Pupil Premium 2015-2016


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The Department for Education introduced the Pupil Premium in April 2011. The  pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The Pupil Premium is particularly aimed at enhancing the education of students entitled to free school meals, those who have ever been entitled to free school meals over the last 6 years, adopted or children looked after or children of parents in the armed forces/services.

For the 2015 – 2016 financial year Ansford Academy received £935 for each eligible secondary aged pupil premium student totalling £97,240. For the year 2016-17 we will receive an £94,435 based on 20 eligible students.  For more information about the Pupil Premium please follow this link:

  Guidance Pupil Premium Information for Schools

The Principal and Academy governing body are accountable for the impact of pupil premium funding in the following ways:

Through the publication of performance tables, which show the performance of disadvantaged pupils compared with their peers

Through publishing annual information concerning how the Academy is using the pupil premium funding and the impact this is having on pupil achievement

Through the Ofsted inspection framework, where inspectors will focus on the attainment of pupil groups, and in particular those who attract the pupil premium.

At Ansford Academy we support all of our students to be the best that they can be. We do this by providing high quality classroom teaching supplemented by interventions to support vulnerable learners. The School Improvement Leaders work alongside the Senior Leadership Team and Governors to ensure that the Pupil Premium is targeted and provides the best possible support to students that may be at a disadvantage.

In addition to tailored academic support the funding is being targeted at participation in extra-curricular activities and some of the funding has been used to support students social and emotional welfare.   We monitor and evaluate provision throughout the year and as a result may add other activities as appropriate to the needs of our students.

Some specific examples of how it is being used are: 

Specialist teaching in Maths and English           

Year 7 literacy and numeracy catch up provision

Improving access to enrichment activities including transport costs.
 
Easter revision
schools.                                                                             

Ansford Extra

Subject Catch-up days

Examination Breakfast clubs and booster sessions

Equipment and Welfare funding including academy uniform

Support for Enrichment activities including the Berlin Trip

Access to Student Support services including an Independent Careers Advisor, Youth Worker, Counselling, 
      Educational Psychologist and School Nurse service.

Prefect, Peer and Staff mentoring

Personalised provision at KS3 and 4 e.g. Timetabled GCSE Literacy and Numeracy, Music tuition, sports activities such as climbing, subject specific resources and revision guides etc. 


Our spending of Pupil Premium is aimed at redressing some of the disparity of opportunity which is evident within our student population. We have a number of students from more disadvantaged backgrounds, and it is important to us that they are able to flourish as much as any others. Our current numbers are:

 

  Some impact of the funding can be found below: -

Percentage Difference Between Pupil Premium
and Non Pupil Premium Students

The overall impact of the strategies we have deployed over the period 2011-2015 have had an impact upon the achievement of our Pupil Premium students.   Many of these interventions have been identified as part of our whole school priorities including developing the personalisation of the Teaching and Learning across the Academy.

We are committed to providing the most appropriate interventions for all of our students in need of support and will continually monitor and evaluate these, adapting them to ensure students are continuing to make the best progress that they can.

Further examples of these Whole School strategies to ‘narrow the gap’ can be seen below:

Quality First Teaching:  with a focus on Lesson Objectives, Personalisation and Quality Written Feedback

Education Endowment Foundation Feedback

A key school improvement focus is to ensure that the teaching and learning which takes place in the Academy moves from good to outstanding.  Part of this agenda also involves developing the quality of teacher feedback, both written and verbal.  Research suggests the impact of effective feedback is crucial in developing learning across a school, but particularly for Pupil Premium students. The EEF Toolkit suggests effective feedback leads to an improved score of +8 months making it one of the most cost effective and developmental strategies. Work scrutiny has seen much improved feedback across the whole school and we are beginning to ‘close the loop’ in our dialogue between student and teacher.  We shall continue to have improved written and verbal feedback as an on-going whole school area for development and is intrinsic in the school development plan (2015-16).

Academic Mentoring

Education Endowment Foundation Mentoring

We have developed an academic mentoring programme for all underachieving students, with a particular focus on those from a pupil premium background. Last year this was developed for Y11 students.  Research suggests that well-structured and organised mentoring can accelerate learning on average by about one month. There is some evidence that pupils from disadvantaged backgrounds can benefit by up to about two months’ additional progress.

Maintaining small class sizes

Education Endowment Foundation Reducing Class Size

Research suggests a reduction in class sizes can lead to increased attainment for all students. In English and Maths Pupil Premium funding has supported the creation of smaller class sizes and the appointment of specialist teaching staff therefore allowing for greater personalisation and increased attainment for Pupil Premium students. 

