Pupil Premium

How do we support our pupil premium students?

Pupil Premium statement

Schools receive a payment, or Pupil Premium, for each child who is registered for free school meals and those who have been in continuous care for six months or more. The Government believe that the Pupil Premium funding is an effective way to ensure disadvantaged pupils benefit from the same educational opportunities as pupils from wealthier families. This year the funding is set at £935. From April 2012 the Pupil Premium was extended to include children who have been eligible for FSM at any point in the last six years.

“Schools, Headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individual pupils. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.”

DFE website

As from September 2012, Schools and Academies are expected to publish information about how the Pupil Premium Grant has been allocated. This page outlines how Nottingham Academy will implement this requirement to ensure parents are informed of the progress and attainment of pupils entitled to the premium.

Principles

  • We are committed to ‘closing the gap’ between all pupils and any specific cohort or group of pupils.
  • We will ensure that teaching and learning opportunities meet the needs of all of our pupils.
  • We will ensure that appropriate provision is made for pupils who belong to vulnerable groups; this includes ensuring that the needs of pupils are adequately assessed and addressed.
  • We reserve the right to allocate the Pupil Premium Grant to support any pupil or group of pupils we have legitimately identified as being disadvantaged.
  • Funds will be allocated following an analysis which will identify priority groups or individuals.
  • We will use evidence based approaches and a range of data to inform interventions
  • We will ensure the FSM learners benefit from all school wide activities as well befitting from discrete and bespoke interventions

Pupil Premium Strategy Statement for SRPA

Sir Robert Pattinson Academy is committed to providing the very best provision and support for all its students. We are also committed to providing provision and support for our disadvantaged students that is proven to have impact where it has been implemented previously. The Academy’s continued drive towards research-based strategies, particularly those considered impactful by the EEF (Education Endowment Fund) will play a fundamental role in ensuring that our Pupil Premium provision is based on a core moral purpose but also ensures those students receive a well-rounded education and support towards an aspirational future.

What is it?

The government has allocated schools a sum of money which is called the ‘Pupil Premium’. This is to ensure that all students, from Reception through to Year 11, are given the same opportunities to achieve academically and so that no pupil is disadvantaged due to economic or social circumstances. From April 2015 the amount of the grant for students in secondary education is £935 per student and £300 for students who have a parent working in the armed forces, whilst the premium for looked after children and those adopted from care will be £1900.

 Identification

The three identified groups entitled to the Pupil Premium are:

1) Students who are currently, or who have been, entitled to free school meals (FSM) or have been at any point over the past 6 years (Ever 6).

2) Children in local authority care or adopted from local authority care (LAC)

3) Students who have at least one parent working for the Armed Services or have had at some point in the past 4 years (Ever5 Services).

In relation to allocating interventions, we priorities those students not making appropriate progress in line with their benchmarks.

 

 

Pupil Premium Breakdown
Total on roll 

Male

FemaleTotal number of students who are eligible for PP funding Total number of pupils who are

SEN and eligible for PP

Year 7235        120          1156111
Year 8 232           126           1065910
Year 9168        98           70 468
Year 10169        103           6648 9
Year 11212       121           91 6116
Total 1016       568         44827 (%)19.6 (% of PP cohort)

 

 Barriers to future attainment (for pupils eligible for PP)

 

 

In-school barriers

 

A.  Oracy & Literacy skills (CCS strategy) and chronological reading ages
B.  Fundamental Numeracy skills
C.Attendance, where previous policy & practiced has not ‘caught’ low attending pupils quickly enough
D.  Aspirations and Career Pathways 
 

External barriers

 

 D. Parental Support and Opportunities 
1. Desired outcomes (desired outcomes and how they will be measured)Success criteria
A.  Effective teaching strategies to enhance disadvantaged progress and attainment, are embedded across the academyDisadvantaged students make progress and attain in line with their peers via consistently high-quality teaching & learning opportunities
B.  Increased and consistent attendance of disadvantaged pupilsAttendance of disadvantaged students is in line with whole academy and national averages for all students.
C.  Improved oracy, literacy skills (CCS strategy) and chronological reading agesReading ages improve and common weaknesses in areas such as inference improve, shown by improvements in internal data validated by the QA process.
D.  Improved numeracy skills with a focus on the key fundamental skillsNumeracy ages improve, shown by improvements in internal data validated by the QA process.
E.  Enhanced bespoke careers provision Career pathways are easily accessible for all and readily provided. Confidence and therefore aspirations within disadvantaged pupils grow as a result which is shown in the Academy NEET figure.
F.  Parental engagement supports academy improvement and the embedding of an aspirational culture for all pupils and groups of pupilsIncreased participation by parents at academy events and opportunities for parents to feedback to the Academy on school development. 

