Pupil Premium Statement 2016

Spires Academy Pupil Premium Strategy 2016/17

Context

In April 2011 the Government announced the launch of Pupil Premium, additional funding to schools to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The funding is allocated on the basis of those students who:

 

  • have received Free School Meals at some point in the past 6 years
  • have been in Care for at least 6 months
  • have a parent in the armed forces

 

Pupil Premium is allocated to schools with the freedom to spend the funding in the ways they deem most appropriate in addressing their students’ needs.   Although schools are held accountable to monitor and report upon how the funding is spent on an annual basis.

Research suggests that disadvantaged students on average:

  • Have less home support than their peers
  • Have weaker language and communication skills
  • Are more likely to have significant difficulties in basic literacy and numeracy skills
  • Experience more frequent behaviour difficulties
  • Are less likely to believe that they can control events that affect them

 

At Spires Academy we have a strong belief that quality first teaching is apriority to support students improve their skills, knowledge and understanding.  Emphasis is placed on improving and investing in teaching and learning to ensure students get taught by a quality teacher rather than withdrawal for intervention.

Kent operates a selective system which filters a larger proportion of disadvantaged students to non-selective schools. In Spires Academy 51.5% of our students are eligible for Pupil Premium funding which is significantly higher than the national figure.  It also means by definition disadvantaged students are in the majority and not a small subgroup of the main Academy population.  We recognise that each individual student has different needs, concerns and aspirations.  The Academy is committed to diminishing the difference in both attainment and achievement across a range of measures for all our disadvantaged students.

 

Spires Academy Pupil Premium Strategy Statement 2016/17

Summary Information

Academic Year

2016/17

Total PP Budget

£252000

Date of most recent PP review

n/a

Total Number of students

610

Number eligible for PP

(314) 53.9%

Date for review of this strategy

Jan 2017

 

Pupil Premium Breakdown by gender and prior ability (based on FFT Aspire data)

Male

(150 ) 51.5%

Female

(164) 49.0%

Year 7

(31)

Year 7

(34)

Year 8 LA

15

Year 8 MA

14

Year 8 HA

1

Year 8 LA

26

Year 8 MA

8

Year 8 HA

3

Year 9 LA

16

Year 9 MA

6

Year 9 HA

4

Year 9 LA

22

Year 9 MA

9

Year 9 HA

5

Year 10 LA

25

Year 10 MA

5

Year 10 HA

3

Year 10 LA

13

Year 10 MA

6

Year 10 HA

3

Year 11 LA

23

Year 11 MA

4

Year 11 HA

3

Year 11 LA

26

Year 11 MA

6

Year 11 HA

3

Years 8 – 11 LA

80

Years 8 – 11 MA

29

Years 8 – 11 HA

11

Years 8 – 11 LA

83

Years 8 – 11 MA

29

Years 8 – 11 HA

14

Total Years 8 – 11 LA

163

Total 8 – 11 MA

58

Total 8-11 (HA)

25

 

Current Attainment (2016)

Performance Measure

Students eligible for PP    

50 (41%)

Students not eligible for PP

71 (59%)

All Students

 

National Average PP students 2015

National Average all students 2015

Progress 8 Score

-0.62

0

-0.27

 

 

Attainment 8 Score

33.21

45.01

40.14

 

 

% achieving C+ in English/Maths

20%

43%

33%

36%

56%

% achieving Ebacc

6%

15%

12%

 

 

Other Measures

 

 

% Attendance

93.77%

95.27%

94.7%

92.5%

94.8%

% FTE

0.15%

0.10%

 

 

 

 

What are the barriers to learning?

As an Academy, we avoid stereotyping our students who qualify for Pupil Premium funding and recognise that they are a diverse group who face different barriers.  However, some of our disadvantaged students experience:

  • Gaps in literacy, communication and numeracy skills
  • Lack of effective social and emotional support, causing students to lack the resilience to cope with the demands of Academy life
  • Low self-esteem and confidence
  • Lack of support at home in terms of learning environment and assistance with self –study eg. homework and revision
  • Intergenerational underachievement (including gaps in literacy and numeracy skills)
  • Intergenerational disengagement with education including lack of parental engagement with the Academy such as attending parents evenings and Academy events.
  • Low aspirations
  • Lack of ability to fund educational visits and enrichment activities
  • Poor attendance

Strategies used to improve the achievement of disadvantaged students

  • Promoting and reinforcing an ethos of high expectation for all students
  • Raising aspirations through membership of KMFP which facilitates university visits and guest speakers
  • Transition work from Yr 6 to Yr 7 which includes a summer school in august
  • Part funding a Community Youth Worker who supports intervention programmes to develop resilience and self esteem
  • Funding literacy programs such as soundwrite and Dockside
  • Implementation of a lunchtime reading room
  • A dedicated classroom coach in Yrs 7, 8 & 9
  • Easter and half term revision colleges for Yr 11 students
  • Funding alternative curriculum placements
  • Supporting educational visits, breakfast club and extra-curricular activities
  • Subsidised music lessons
  • Supporting individual needs eg Transport, school uniform, food technology ingredients
  • Generous staffing in Maths and English to enable smaller class sizes and intervention work
  • Part funding school counsellor to support individual needs
  • Inclusion team focused on student welfare and support
  • Masterclasses with The King’s School Canterbury
  • CPD for staff on effective teaching strategies

How we measure the Impact.

