The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers.  The Pupil Premium is additional funding, which is allocated to schools on the basis of the number of students who have been eligible for free school meals (FSM) at any point over the last six years (known as ‘Ever 6 FSM’), Service Children and Looked After students. It is for schools to decide how the Pupil Premium, allocated to schools per FSM student, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Principles

At Abbs Cross Academy:

  • We ensure that teaching and learning opportunities meet the needs of all of the pupils
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups.  This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged
  • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time

The amount of Pupil Premium allocated during the Academic Year 2018/19 was £135,575.  In 2019/20 we have been allocated £153340

Pupil Premium Strategy

At Abbs Cross Academy and Arts College we pride ourselves on having high aspiration and ambition for all pupils, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed. Our mission is to ensure that every pupil achieves academic success and has the real option of going to university or following a career of their choice. We believe our pupils work hard towards this goal because we make it real for them.

We have high expectations for all of our pupils, and believe that with great teaching and a lot of love and care, every child can fulfil their potential.

Some interventions are adopted on a whole school basis and are not restricted to FSM registered pupils only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of pupils. A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged pupils.

The key objective is to narrow the gap between pupil groups. The achievement of pupils at primary is good however levels of attainment are lower for some children who are eligible for FSM. While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap. Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress. The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations.

It is also important that low attaining pupils grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact.

It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels

Funding is allocated within the school budget by financial year. This budget enables the school to plan its intervention and support programme. Expenditure is therefore planned and implemented by academic year as shown.

As an inclusive school, Abbs Cross Academy and Arts College strongly believes that no pupil should be disadvantaged as a result of background and ensures that resources and support are also provided for children who may not necessarily be eligible for free school meals or looked after, but who have been identified by the school as being at an educational disadvantage compared to their peers. This support is funded out of the School’s main budget. Programmes involving children who are eligible for the grant as well as those who are not are often part-funded by Pupil Premium, proportional to the children they benefit.

Aims:

At Abbs Cross Academy and Arts College we will:

  • Make decisions about the spending of Pupil Premium funding based on educational research
  • Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
  • Ensure that staff are aware of the potential barriers to learning for FSM and LAC pupils
  • Track the attainment and progress of pupils on FSM as a group and ensure this is in line with the progress and attainment of the whole class
  • Measure the success of intervention programmes through impact analysis

The challenge to establish a clear link between educational expenditure and pupils’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)

Barriers to learning:

  • Stretching and challenging the more able, high attaining
  • Low aspiration within the local area
  • Education does not go to degree level for the majority of families
  • Some children from low economic backgrounds
  • Low self-esteem and self-confidence
  • Single parent families
  • Social mobility
  • High crime rates in local area impacting on lives of pupils

Additional Educational Resources for Looked After Children

Strategy: For 2019-20 each looked after child has a Personalised Educational Plan drawn up by our lead teacher in conjunction with the local authority to ensure that each student receives resources and support which would be appropriate for them as an individual.  Examples can be used from all of the strategies listed.

Proposed Impact: Looked after students have a tailored programme of support to meet their needs leading to a closing of achievement gap at Abbs Cross Academy.

Year 7 Catch Up Grant – allocated £5,928 (no updated figure for 2019-20 as yet provided to the school)

The government provides £500 per pupil for any Year 7 student who has not achieved at least a Level 4 in English and maths.  This is then used by to provide additional support help students catch up and achieve accelerated progress in Year 7.  For 2018-19 Abbs Cross Academy received £5928. This has been used to fund extra support sessions for students in addition to the taught curriculum.

Impact of 2018-19 Catch-Up Grant: The strategy of extra support sessions was introduced and measured against end of year examinations.

Proposed Impact of Catch-Up Grant for 2019-20: 100% of the students to have made accelerated progress in English with at least 75% of the students to have made accelerated progress in maths.

Effect of PPG Funding

Key Stage 4 Attainment (2019 unvalidated) Pupils Eligible for PP Pupils Not Eligible for PP
5 Grades 9-4 Inclusive of English and Math 60% 76%
English Language 9-4 74% 81%
English Literature 9-4 77% 82%
Best English at Grade 4 82% 87%
Best English at Grade 5 57% 72%
Math 9-4 63% 79%

Provision 2018/19

Aspect Focus of Work Adjusted expenditure for 18/19 Rationale
Reading programme and costs

Reading books and materials for KS3.

