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Pupil and catch up premiums

Pupil premium and catch up premium

The government offers funding to tackle inequalities between children on free school meals and their peers called pupil premium. There is also further funding for any Year 7 student who has not achieved 'expected' in reading and/or maths at Key Stage 2 known as the Year 7 catch up premium.

Pupil premium funding is allocated to a school based on the number of students who are or have been in receipt of free school meals or who are children looked after by a local authority or those children whose parents are in the armed forces. To find out more click here

School overview

Metric

Data

 School name

The Academy at Shotton Hall

Pupils in school

1224

Proportion of disadvantaged pupils

36%

Pupil premium allocation this academic year

£413270

Academic year or years covered by statement

2019-2020

Publish date

October 2019

Review date

October 2020

Statement authorised by

 

Pupil premium lead

 

Governor lead

 

Disadvantaged pupil performance overview for last academic year

Progress 8

+0.14

Ebacc entry

20%

Attainment 8

46.6

Percentage of Grade 5+ in English and maths

28%

Strategy aims for disadvantaged pupils

Aim

Target

Target date

Progress 8

Disadvantaged students P8 matches that of national non-disadvantaged students

September 20

Attainment 8

Achieve equivalent attainment to national non disadvantaged

September 20

Percentage of Grade 5+ in English and maths

Considering prior attainment – increasing the proportion of disadvantaged students obtaining 5+

September 20

Other

Improve pp attendance to national average

September 20

Ebacc entry

Increase number of disadvantaged students achieving EBACC

September 20

The current year 2019-2020

The Academy is aware that some disadvantaged students face many complex barriers during their education, which make effective learning very difficult. Other students have very specific needs and others, have few barriers at all. Some of the main difficulties faced by disadvantaged students that pertain to the Academy are identified below, although it must also be said that this is not an exhaustive list and that the difficulties encountered are not unique to those who are disadvantaged.

The main barriers faced by eligible students in 2019-2020 are:

  1. Some struggle to attend regularly and of these some are persistently absent.
  2. Some students need extensive pastoral support for a variety of reasons.
  3. Some students struggle with the increased complexity of organization with a secondary environment and increased demands for independent work.
  4. Some students struggle to manage their behaviour.
  5. Some students face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning.
  6. Some students have low levels of literacy and numeracy which impedes their learning and their confidence 

  7. Some students with high prior attainment need additional help to enable them to fully achieve their potential.
  8. Some students need targeted support to understand and use extended forms of spoken English.
  9. Some students have little aspiration for the future and so do not understand why they need to do well in their exams and so limit their own potential.
  10. Some students lack access to the internet and the use of computers to support their studies.
  11. Some students lack space to study with adult support.
  12. Some students need to experience a wealth of enrichment experiences in-order to widen their horizons and unlock future opportunities.
  13. School uniform can cause significant challenges for some families as can transport.
  14. Some students do not have access to a healthy diet which impacts on their general well-being.
  15. All students need the highest quality of teaching in every classroom.

Teaching priorities for current academic year 2019-2020

Measure

Activity

Priority 1

High quality teaching and learning across the curriculum including additional curriculum time via period 6

Priority 2

SMART activities to consolidate prior learning and ensuring that staff have high expectation with respect to the quality and return rate of homework set.

Barriers to learning these priorities address

Disadvantaged students have variable parental support, influencing outcomes.

Projected spending

£200,000

Targeted academic support for current academic year

Measure

Activity

Priority 1

Numeracy and literacy interventions across KS3 for low to middle attaining disadvantaged pupils

Priority 2

Ensuring that support is in place so that the disadvantaged fully achieve their potential

Barriers to learning these priorities address

Ensuring that the school is fully staffed by well qualified teachers to help support the development numeracy and literacy skills and the progress the disadvantaged make.

Projected spending

£130,270

Wider strategies for current academic year

Measure

Activity

Priority 1

Ensuring more regular attendance for PP including those who are persistently absent

Priority 2

Raising aspirations

Barriers to learning these priorities address

Improving attendance is key to raising the academic success of disadvantaged students.

Projected spending

£83,000

Monitoring and implementation

Area

Challenge

Mitigating action

Teaching

Ensure all students have access to high quality teaching and learning across all curriculum areas.

Robust process of monitoring teaching and learning in place. A CPD programme that reflects/highlights current pedagogical thought.

Targeted support

Ensuring that the curriculum allows for intervention to take place within the normal school day. Ensuring that identification of students who need support is robust.

Extra staffing to ensure intervention can take place with small groups. Smart use of data to ensure early identification of those students who are likely to fall behind

Wider strategies

Engaging with families that are the hardest to reach. Trying to change the culture so that education is valued.

Working closely with other agencies to help improve attendance. Use of links with university and other to raise aspirations.

Review: last year’s aims and outcomes

Aim

Outcome

Achieve the national average P8 figure for all schools

Achieved, the school disadvantaged P8 (+0.14) is well above the national P8 (-0.03) for all schools.

Achieve national average for attainment for all schools

Achieved, the schools disadvantaged A8 (46.6) is slightly better that the national A8 (46.5) for all schools.

Achieve average English and maths 5+ scores for similar schools

 Awaiting publication of these National results.

Some sample case studies are below. 

Case study

Year 7 catch-up premium

We receive some educational funding each year for Year 7 students who have not achieved 'expected' in reading and/or maths at Key Stage 2.

The Academy at Shotton Hall received additional funding of £13,129 for each Year 7 who did not achieve 'expected' for the academic year 2019/2020. The additional grant has been primarily used to target support in small groups.

Use of additional funding

Use of small group teaching and primary teaching techniques in LINK, moving up and 20/20/20 to build up and re-enforce a strong skill base in reading, writing, spelling, comprehension and numeracy, giving students a toolkit of skills that allows them to access the mainstream curriculum more effectively.

Whole school literacy and numeracy

Whole school focus on students literacy and numeracy skills across the curriculum. All departments ensure that literacy and numeracy are developed and enhanced within their curriculum.

Whole school use of differentiation

A differentiated approach to learning ensuring that individual needs are met and that all students have access to an appropriate curriculum and are challenged to move forward.

Additional resources

Purchase of additional texts and resources to support students with low confidence and reluctance in reading, writing, spelling and numeracy.