  • Data analysis: Rigorous data analysis is completed to review and target progress and attainment of all students.  Academic data is triangulated with other data to ensure a holistic approach is taken.  A fortnightly senior management progress meeting is in place to facilitate this.
  • Quality assurance systems review quantitative and qualitative data
  • Provision maps evaluate the outcomes of interventions
  • Teaching and learning team review the progress of disadvantaged students via work scrutiny and lesson observations.
  • Behaviour data is regularly reviewed and used to identify students for intervention or reward

Priorities for 2016/17

Identified Priority and Desired Outcomes

 

Desired Outcome and how they will be measured

Success criteria

A

To accelerate academic progress and raise aspirations.  

  • Strong transition between Yr 6 and Yr 7 to support improved attainment on entry
  • Improved rates of progress across Yrs 7 and 8 to impact on outcomes at KS4.
  • Improved rates of progress for High Attaining students eligible of PP
  • High aspirations and self-esteem of students eligible for the PP.

 

  • Students eligible for PP make more progress by the end of Yr 7 than ‘other’ students so that 85% meet expected targets and 50% exceed progress targets.
  • Students eligible for PP will settle quickly into the academy and not underachieve in the first term.
  • Students eligible for PP identified as high attaining from KS2/FFT data will make as much progress as ‘other’ students identified as High Attaining.
  • Reduce number of students eligible for PP identified as ‘disaffected’ resulting from underachievement and behaviour logs
  • Lower number of students guided to alternative curriculum
  • No NEET students from current Yr 11 in the following year
  • High aspirations for continuing education as seen by applications to sixth form and college courses

Evidence:

  • Tracking and progress data in November, March and June
  • Reading/Numeracy intervention data
  • Behaviour data
  • Destination data

B

To improve attendance and behaviour  

  • Improved attendance for all students eligible for PP.
  • To positively engage a group of Yr 9 PP students as behaviour is having a detrimental impact on their progress.
  • Overall attendance for students eligible for PP improves to above 95% and in line with ‘Non PP’ students.
  • Reduction in the number of persistent absentees (PA) among students eligible for PP. (compared to 2015/16)
  • Reduced number of Red lights logged on sims (compared to 2015/16)
  • Reduced number of FTE (compared to 2015/16)

Evidence:

  • Attendance figures
  • Behaviour management tracking information for identified cohort

C

To enhance social and emotional wellbeing and develop resilience

  • Increase engagement of students in extracurricular activities
  • Increased engagement of parents
  • Improvement in positive attitudes towards school and learning
  • More parents attend parents evenings and other events
  • Academy gains the Parental Engagement Quality Mark
  • PASS (Pupil Attitudes to School Survey) show that students are happier in school and have positive attidudes

Evidence:

  • Parent evening feedback
  • Parental Engagement Quality Mark
  • PASS survey results

D

To facilitate targeted initiatives and support

  • All students have opportunity to attend curriculum visits
  • All students have access to school uniform and transport
  • Removal of financial barrier for students wanting to have music tuition

 

 

  • All students who wish to attend trips and events have the opportunity to
  • Students demonstrating sporting talents is supported in the Academy Programme eg talented Golfers have can play Golf even if PP and have limited resources to support at home
  • All students have correct uniform
  • Students are able to access music tuition

Evidence:

  • Trip lists
  • Music student lists
  • Academy students analysed for PP

 

Pupil Premium Expenditure

Objective

Actions

Staff Lead

Cost

A: To accelerate academic progress and raise aspirations. 

Strong Transition from Yr 6 to Yr 7

  • Summer school in August 2016 for all students but disadvantaged students encouraged to attend
  • Pastoral staff to visit all primary schools
  • Primary staff from large feeder schools invited to visit the Academy
  • Participation in the ‘New Ways of Working’ KS2 inclusion group, to work with primary schools on reducing exclusions
  • Work scrutiny in October 2016 to compared Primary School books with Secondary School books for identified students

JJO/SBR

 

JJO/SBR

 

NMA

 

CWA

 

 

£7000

Improved literacy skills

  • Appointment of a Literacy Intervention Coach
  • Further development of literacy development programmes such as ‘Dockside’ and ‘Precision teaching’
  • Communication champions to open a lunchtime reading room with a variety of reading materials
  • Use of KPIs to identify weaknesses
  • CPD for all staff on developing literacy in their subject areas
  • Generous staffing in English to facilitate interventions and smaller groups

NMA/CLI

CLI

 

ACO

 

AVPs

CWA

 

£50000

Improved numeracy skills

  • Appointment of a Numeracy Intervention Coach
  • Communication Champions to continue to promote the Numeracy quiz
  • CPD for all staff on developing numeracy in their subject areas
  • Generous staffing levels in maths to facilitate interventions and smaller groups