 

 Planned Expenditure

 

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
i. Quality of teaching for all
Desired outcomeChosen action / approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
EEF resources are provided and embedded into the Academy CPD ModelAll CPD research strands have access to PP strategiesDfE Guidance heavily supports taking an evidence informed approach to PP and the EEF are recommended as an evidence base and toolkitSLT CPD Lead will ensure that specific PP strategies are embedded into daily teaching practice through whole school strategyAEDJuly 2019
CPD strands have a specific focus on supporting disadvantaged studentsStrand participants to focus on disadvantaged students in trial studies throughout the yearDfE Research Brief on closing the attainment gap highlights Metacognition as a particular area of focus for articulating success and good practice.SLT CPD Lead will ensure that disadvantaged students remain a focus for the implementation of researchAEDOn-going
Up skilling of the SLT so that a better understanding of PP provision is embedded in and across the MLT & SLT skill setAdditional support and CPD opportunities are encouraged with a focus on successful PP strategies at dept levelMiddle Leadership development highlighted as a key area for driving PP standards in the most recent Pupil

Premium Awards case studies

Co-ordinated CPD is triangulated with teaching and outcomes with options offered on in-house, external and LTSA CPD.AEDOn-going
Enhanced CPD and systems to support effective tracking, monitoring and then analysis of disadvantaged student progress and attainment.Effective tracking, monitoring and analysis built into and embedded into

CPD delivery across the year

Accurate tracking of progress and attainment critical to firstly, identification of students for intervention, and then tracking impact of that intervention. Senior Leadership Team to ensure that CPD links to key time periods for data collects, moderation and data analysis.SLTHalf termly
Review feedback policy in school to ensure that high quality feedback is given to every student at all times.High quality verbal and written feedback will lead to accelerated progress of disadvantaged students in every lesson.

 

Regular, effective feedback can add up to nine months of progress across an academic year for disadvantaged pupils.Initial work scrutinies to focus on approaches to whole school and disadvantaged feedback in order to establish the position. New policy and implementation to be established thereafter.

 

SLT, DHTQA cycle and regular learning walks
Curriculum review to ensure adequate provision for all students.A review of the curriculum to ensure that the courses offered to disadvantaged students is appropriate and ensures successful outcomes.Studying subjects in which they are successful will raise aspirations and allow for success post-16 qualifications.Close tracking of predicted outcomes in in all key stages to ensure progress is being made.PAW, NLA, MEDHalf termly data collection exercise
Total budgeted cost£ 12800

 

ii. Targeted support
Desired outcomeChosen action / approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
Disadvantaged strategy is well-led, leading to rapid improvements in outcomes for disadvantaged pupils.Proportionate expenditure on use of leadership time to secure improvements in disadvantaged outcomes at whole academy level through leading PP strategyWhilst more than one leader should drive the strategy, a key focal point for implementation & accountability is needed.Rapid appointment to the post in the academic year and rigorous accountability for outcomes and strategy through the DHT in charge.DHT, EJASeptember 2018
Y11 pupils secure significantly improved outcomes for the disadvantaged cohort in the Summer of 2019Additional TLR added to support disadvantaged achievement in Year 11. Fixed term Achievement Leader to support pastoral care and effective interventions.Bespoke leadership position to consider only those pupils in need of targeted pastoral and academic support in order to meet identified need.Rapid appointment to the post in the academic year and rigorous accountability for outcomes and strategy through the AHT in charge.EJA, Y11 ALOctober 2018
Existing Learning Support Assistants (LSAs) are provided with opportunities to access Level 2&3 qualifications so that small group interventions can be enhanced.Specific LSAs are targeted (linked to PDR) and provided with external CPD to gain qualifications.EEF recommend that the development of Learning Support experience and ability to develop refined targeted support has higher effect size than generic lesson support.SENDCo and SLT link ensure that correct students are identified with appropriate support in order to support emotional development as well as academic development.EJA, Y11 AL, ARAOn-going
Assessment for all pupils and groups of pupils is initially diagnostic, accurate and meets needs so that high quality provision can follow through the curriculum.New system of diagnostic assessment implemented in order that all pupils’ needs are diagnosed and, subsequently met (GL Assessment)Use of GL tools allows for timely and externally validated data to ensure outcomes are accurate and learning needs are rapidly identifiedSenior Leader for Assessment ensures testing is conducted in a timely & efficient manner in order to identify need and future strategy.PAWFollowing assessment calendar but at least half termly
Data manager to develop effective assessment tracking and monitoring processes to inform subject level and whole school interventions.

