotional, family issues), which prevent them from making good progress in school.
- Aspirations – due to the selective nature of education in Kent, this and other factors such as lack of cultural capital mean that many of our students join us with low self-esteem and lack the knowledge, experiences and ambition when making choices about their future as featured in the Academy Performance Agreement.
- All of our work through the Pupil Premium Grant will be aimed at accelerating progress moving all students to age and ability related expectations.
- We aim to support students to break out of the ‘poverty trap’ by raising aspirations and broadening horizons.
- We will ensure that teaching and learning opportunities meet the needs of all our students.
- We will ensure that appropriate provision is made for disadvantaged students. This includes ensuring that the needs of socially disadvantaged students are assessed and addressed.
- Pupil Premium Funding will be linked to Academy priorities.
|1. To improve literacy and numeracy.||See below for the breakdown of the GCSE results and reading ages for literacy.
|2. To accelerate student progress across the curriculum.||See below for the breakdown of the GCSE results|
|3. To improve attendance.||2018-2019 PP: 201 pupils – 91.7% (non-PP: 889 pupils – 95.5%)
2017-2018 PP: 151 pupils – 92.9% (non-PP: 889 pupils – 95.4%)
An Attendance Welfare Officer was employed to deal with persistent absentees. However, there was a higher percentage of PP pupils (18%) compared to the previous academic year (15%).
|4. To provide information, advice and guidance and enhanced welfare support.||The Attendance Welfare Officer and additional welfare support provided by the Leigh Academies Trust have worked closely alongside the Student Services Managers and Educational Psychologists to provide specialist provision for our DA pupils. This ensured that needs were addressed promptly. DA pupils were also given priority and had access to a careers advisor who provided independent advice and guidance on the range of opportunities available to them.|
|5. To support students at risk of exclusion.||2018-2019 – There were 19 exclusion events for 14 DA pupils.
2017-2018 – There were 32 exclusion events for 11 DA pupils.
The number of exclusion events have decreased due to our strong pastoral care and the use of external providers (where needed) to provide specialist intervention and support.
|6. To ensure disadvantaged students have access to the full breadth of the curriculum.||Our aim is to provide a broad and balanced curriculum that enables all students, regardless of need, starting point or background to reach their full potential and have a successful career. Our curriculum model develops the knowledge, skills and attributes needed for further education and employment. To meet the demands of the new GCSE courses, the curriculum model offered in 2018-2019 ensured that more curriculum time was offered to teach the key concepts. To ensure DA pupils had access to the full breadth of the curriculum, they were given the same opportunities as their non-disadvantaged peers through the use of the Pupil Premium Grant. This subsidised payment towards trips and visits, enrichment activities and transportation.|
|Attendance Welfare Officer (AWO)||8,678.00|
|Kent Schools Athletic Championships (entrance fee)||155.00|
|LogOn Science (revision software)||72.00|
|Number screening (Hodder Education)||105.52|
|Reach for the Stars rewards||1,529.39|
|Subscriptions (Maths Box Limited, Boardworks, Hegarty Maths, Exampro Online, Accelerated Reader, Rosetta Stone and PiXL Club)||14,880.58|
|Supplies for Looked After Children (LAC)||2,785.18|
|Taiko Drumming Workshop||450.00|
|Tim Foot Study Skills Seminar||620.00|
GCSE progress and attainment
|Percentage of cohort||15%|
|KS2 Average Point Score (APS)||26.9||27.7|
|Progress 8 (provisional)||-0.63||-0.06|
|4-9 English and maths||34%||58%|
|5-9 English and maths||7%||24%|
|7-9 English and maths||3%||2%|
|Progress 8 English (provisional)||-0.44||0.19|
|Progress 8 maths (provisional)||-0.58||-0.31|
Reading age gains/Chronological reading age
|Cohort Eligible||No.||%||Cohort Eligible||No.||%|
|Year 8||Gained 1+ year but less than 2 years||42||4||9%||200||42||21%|
|Gained 2 years+||5||12%||30||15%|
|Year 9||Gained 1+ year but less than 2 years||30||6||20%||205||56||27%|
|Gained 2 years+||2||7%||10||5%|
|Year 10||Gained 1+ year but less than 2 years||37||0||0%||189||10||5%|
|Gained 2 years+||0||0%||1||1%|
|Year 11||Gained 1+ year but less than 2 years||34||1||3%||164||8||5%|
|Gained 2 years+||0||0%||0||0%|
Pupil Premium Grant (PPG) Allocation for 2019-2020
The Governors agreed that the PPG should be allocated as follows:
- Literacy support – Accelerated Reader Programme, Rosetta Stone, Nessy, Fresh Start Phonics and bespoke reading and literacy interventions.
- Numeracy interventions – Maths Mastery, catch up numeracy and bespoke interventions and support.
- Improving access to mentoring, counselling, careers advice, attendance and welfare support.
- Providing targeted interventions during and outside of school hours, using external providers as appropriate.
- Providing targeted one to one tuition and small group to improve access to the whole curriculum.
- Enabling all students to access enrichment and enhancement opportunities.
- Raising aspirations post 16 and beyond.
Targets for disadvantaged students
- To close the attainment gap for disadvantaged pupils. DA pupils to attain within 10% compared with their non-disadvantaged peers.
- Attendance at least national average for all students (95%).
- Students to achieve chronological reading and numeracy ages.
- Enhance cultural capital and aspirations through extra-curricular and motivational experiences.