NMA/CLI

ACO

CWA

NMA

 

£50000

Improved communication skills

  • Use of partnership with The King’s School to develop debating
  • Signposting of communication and oracy skills in drama from Yr 7 following rewrite of  curriculum map

ACO

AVPs

 

£500

Improved careers advice and support

  • Dedicated support for careers
  • Revamped Opening Minds programme to include careers from Yr 7
  • Careers day organised for Yr 11 with outside providers
  • Support for college applications
  • Identified cohort of students accompanied on college visit

WBA

WBA

RFO

 

WBA

WBA

 

£2000

Students to complete homework tasks to best of ability

  • Homework Club every night
  • Study rooms available at lunchtime

ACO

ACO

 

£2000

High Ability students to achieve a positive Progress8

  • HA students tracked from Yr 7
  • Opportunities for masterclasses with The King’s School in Mathematics
  • Use of university Mentors via the KMFP

 

RSP

ACO

WBA

 

£750

Provision Map in place to track all interventions

  • Provision Map to be in place and consistent across the Academy
  • Single line overview of all interventions a student has had to be in place and monitored
  • Impact of intervention evaluated regularly

CLI

CLI

CLI

 

£250

Opportunity for vocational education and ensure students have a pathway to success for the future

  • Use of NuSteps fulltime for students in danger of permanent exclusion and is a realistic alternative curriculum
  • Use of NuSteps on a daily basis to give students the opportunity to experience construction, Hair & Beauty
  •  

MKE

 

MKE

 

£45000

B: To improve attendance and behaviour  

Disadvantaged students attendance to improve on previous year and aim to be above an aspirational 95% and a reduction in the number of PAs

  • Monitor and challenge attendance weekly
  • Reward improvement by postcards home
  • Identify intervention groups
  • Home visits by Community Youth tutor
  • Attendance meetings with parents
  • RAG attendance certificates with all reports
  • Use of school comms and regular communication with parents
  • Work with kent

JJO

DYN

MKE

 

£3000

Yr 9 behaviour improves for a targeted cohort

  • A targeted group of Yr 9 students identified
  • Positive behaviour intervention put in place by pastoral staff to focus on rewards and developing good behaviour for learning

MKE

MKE

 

£500

C: To enhance social and emotional wellbeing and develop resilience

Pastoral support for all students

  • Dedicated Pastoral Managers Yr 7; Yr 8&9; Yr 10&11
  • Dedicated Attendance Manager
  • Student Welfare Manager
  • Pastoral Support Manager to provide link from Pastoral to Learning and to assist in tracking outcomes of disadvantaged students

MKE

 

£54500

Use of PASS to identify cohorts of students in danger of disaffection

  • PASS software to be introduced for the first time in November 2016
  • Use to identify key issues in engagement across the Academy
  • Design interventions as required

WBA

 

£1000

Parental engagement Quality Mark

  • Encourage parents to be positively involved with the Academy
  • Give opportunities for parents to improve their skills eg EDCL
  • Personalise contact via the pastoral managers where a positive relationship already exists

ACO

ACO

MKE

 

£750

Opening Minds Tutor Programme developed to support PSHE

  • New Opening Minds programme introduced sept 2016
  • PIXL Edge to be considered and launched in year

WBA

 

 

£2000

Community Youth Tutor

  • Funded for 2 days a week to provide interventions targeted at developing resilience and self-esteem eg Angling club; canoeing; junior first aid
  • Support for attendance by making home visits
  • Support for families as works in the community providing youth engagement programmes

MKE

 

£25500

To facilitate targeted initiatives and support

Students are well-prepared for school and learning

  • Support for uniform
  • Support for travel where necessary
  • Support for basic equipment where necessary
  • Parents can request support when required

MKE

 

£2000

Remove financial barrier for students wanting to have music tuition

  • Subsidise music tuition

RNA

 

£750

Half term and Easter revision colleges

  • Focussed holiday revision sessions
  • Revision guides and support materials

ACO

 

£5000

  •  

Total

£252500

 

Yr 7 Catch Up Funding Expenditure

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 students who did not achieve the expected standard in reading or maths at the end of KS2.  The funding for 2016/17 will be in line with the funding for 2015/16.

Objective

Actions

Staff Lead

Cost

To ensure that students who enter the Academy below the expected level for reading make accelerated progress

  • Identify students not at the expected level in reading
  • Ensure all teachers are aware
  • Put in place differentiated intervention dependent on level of need using the literacy coach
  • Purchase new reading books aimed at Yr 7
  • Enrol in the Buster Book Club Scheme as a pilot secondary school with Kentonline

CLI

ACO/YMA

 

£9500

To ensure that students who enter the Academy below the expected level for reading make accelerated progress

  • Identify students not at the expected level in reading
  • Ensure all teachers are aware
  • Put in place differentiated intervention dependent on level of need using the literacy coach

CLI

APU

 

£6000

 

Total

£15000