 

 

Interventions in place are monitored to ensure raised achievement of all target students.Previous impact data has not shown enough impact so a renewed approach is needed.Regular data is processed and evaluated to ensure interventions can be targeted where appropriate. 

 

DHT, PAW, MED

 

Data check points
Blocks of tuition are provided to disadvantaged students with a focus on progress and attainment at Key Stage 4 improving for those studentsStudents are identified and then targeted for additional tuition from subject teams, external agencies and Learning Support

 

Specialised tuition also highlighted as having a higher effect size by EEF particularly for disadvantaged studentsRegular tracking and monitoring of progress from the appropriate Heads of Department and Y11 Achievement Leader will track students via assessment. EJA, HoDs, Y11 ALHalf termly
A love for literacy, specifically reading, is embedded in all PP students via the Accelerated Reader Programme. Therefore contributing to improved chronological reading ages.The Accelerated Reader programme is embedded into the Academy’s Oracy & Literacy (CCS) StrategyReading ages are shown to be some of lowest amongst disadvantaged students and the key literacy skills such as inference are critical in closing the gap particularly at Key Stage 3Programme is embedded into whole-school initiatives such as DEAR and library provision.EJA, AEDTermly
Holiday Revision Sessions are implemented after Christmas to ensure that GCSE students have opportunities to revise and embed key knowledge and understanding outside the classroom.Students sign up for holiday revision sessions at their leisure (some targeted) via a menu of choicesA good proportion of disadvantaged students simply do not have the environment outside of school to revise effectively – the holiday revision programme allows those students to access this without fear or any barriers.Attendance and progress is monitored and evaluated by the Senior & Y11 Teams and Heads of Department to ensure impact is gained.EJA, Y11 AL, PAWPost-Holidays
Disadvantaged student attendance is in line with peer attendance and national expectations and averagesClear system and expectation in relation to punctuality and attendance below 95%Strong correlation between attendance and outcomes show that it is essential for students to be in school and on time.All lates are tracked and followed up daily and are supported by clear non-attendance procedures and supportAttendance Officer, DHT & HoY/DHoYDaily
Increased knowledge of supporting and improving disadvantaged attendance with all key stakeholdersHigh quality and informative CPD and information provided to Pastoral Teams and parents.Pastoral consistency is critical to attendance being effectively tracked and compulsory safeguarding expectations adhered to. Information provided at key Parents Evenings and via the whole academy CPD modelAttendance Officer, DHT, JMGHalf termly
A focus of literacy and numeracy threaded into the SMSC Programme being delivered via tutorial time.Reading, comprehension, inference and numeracy skills are embedded into tutor activities.A large proportion of students (particularly disadvantaged) arrive at the Academy with gaps in key literacy and numeracy skills. A consistent drip-feeding of those ‘soft-skills’ is essential for developmentSMSC Lead will create resources and then track, monitor and analyse the completion and success of activities.EJA, JMG. AEDTermly
Student well-being is monitored within more vulnerable students via continued accessible support from internal pathways and external providers including the RP Hub (Mental Health Hub)Allocation of in-school counselling services for targeted vulnerable studentsStudents will attend school when they feel supported and positive. Increased attendance leads to improved progress. Well-being is fundamental to those students being in school, and with a positive mind-set.Counselling services monitored by RP Hub Lead and SENDCo via mentoring provision and within Pupil Individual Needs meetingsGK, JMG, ARAWeekly
Disadvantaged students receive bespoke CEIAG support, skills and trainingEnhancement of CEIAG provision inc Y11 Skills Week, Work-related learning events, awards and tripsDestinations of disadvantaged students improves to include more students who are studying at post-16. Number of NEET to be low.

Assistant

Assistant Headteacher responsible for careers, supporting the careers guidance lead – allows for bespoke careers guidance and experienceAED, ATOHalf termly
Small group tuition in English,

mathematics and science. This will improve outcomes in key subjects and raise aspirations as a result.

 

 

Targeted small group tuition where progress has been diagnosed as lower than expected.

Progress of targeted students improves. Gaps reduced with their peers.

 

EEF: Small group tuition (+4 months)

 

Subject specialist teachers employed specifically to deliver this.

