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Pupil Premium

Pupil Premium 2017-18

The Pupil Premium was first introduced in April 2011; it is paid as a grant based upon school census figures for students in years 7-11 who are registered as eligible by falling within the following categories:

  • Those who are receiving Free School Meals (FSM) or who have received FSM in the last 6 years (Ever 6 FSM); each student attracts £935 per year.
  • Those who are classed as Looked-after Children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English authority; each student attracts £1900 per year.
  • Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order; each student attracts £1900 per year.
  • Those students recorded as a Service Child (Ever 6 Service Child): each child attracts £300 per year.

The Pupil Premium is additional to main school/academy funding, it will be used by this Academy to address any underlying inequalities and we will ensure that the funding is directed to those students most in need.

Our Objectives for Pupil Premium

The purpose of the pupil premium grant is to make funding available in order to narrow and close the gap between the achievement of disadvantaged pupils and their peers.   We aim to raise the attainment of disadvantaged students of all abilities so that it can make a significant impact on their education and lives beyond The Hazeley Academy.   DfE guidance states that the funding is “for the purposes of the school, i.e. for the educational benefit of pupils registered at that school.”

Pupil Premium Grant Received

In the year 2016-17 we received a total of £218,790 Pupil Premium funding.  The pupil premium grant allocated to the Academy for the 2017-18 academic year is £210,842.

Barriers to learning

The Academy is required to provide a summary of the main barriers to educational achievement faced by eligible pupils at the school.  For the academic year of 2017/18, we have identified these as being:

  • Prior attainment, particularly numeracy and literacy skills
  • Accessing the full curriculum offered by the Academy
  • The transition process from Key Stage 2 to 3 and Key Stage 3 to 4
  • Consistent attendance at the Academy
  • Social and emotional needs
  • Engagement with the learning process and the world of work

Allocation of Funding

The spending of the pupil premium at the Hazeley Academy is broken down into three areas with the rationale always linked to the evidence and assessment provided by the Education Endowment Foundation.

  1. Quality of teaching for all

This is the area where we use the funding to improve the teaching and learning within the Academy, linking it to staff development and the Academy’s improvement planning.

  1. Targeted Support

This is the area where we use the funding to support identified weaknesses for our disadvantaged pupils in areas such as their literacy and numeracy skills, supporting them with their exam preparation and improving attendance.  This takes the form of such things as mentoring, small and individual group tuition, after school and holiday interventions and working with parents to support their child.

  1. Other approaches

This is where we use the grant to improve students’ access to the in and out of school curriculum, to improve the transition between the Key Stages and to develop and improve upon processes additional to those highlighted above.  This is where we will spend the remaining part of the pupil premium grant.  This may include providing funds to enable students to access extra-curricular activities that they would not be able to access that their non-disadvantaged peers would or providing them with careers guidance.

 

Spend and impact of the Pupil Premium Grant 2016/17

Spending from the Pupil Premium grant went towards:

  • One-to-one and small group targeted support in maths, English for KS3 and KS4 students
  • Targeted small group interventions aimed at improving key skill and knowledge within English and maths for Yr7 students
  • Targeted small group interventions aimed at improving key skills and knowledge within English and maths for Yr8 students
  • Targeted study support for KS4 students
  • Learning and attendance mentors
  • Support with trips and visits
  • Support with specialist materials for subjects
  • Additional teaching staff in English and mathematics
  • Music Tuition
  • Support and intervention sessions
  • Leadership and Management time
  • Incentive and rewards programme
  • Access to extra-curricular activities
  • Careers guidance
  • Access to peer mentoring

Measuring Impact

We measure the impact of our spending by looking at the educational outcomes of the group as a whole, subgroups and for individuals.  This will use both the Academy’s internal tracking system as well as the DfE published data.  We also use qualitative data from both students and teachers to review and improve upon the processes outlined above.

Impact Analysis

We have seen significant improvements in disadvantaged student outcomes in comparison to their non-disadvantaged peer group in 2017 (see performance outcomes given below).  The gap for the disadvantaged students appears to have closed significantly. This was a key focus area for the Academy last year and is a significant achievement.  The disadvantaged P8 score was 0.03 which is a remarkable improvement from last year, which was -0.51.
Performance Outcomes 2017

 

There has been a significant improvement all disadvantaged groups compared to non-disadvantaged in 2017, with the most significant improvements seen by disadvantaged boys in comparison to 2016 data.

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Pupil Premium 2016/17

Schools are required to publish details of a number of items in relation to the Pupil Premium for disadvantaged students.  The Pupil Premium sum allocated to the school is calculated according to the number of students in years 7-11 that fit into any of the following categories:

  • Those who are receiving Free School Meals (FSM) or who have received FSM in the last 6 years (Ever 6 FSM);
  • Those who are classed as Looked-after Children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English authority;
  • Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order;
  • Those students recorded as a Service Child (Ever 6 Service Child).

The purpose of the pupil premium grant is to make funding available to raise the attainment of disadvantaged students of all abilities and enable them to reach their potential.  DfE guidance states that the funding is “for the purposes of the school, i.e. for the educational benefit of pupils registered at that school.”

 

Allocation amount

The pupil premium grant allocated to the Academy for the 2016/17 academic year is £218790

Barriers to Learning

The Academy is required to provide a summary of the main barriers to educational achievement faced by eligible pupils at the school.  For the academic year of 2016/17, we have identified these as being:

  • Prior attainment, particularly numeracy and literacy skills
  • Accessing the full curriculum offered by the Academy
  • The transition process from Key Stage 2 to 3 and Key Stage 3 to 4
  • Consistent attendance at the Academy

Spending of the pupil premium

The spending of the pupil premium at the Hazeley Academy is broken down into three areas with the rationale always linked to the evidence and assessment provided by the Education Endowment Foundation.

  1. Quality of teaching for all

This is the area where we use the funding to improve the teaching and learning within the Academy, linking it to staff development and the Academy’s improvement planning.  The projected spend in this area is around 10% of the grant.

  1. Targeted Support

This is the area where we use the funding to support identified weaknesses for our disadvantaged pupils in areas such as their literacy and numeracy skills, supporting them with their exam preparation and improving attendance.  This takes the form of such things as mentoring, small and individual group tuition, after school and holiday interventions and working with parents to support their child.  The projected spend in this area is around 75% of the grant.

  1. Other approaches

This is where we use the grant to improve students’ access to the in and out of school curriculum, to improve the transition between the Key Stages and to develop and improve upon processes additional to those above.  This is where we will spend the remaining part of the pupil premium grant.

Measuring the impact

We measure the impact of our spending by looking at the educational outcomes of the group as a whole, subgroups and for individuals.  This will use both the Academy’s internal tracking system as well as the RAISEonline data once it is validated.  We also use qualitative data from both pupils and teachers to review and improve upon the processes outlined above.

Pupil Premium Review

We carried out an external review of our pupil premium spending and processes in November 2016 and followed this up a second visit in March 2017.  This highlighted a lot of good practice but also identified a number of key areas to improve upon which are now being acted upon.

 

Spend and impact of the Pupil Premium Grant 2015/16

Spending from the Pupil Premium grant went towards:

  • One-to-one and small group targeted support in maths, English for KS3 and KS4 students
  • Step-Up small group sessions in English and maths for Yr7 students
  • Step-Up small group sessions in English and maths for Yr8 students
  • Targeted study support for KS4 students
  • Learning and attendance mentors
  • Support with trips and visits
  • Support with specialist materials for subjects
  • Additional teaching staff in English and mathematics
  • Additional training for Teaching Assistants
  • Provision of uniform
  • Music Tuition
  • Support and intervention sessions
  • Leadership and Management time
  • Incentive and rewards programme
  • Access to extra-curricular activities

Assessment of Impact

For the academic year 2015/16 our disadvantaged students achieved an average attainment 8 grade of 41.74, which is an average of a grade D.  This was limited by a number of students who had highly individual needs that were supported by the use of the pupil premium to still attain qualifications that enabled their future.  53% of students gained the Basics of English and mathematics above a grade C, over 60% for each area individually and 10% the English Baccalaureate.

For Year 10 the in school gap was just over 3 points with the overall predicted A8 grade for disadvantaged students 50.55.  For Year 9 the predicted A8 grade rose again to 51.69.  For Year 8 our disadvantaged students made the same amount of progress as our non-disadvantaged students.  For year 7 they made slightly less progress.

92% of our disadvantaged students had a defined destination in 2014/15 as opposed to 88% nationally.  This was an increase for the Academy of 4% on the previous year compared to a 3% rise nationally.  Attendance for disadvantaged students was 0.9% better than for the same group nationally and the proportion persistently absent was 3.1% than the national average.