 Pupil Premium Spending Overview

Below are two case studies which show the impact of Pupil Premium funding in more detail:

Student A

Background Information

Student Outcomes Before PP Support

Details and Aims of the Interventions and Support Put in Place

Impact of These Interventions

Male

Current Year 8 student

FSM

PA: L

SEN – Social Emotional need

 

High levels of behaviour incidents, detentions and isolations

Poor engagement within lessons and compliance with academy systems.  Unhappy transition into secondary routines.

Truancy and moderate attendance issues (below 95%)

 

PT TT with parental support put in place

with half termly reviews.

Funding for Nurture group– to build team work and social/emotional skills

Funding for Social Skills Course – to reengage student with learning, to build team work skills – 6 week course

Funding for support from KS3 outreach project –to build successful experiences.  Social Worker support for parents and for student to help him engage with his learning

Parent invited and part of Parent Parliament

Student profile circulated to all staff with teaching and learning techniques

Literacy intervention

employed with specialist English teacher.  PP book fayre helped to reignite interest in reading

Key worker deployed – throughout KS3 to build communication between home and school.  Time out cards and uniform support provided.

No recorded lunchtime incidents, isolations, FTEs or incidents of truancy by term 6 of Y7 and new year.

Nurture course completed

In Y8 student reintegrated onto a FT TT within the Academy

Social Skills and nurture course completed and student still has an outreach worker coming into school for a transition period, and when required.  Feedback indicates that student is enjoying school currently and managed to attend the Stratford Trip at the end of Y7.

Student attendance increased to 97.61% and to 100% at time of writing.

Student attended Rewards Trips for the first time this year.

Parent attends half termly review meetings and has key worker contact weekly.

Student B

Background Information

Student Outcomes Before PP Support

Details and Aims of the Interventions and Support Put in Place

Impact of These Interventions

Male

Year 11 student (Leaver)

In Year Transition

PA: M

 

Low confidence

High anxiety

Low Attendance

 

School Counsellor 6 week programme to build confidence and lessen anxiety.  External Agency support as well as school providing links to TBU.

Access to Student Support Officer on a weekly basis.

Academic Mentor provided to build confidence and aid GCSE progress

Funding for Foundation Catch up days provided in Citizenship and Geography.  Provided with a Peer mentor in Y9.

Key worker deployed – throughout KS4 to collect work in case of absence and build communication between home and school.  This allowed for progress to be made despite fall in attendance in Y11

 

Student met with the school counsellor regularly and flourished through links with TBU in Academy time.

Student performed in Academy Performance. 

GCSE IR predictions showed student on target to make 4LP in Citizenship GCSE in particular.

Parent feedback highly positive through tutor meetings.

Student became a Peer mentor in Y10 and a literacy mentor in Y11.

Student attendance:

Year 11:    81 %

Year 10 :  93%

Year 9   :  90%

Student results shows progress made as student made 5LP in English, History, Citizenship, Food and 4LP made in Geography and Art.

 

Pupil Premium Funding Allocation Policy

Funding for Pupil Premium intervention should be borne out of the need to close the gap and remove barriers to learning

Evidence should be provided by the teacher which indicates an awareness of the current, attainment of the student, the progress that student needs to make and the impact that the said intervention would have on this progress.

The teacher should also detail the estimated cost of the intervention and the timescale required for this to be undertaken.

A review date should also be proposed to enable an evaluation of the funding to take place.

All requests for funding should be firstly discussed with the SIL and if in agreement, then with the Assistant Principal and a funding request form completed (see top of page for Student Funding Application Form)

Previous funding requests should also be taken into consideration to endeavour to ensure parity/fairness across students, 
     cohorts and curriculum areas.

All funding requests should then be shared with the Business Manager before a final decision on funding is made

Any unsuccessful applications will be discussed and explained by the Assistant Principal

SEN Administrator to log successful funding requests and then impact of the interventions after the review point.

Pupil Premium Individual Student Funding Application Form


Useful websites and links related to the Pupil Premium:

Education Gov UK Pupil Premium Support for Young People

All you need to know about the Pupil Premium. This is the DfE website which gives the background to the PP, effective use of the PP and also successful case studies from primary and secondary education.

Education Endowment Foundation Toolkit

The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational research which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils. The Toolkit currently covers 34 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost.

Ofsted Gov UK Pupil Premium How Schools are Spending Funding Successfully to Maximise Achievement

Ofsted tool kit for the PP with links to research documents including “The Pupil Premium – How schools are spending the funding successfully to maximise achievement”, “The Pupil Premium – Analysis and Challenge tools for schools” and “The Pupil Premium: an update (July 2014 Ref no. 140088).

Revised & Updated Sep 2016