 

DHTHalf termly by data collect
Total budgeted cost£104500
iii. Raising Aspirations and a Resilient Mindset
Desired outcomeChosen action / approachWhat is the evidence and rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?
Student confidence and self-esteem is raised so that students develop an aspirational and resilient mindset.Annual Inspiring the Next Generation Programme embedded into school calendar.Personal development impact of Luke Staton’s INGP work has contributed to a large increase in student engagement, significantly improved behaviour and increased outcomes.Senior Team will liaise with INGP and ensure that effective links are embedded with relevant Heads of Year. INGP also provide impact reports.DHA, REG, JMGJuly 2019
Key external speakers booked to raise awareness of the importance of mental health and the impact this can have on educationPositively MAD workshop booked to deliver a range of workshops highlighting how considering mental health is pivotal to a healthy lifestyle.Feedback from other schools booking Positively MAD is very good and workshops offered provide a balance to support whole-school strategy and focus on Student Well-Being (Initial Y7 transition focus)Communication between RP Hub Lead, SENDCo Senior Lead for student well-being to ensure that key areas that are within the SRPA context are hit and developedSMM, GK, ARA, JMGSeptember 2018
HAP University Day to raise awareness and aspiration in relation to the university process and time allocated for academic intervention.Links made to local universities (Lincoln & both Nottm Unis) and day booked for university talk in the morning and HAPs intervention in the afternoon.Promoted at PiXL Conference in September 2018 as a focussed intervention strategy for HAPs particularly in core subjects.Heads of Department to provide detailed feedback on what intervention would be relevant for specific target grades of HAP groupEJP, REGDecember 2018
Strengthening of transition from Key

Stage 2 by embedding a Team Building day for Year 7.

Summer transition programme to run a bespoke event/series of events for Year 7 around supporting others and a cohesive environment.A supportive and community feel to the cohort is essential to embed early on in school life so ensure that students feel positive about their year group and school experience. Year 7 Team to liaise with all stakeholders, inc primary schools, to ensure that programme is bespoke to school context and needs.ARADecember 2018
Strengthening of the Work Experience Programme so that all students access a placement that enhances their own personal development and skill set.All students provided with detailed ‘lead-up’ information so that choices are well-informed and personalised.1to1 conversations and support with all students embeds a personalised and supportive culture behind Work Experience. CEIAG Lead, along with Senior link and HoY to ensure that programme is calendared, blocked and progressiveAT, REG, AEDApril 2019
Holiday Revision Sessions supported by discounted Revision Guide purchase opportunities to support the home learning experience in Year 11 Specific revision guides available to support specific curriculums and specifications at Key Stage 4Student requests for additional resources are high, specifically in the lead up to the examination period.Students offered the opportunity to purchase guides at a heavily discounted rate at key points in the academic year.EJAEaster 2019
Raising of student awareness in relation to a working and team environment within the world of employment Link between local employers and the Academy embeds an ‘employment’ calendar where students receive regular guidance and opportunities.Strong links between the academy and partners such as Lindum Group, Bridge McFarland Solicitors and Lincoln City FCCEIAG Lead, along with Senior link to ensure that programmes and opportunities are personalised to specific cohort via liaison with the HoYAT, AEDJuly 2019
Music tuition provided to disadvantaged students as an enrichment opportunity to develop interest and engagement in the arts.1:1 or small group lessons provided via booking system and the Music

Department 

Opportunities for development in the arts subjects support the holistic experience of the childHead of EFP/Mu/Dr to ensure that programme is consistently run and linked to Key Stage 3 CurriculumSP, AEDOn-going
Enrichment and subject specific excursions that disadvantaged students may not be able to access due to price are subsidised.Heads of Year to ensure that matters regarding subsidising excursions are dealt with discreetly and only on a one to one with the family.All excursions at SRPA are linked to educational value and the holistic experience. All students should have access to this.Heads of Year to liaise with Senior Leader for PP in relation to expenditure and students subsidised. AED & HoYJuly 2019
All pupils access all parts of the curriculum, school day and all extra-curricular opportunities regardless of backgroundHardship fund for families whose child/ren is/are eligible for PP funding to cover uniform, shoes, voluntary contributions and miscellaneous appropriate expenditureWhen all barriers to underachievement are removed or reduced, pupils can succeed regardless of finance.Heads of Year to liaise with Senior Leader for PP in relation to expenditure and students subsidised. EJA, DHTNovember 2018
                                    Total budgeted cost£48200

 

To be reviewed January 2019 and July 2019

How much have we received?

2018-19        £165,495
2017-18        £183,130
2016-17        £180,792
2015-16        £174,380
2014-15        £189,840
2013-14        £115,650
2012-13        £80,056
2011-12         £37,083

How have we chosen what to do?

There is a growing evidence base on what works and how best to use the funds to support students. If you want to learn more, some of the research that we have used is included here: