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Weston Favell Academy

Pupil Premium

Pupil Premium Statement

Impact Statement

Schools and Academies receive a Pupil Premium Grant to support their work in tackling underachievement by disadvantaged pupils.

We will work hard to support disadvantaged pupils. We will regularly review our actions and their impact and add or remove initiatives to ensure continued success, raised aspirations and to limit social exclusion.

Principles

  • We are committed to ‘narrowing the gap’ between all pupils and any specific cohort or group of pupils.
  • We will ensure teaching and learning opportunities meet the needs of our pupils.
  • We will ensure that appropriate provision is made for pupils who belong to vulnerable groups; this ensures that the needs of pupils are
  • adequately assessed and addressed.
  • We reserve the right to allocate the Pupil Premium Grant to support any pupil or group of pupils we have legitimately identified as being
  • disadvantaged.
  • Funds will be allocated following an analysis which will identify priority groups or individuals.
  • Not all eligible pupils will be in receipt of Pupil Premium interventions at one time.

Information for the 2016/ 2017 Academic Year

Approximately 30 % of our pupils are eligible for pupil premium.

Pupil Premium Funding: 

For the 2016/ 2017 Academic Year, we expect to receive £383,215. 

Intentions for 2016/ 2017 Academic Year: 

We intend to continue with the initiatives of previous years that demonstrated an impact on the achievement of disadvantaged pupils. We will continually review them and add or remove initiatives to ensure continued success, raised aspirations and to limit social exclusion.

Initiatives to be expanded in the 2016/2017 Academic Year include:

  • Additional reading interventions will support reading advancements for all.
  • Uniform, Physical Education sports kit and essential equipment (including study guides in KS4 and text books in KS5).
  • New Purple Leaf curriculum to support Pupil Premium students with low attainment make greater progress.
  • Curriculum support – additional and targeted provision with subject teachers, KS3 Director of Achievement and learning mentors for students at KS3 where the rate of progress is not as expected.
  • Curriculum trips part-subsidised to prevent social exclusion and offer breadth of opportunities.
  • Careers advice and guidance provision will be developed to give advice to students from Years 9 – 13, both as groups and individually, to reduce the risk of any student becoming a NEET.
  • Provision for more able disadvantaged students will be enhanced by the Lead Teacher and include participation in The Brilliant Club.
  • Increased wrap-around provision to support and engage vulnerable pupils in Academy life and their studies. This will include extended opening hours before and after school of the Independent Learning Centre and a breakfast club to target disadvantaged boys.
  • Individualised support programme for a part of the cohort.
  • Appointment of a Director of Pupil Premium to monitor the impact of all initiatives and adjust accordingly to maximise progress and attainment of disadvantaged pupils.
  • Individual Mentoring: identified KS3 students will be individually mentored by KS4/5 students to assist them in making progress. This work will be enhanced through the Human Utopia training events.
  • Enhanced strategy to improve the attendance of Pupil Premium students within the academy. 

Pupil Premium Expenditure 2015/2016:

Pupil Premium expenditure in the previous Academy Financial Year: £368,562 

These funds were targeted in a variety of ways to provide additional support and intervention for disadvantaged students to ensure their continued progress and academic achievement. 

Specific examples of support and interventions which took place include:

Reading Interventions 

  • Accelerated Reader software programme to develop reading and literacy skills across KS3. 
  • Reader Leaders – Sixth Form externally certificated scheme where students in KS3 received a mentor and spent regular sessions each week developing reading and social skills 

Attendance Team 

  • The re-structured Attendance Team focused on improving the attendance of Pupil Premium students so that they are in school and learning. 

Achievement Mentors 

  • The growth of the Director of Achievement and Learning Mentor team focused on raising achievement by giving small group support, and assisting those where were behind to catch up. 

Mathematics and English Curriculum Support 

  • Additional time focusing on maths and English with one-to-one tutors at KS3 and KS4 who focused on low literacy and numeracy levels and where the rate of progress was not as expected. 

Alternative Provision 

  • A small number of students who had difficulty engaging with the school curriculum participated in suitable alternative provision placements. 

Behaviour Interventions 

  • A broad range of strategies were used to support students who display challenging behaviour, including the Positive Discipline model established within the Academy and pastoral support via the tutor, Director of Key Stage and Pastoral Leaders. 

Pastoral Development 

  • External programmes and events designed to raise self-esteem, aspirations and citizenship with targeted students. Including ‘Human Utopia’. 

EAL Support 

  • An additional instructor of EAL was appointed to increase the capacity of the EAL team which offered support on entry to the Academy and on-going support with developing their language skills according to individual need. 

Dyslexia Support 

  • Specialist tutoring on-site for pupils with additional dyslexic needs. 

Leadership Time 

  • Leadership Time monitoring the intervention strategies outlined above were correctly implemented and targeted to need. 

Revision Programmes 

  • Revision programmes and resources and external agencies delivering study skills to maximise achievement. 

Impact on educational attainment of vulnerable students for whom we receive Pupil Premium funding: 

Students’ progress and achievement was measured, in particular, at the end of KS3, KS4 and KS5 and compares the outcomes of pupil premium students to all students within the Academy in 2016. 

The outcomes of Pupil Premium students within the Academy are improving and we are committed to securing rapid improvements in 2016/2017: This is for our current year 11. While it may seem not high enough, it is an improvement for similar time last year and our forecast is for one subgrade improvement on average between now and final exams.

Year 7 Catch Up Statement

Impact Statement 2016/ 2017

Information for the 2016/ 2017 Academic Year

Of our pupils joining the academy in September 2016, 49% were below the national age related expectations in English and 38% in maths. 

Year 7 Catch-Up Funding:

For the 2016/ 2017 Academic Year, we expect to receive £ 20,000 

These funds are targeted in a variety of ways to provide additional support and intervention for Catch-Up students to ensure their continued progress and academic achievement.

Intentions for 2016/ 2017 Academic Year:

  • Smaller class sizes in English and maths
  • Taught by KS3 Co-ordinators in English and maths
  • Key skills curriculum to secure the expected standards
  • Curriculum resources
  • Independent study guides
  • Targeted reading interventions to accelerate progress
  • Regular assessment and intervention
  • Learning Mentors to provide targeted support
  • 1:1 tutors 
  • Peer mentoring programme with Sixth Form students
  • Targeted workshops

Y7 Catch-Up Expenditure 2015/2016:

28% of students joined the academy in September 2015 with attainment below a 4b in English or Maths.

Expenditure in the previous Academy Financial Year: £25,299

Impact on educational attainment of students in Year 7 requiring Catch-Up funding:

 By the end of Year 7: 

  • 46% of these students in English attained a 4B or above
  • 59% of students were making expected progress in English
  • 22% of these students in Maths attained a 4B or above
  • 46% of students were making expected progress in Maths