Pupil Premium Strategy

The Pupil Premium is funding additional to the main school budget which is based on the number of students within the Academy who have received Free School Meals within the last 6 years.  Additional funding is also provided for Children who are Looked After and the children of Service Personnel.  This significant extra resource exists to enable us to overcome the challenge faced by our disadvantaged children.  It is for schools to decide how the additional funding is spent, provided it is used to close the well-reported gap between the achievement of students who receive the Pupil Premium and their peers.

Pupil Premium Statements

Click here to download our Pupil Premium Strategy Statement 2023-2024

	Pupil Premium Budget, Action Plan and Review - 2018/19		Catch-Up Funding Strategic Development Plan - 2018/19
	Pupil Premium Budget, Action Plan and Review - 2017/18		Catch-Up Funding, Action Plan - 2017/18
	Pupil Premium Budget, Action Plan and Review - 2016/17		Catch-Up Funding Impact -  2016/17

 Click here to download Department of Education: Keeping Children Safe In Education - September 2018 

The Pupil Premium is funding additional to the main school budget which is based on the number of students within the Academy who have received Free School Meals within the last 6 years.  Additional funding is also provided for Children who are Looked After and the children of Service Personnel.  This significant extra resource exists to enable us to overcome the challenge faced by our disadvantaged children.

Summary Information - 2022/23

Click here to download our Pupil Premium Strategy Statement for 2022/23

Summary Information - 2020/21

Summary Information - 2017/18

Summary Information - 2016/17

Principles

• The Academy ensures that teaching and learning opportunities meet the needs of all our students, regardless of background or educational need, and aim to secure the highest possible attainment for every student.
• Sometimes additional intervention is needed to ensure that the performance gap is closed between different groups of students; the data is carefully analysed to ensure that intervention is focused where it is most needed.
• In making provision for socially disadvantaged students, the academy recognises that not all students who are or have been in receipt of Free School Meals will be socially disadvantaged.
• The academy recognises that not all students who are socially disadvantaged have been registered for Free School Meals. Wherever possible these students will also benefit from the additional funding for Pupil Premium students.
• The support put in place for pupils is designed to meet their individual needs. Some support maybe temporary; some will stay in place for longer. Interventions are monitored and reviewed regularly to ensure the maximum impact. No single intervention will provide a complete solution to a child’s needs. Consequently, our approaches have many elements and are based on the specific and individualised needs of the students within our school community. This provides the best opportunity for all pupils to succeed.
• The Governing Body will support and challenge the school with its Pupil Premium spending and review the impact of it.

Case Studies

Student One had been referred to our English Mentor due to poor attendance. After developing an increasingly positive working relationship with them, the English Mentor was able to stretch and challenge them so that they are able to access the set work through outlining clear boundaries around?what they need to achieve in the time provided and the process they should take to achieve success. Student One feels as though the Mentor has supported their improvements by ‘telling [them] more specifically what is important in that particular piece of writing and what to use’ to move forwards with their progress. Not only has this student’s academic progress rapidly improved since working with the Mentor but they have also made massive gains in their attendance. 

Student Two?was assigned to the Maths Mentor due to a decline in their mock exam results from the end of Year 10 to the beginning of Year 11. Student Two was extremely reserved and was often reluctant to attend or accept support of any kind. Since working with the Maths Mentor, Student Two now accepts one-to-one support as well as attending after school revision and Maths Saturday School. Not only are they now able to identify their own mistakes but are reflective in their learning; understanding that more exam question practice is imperative to support their success. 
? 

Before working with the English Mentor, Student Three was disengaged and lacked motivation in lessons, finding it difficult to access the learning taking place. Since engaging with the English Mentor on a one-to-one basis Student Three has made important gains in both their academic skills and attendance. The English Mentor’s work with Student Three, both inside and outside the classroom has provided them with ‘the skills and confidence required to progress from writing very little independently and being easily distracted by others to writing full, high quality responses to exam style questions.’ 
?

Student Four was referred to the Maths Mentor based on their attendance and achievement in lessons. Since working together, Student Four has developed strong working relationships with staff which has allowed them to feel more confident in asking for help and therefore improve their understanding of the set work. Student Four’s attendance was highlighted as a concern in previous years but since working closely with the Maths Mentor, they have shown massive improvements in their desire to attend maths lessons and their overall attendance. Student Four has found that instant feedback, praise and reassurance has supported them in gaining ‘a better understanding as [The Maths Mentor] has explained the question clearly.’