Creating smaller teaching groups for reading recovery in secondary

Alpha to Omega with a dedicated LSA to deliver the programme

Lexia – reading recovery to improve reading and comprehension age.

£10,000

Use LRC to track reading ages and take appropriate intervention as necessary.

CATs tests to support(5K)

Remove barriers

  • Some children from low economic backgrounds
  • Low self-esteem and self-confidence
External Education Welfare Support Attendance and welfare of PP students, monitored on a daily and weekly basis. Organises interventions and attends all PEP meetings. EWASS involvement £25,000

This strategy is effective at early intervention which is key with attendance.

Remove barriers:

  • Low aspiration within the local area
  • Some children from low economic backgrounds
  • Low self-esteem and self-confidence
  • Single Parent Families
Mentoring Costs/Behaviour Intervention.  Year Care Team Staff.  School Counsellor Behavioural intervention and tracking of targeted students who are PP who need close behaviour support and positive engagement strategies. Commonly targeted at all Year Groups.  One day a week school counsellor.  Decrease external exclusions from vulnerable groups by 20% £22,000 Four Year Care Team employed across the school to track and monitor behaviour, mentor and set up behaviour programmes as well as make daily contact with parents.  Remove barriers

  • Some children from low economic backgrounds
  • Low self-esteem and self-confidence
  • Social mobility
  • Single Parent Families
Careers Information, Advice and Guidance Early and additional guidance will be offered to students eligible for the Pupil Premium Grant in Years 8 to 11 to ensure that they can be supported to pursue aspirational futures. £5,000

PSCHE and Careers lead part funded

Remove barriers:

  • Low aspiration within the local area
  • Education not to degree level for the majority of families
  • Children from low economic backgrounds
  • Low self-esteem and self-confidence
Intervention programmes – Half term revision centre

A comprehensive programme of study support and revision classes will be offered in every school holiday except the Christmas break and October half term, to groups of students vulnerable to low achievement, especially those in receipt of FSM. PP attendance 95%

Personalised programmes of support, planned in advance and costed into the curriculum model have been offered to all Year 11 students eligible for the Pupil Premium Grant to enable them to attain the best possible examination results.

Homework clubs before and after school.

£15,000

Central co-ordination including timetable for PP students and rewards linked to attendance.

Remove barriers

  • Stretching and challenging the more able, high attaining student
  • Some children from low economic backgrounds
  • Low self-esteem and self-confidence
  • Social mobility
  • Single Parent Families
Additional outside agencies with students developing awareness of higher education Students build up CVs from a young age for Russell Group Universities. Groups in for talks £1,575

Accelerated aspiration and outcomes developed from Year 7

Remove barriers

  • Low aspiration within the local area

Education not to degree level for the majority of families

Staff training CPD across the Trust and use of examination boards. Staff understanding full specifications. £2000 Increasing students at higher levels and ensuring Grade 5 and above boundary. Remove barriers
• Stretching and challenging the more able, high attaining student
• Low aspiration within the local area
• Some children from low economic backgrounds
• Low self-esteem and self-confidence
• Social mobility
Additional Groups in Maths To support learning in the classroom by ensuring that class sizes for 2018-19 are as small as possible, particularly in maths by creating additional sets.
This has also extended in 2018-19 to include small form group intervention in English and maths
£20,000 Support in core subjects to continue with re-timetabling during year.
Additional teachers to support core subjects.
Remove barriers
• Stretching and challenging the more able, high attaining student
• Low self-esteem and self-confidence
Achievement Intervention Groups Assistant and Deputy HT i/c of KS4 and KS3 is leading on the whole programme including being trained on the programme itself. Nil Proven tracking record of raising attainment having learning mentors and support structures/interventions in place to improve outcomes.
Remove barriers:
• Stretching and challenging the more able, high attaining student• Low aspiration within the local area
• Low self-esteem and self-confidence
Support for Pupils Experiencing Emotional and Behavioural Difficulty The role includes work with specific pupils and their families to improve behaviour. £35,000 A number of children present with significant emotional or behavioural difficulties and almost all of them are entitled to Pupil Premium.
The school has developed a strong and very consistent approach to behaviour, managed by the YCT with specific responsibility for behaviour.
Remove barriers
• Some children from low economic backgrounds
• Low self-esteem and self-confidence
• Single Parent Families

The pupil premium strategy will be reviewed in August 2020