Pupil Premium

Pupil Premium Report 2020/21

What is “Pupil Premium?”

Pupil Premium was introduced in April 2011 and is paid by means of a specific grant for any pupils who have been registered as eligible for Free School Meals within the last six years or those who are looked after by the Local Authority. A premium has also been introduced for children whose parents are currently serving in the armed forces. The Pupil Premium will be used by this school to address any underlying inequalities between children eligible by ensuring that funding reaches the pupils who need it most. This group of students is currently referred to as “disadvantaged students (DS)”.

Why do we need Pupil Premium?

Statistics for many years show that there is a gap between the attainment of those students who are considered disadvantaged and those which are not, even if they come to school with the same abilities. This is because of the opportunities that some children can be offered. The Pupil Premium is designed to help close this gap and allow all students to achieve their potential.

How many children at Grace Academy are eligible for Pupil Premium?

There are 461 students eligible for the Pupil Premium funding at Grace Academy Darlaston in 2020 – 2021 academic year.  This equates to 55.4% of the school cohort.

The sum allocated for this academic year is £443,034

Projected spend: 2020/2021

Funding £443,034
B/Fwd from 19/20 £0
Spend
Pastoral and teaching support £392,953
Resources and Breakfast Club £50,081
Total £443,034

Rigorous analysis of data for students entitled to Pupil Premium funding in 2019 – 2020 revealed:

  • Continued improvement in progress (based on Centre Assessed Grade process)
  • An improvement in attendance which was above the attendance of non-disadvantaged students.
  • Reduction in behavioural incidences when compared to previous years.

 The key priorities for this year are:

  • To ensure disadvantaged students continue to make above expected progress across all subjects.
  • To close the internal progress gap between disadvantaged and non – disadvantaged students.
  • To accelerate the progress of our students who did not reach the required standard following CATs testing.

For 2020 – 21, expenditure will be focused on three main areas:

  1. Teaching support and training
  • Maintaining staff to learner ratio
  • Maintaining and developing the use of teaching assistants in the class room and for targeted intervention
  • Additional learning support e.g. small group intervention including the use of Nessy and other intervention programmes to accelerate the literacy and numeracy skills of students who arrive below the expected level at KS2.
  1. Pastoral support for students
  • Bespoke mentoring for social and emotional support
  • Specialist mentoring for behavioural support.
  • Attendance support for disadvantaged students below the academy target including rewards and incentives.
  • Provision of intensive support for identified students.
  1. Progress intervention and support
  • Offering specific academic mentoring and other bespoke support for targeted disadvantaged students
  • Assigning additional budgets to core subjects and senior leaders so that resources can be provided for disadvantaged students
  • Paying for additional staffing hours for targeted enrichment at weekends and other non-school days
  • Renewing licences for educational resources, including Nessy, Duolingo, Mymaths and PiXL code.

How is the impact of Pupil Premium measured?

As a school, we monitor the progress and attainment of year groups, individuals and student groups at every data capture. One of these groups is Pupil Premium students.

The impact of funding allocations will be evident within the 2021 results:

  • Reduction of internal attainment and progress gaps at GCSE
  • Reduction of internal attainment and progress gaps in years 7-10
  • Improve attendance rates, including Persistent Absence to reduce gaps across all year groups
  • Reduce exclusion rates and behavioural incidences across all year groups

Date of next Pupil Premium strategy review June 2021

Date of next Pupil Premium update for 2020-21 impact October 2021

 

2019/20

Pupil Premium Funding 19/20
Pupil Premium Allocation 19/20 £434,763
B/fwd from 18/19 £o
£434,763
Percentage of Disadvantaged Students % 57.4%
Pupil Premium Spend 2019/20
Staffing Total
HLTAs £34,905
EAL HLTAs £31,881
Learning Support and Teaching Assistants £121,638
Attendance Intervention and Safeguarding £97,982
Teaching and Learning Coaching Support £47,018
Behaviour Support £41,392
Pastoral Care £98,178
Teaching and Learning
CPD £8,499
Pixl £3,544
Kerboodle £975
GL Assessments  £974
Doddle Maths £660
Mymaths  £344
Revision Guides  £1,278
Literacy/Numeracy/EAL Resources   £4,683
Student Support
Peripatetic Music Lessons £2,718
Revision Enrichment/Motivation £2,942
Breakfast Club £6,028
Total Costs as at 31/08/20 £505,639
Additional Investment £70,876

Examples of how this funding has been used include:

  • Offering specific academic mentoring and other bespoke support for targeted disadvantaged students
  • Funding educational trips and excursions to help access the curriculum, develop learning skills and build self-esteem
  • Assigning additional budgets to core subjects and senior leaders so that resources can be provided for disadvantaged students
  • Paying for additional staffing hours for targeted enrichment at weekends and other non-school days
  • Renewing licences for educational resources, including Nessy, Duolingo, Mymaths and PiXL code.
  • Providing a nutritious breakfast for all disadvantaged students, not just those eligible for FSM (free school meals)
  • Targeting those disadvantaged students with poor attendance with additional bespoke support

Evidence of impact:

Due to COVID 19 and the cancellation of exams it isn’t possible to compare our disadvantaged students progress to their peers nationally using the progress 8 measure.

However, following a stringent CAG process, we are proud to say that all of our pupils performed well this year with our disadvantaged and non – disadvantaged pupils gaining good progress when compared to their starting points.

Whilst we are proud of our achievements and the results our students received, we are prioritising the following areas to further improve the quality of education that we deliver to all of our students including our most disadvantaged.

  1. Raise the attainment of our disadvantaged students ensuring more of the students gain grades 4’s and 5’s or above in English and Maths.
  2. Implement strategies to ensure disadvantaged students “catch up” on missed learning following the school closures to ensure accelerated progress is sustained.
  3. Continue to narrow the gap between the percentage attendance of disadvantaged and non-disadvantaged students.

Impact upon specific groups: Provision examples 

Provision Desired outcomes Evaluation 2019/2020
Whole Academy interventions Whole academy interventions, raise achievement and improve progress of disadvantaged students. Progress achieved by disadvantaged students resulted in above expected grades given through the centre assessed grade process
Attendance Raise achievement and progress through increased attendance to the Academy. Disadvantaged attendance increased slightly when compared to the previous year to 93.81%
Mentoring and behaviour support Improve behaviour in lessons and reduce visits to refocus. Increase resilience of students and support of independent learning. Reduction in behavioural incidences and fewer seriously disruptive incidences from key targeted students
Pupil Premium intervention for students with low KS2 scores in KS3. Raising progress for pupils who did not reach the required standard at the end of Key Stage 2. Targeted Strategies, initiatives and interventions for all identified pupils Progress achieved by students. In class targeted interventions and the nessy programme excelled students reading ages.

Summary

Due to exams not happening in the summer it is not possible to comment on the impact of the whole school academy interventions for progress, however PPE’s and in class assessments ensured that all disadvantaged students received fair and accurate grades that supported them in their next phase of education.

In addition to this, raising aspirations and supporting the pastoral development of our Disadvantaged students was again a major goal this academic year, and as a result some of the Pupil Premium funding was directed into improving attendance and educational visits. Compared to last year our disadvantaged attendance increased slightly, we will continue to implement strategies and interventions to continue to improve the attendance of our disadvantaged students.

We use key staff for small group teaching and invest in opening the academy for supplementary enrichment sessions during weekends and school holidays. Resources were provided for students taking examinations, and providing breakfast for all Disadvantaged students remains a key priority in terms of increasing engagement.

Catch up was targeted at all students who came in below expected from primary, differentiated resources were provided and targeted interventions for each student. These were reviewed at each data point ensuring progress was made by each student. This will continue through this academic year to support our students with low KS2 levels.