Pupil Premium
PUPIL PREMIUM SPENDING
The Pupil Premium (PP) is additional funding allocated to schools on top of the main funding that they receive. This funding is targeted at students from disadvantaged backgrounds (eligible for Free School Meals or In Care) to ensure that they are able to benefit from the same opportunities as students from less deprived families. The Pupil Premium exists because data suggests that students who have been eligible for Free School Meals at any point in their school career have consistently lower attainment than those who have never been eligible.
Since April 2020, the Pupil Premium is worth £955 and goes to students who at any point in the past six years have been in receipt of Free School Meals (FSM); £2345 goes to any student who has been continuously looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special Guardianship or Residence Order; finally £310 goes to students whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the MoD.
Research shows that the most academically able pupils from disadvantaged backgrounds are most at risk of under-performing. Evidence shows that children from disadvantaged backgrounds: generally face extra challenges in reaching their potential at school and often do not perform as well as their peers, therefore the pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve.
According to the latest research by the DfE, it has been recognised that since 2014, around 27% of pupils are seen as ‘disadvantaged’ based on economic deprivation or social care needs. These pupils attract the pupil premium to their school and accountability includes a focus on their outcomes.
Pupil premium funding is designed to accelerate the progress and raise the attainment of all educationally disadvantaged pupils. It is not restricted to eligible pupils and can be used to support other pupils needing additional support because, for example, they need or have a social worker, or are acting as a carer, even if these pupils are not FSM-eligible. School leaders remain free to meet their pupils’ needs as they assess them.
The attainment gap is the most difficult test facing schools and the Pupil Premium gives additional public funding to schools in order to close this gap. However, although it provides funding, it also provides focus, setting the achievement of children from disadvantaged backgrounds as a priority.
Numbers of Pupil Premium eligible 2020-2021:
|
Year Group |
No of Students |
eligible for PPG |
Total %PP |
|
7 |
182 |
110 |
60.5% |
|
8 |
208 |
115 |
55% |
|
9 |
187 |
111 |
59% |
|
10 |
203 |
108 |
53% |
|
11 |
199 |
106 |
53% |
|
Total Year 7-11 |
979 |
550 |
56% |
Ormiston Bolingbroke Academy strives to follow the Key Principles set out by the EEF (Education Endowment Foundation), a charity dedicated to breaking the link between family income and educational achievement and we use our Pupil Premium strategy focuses on supporting students in the following areas:
- Raising progress & attainment - Schools can make a difference – great teaching and careful planning can make a huge impact on the outcomes of disadvantaged children.
- Quality teaching helps every child – good teaching is the most important lever for schools to improve outcomes of disadvantaged pupils.
- Improving attendance
- Raising Aspirations
- Engage students in enriching activities, experiences and CEIAG opportunities
- Promoting positive emotional health & wellbeing
- Providing additional support and intervention
- Evidence can help – using an evidence informed approach to how we approach the PP spending.
OBA therefore uses the EEF tiered approach to Pupil Premium spending as this helps balance the approaches to improve teaching, targeted academic support and wider strategies.
Tiered approach:
- Teaching – We aim to ensure an effective teacher is in front of every class.
- Targeted Academic Support – All staff (teaching and support) are encouraged to look at how they can provide targeted support, whether it be in structured 1:1, small groups or classroom teaching. This academic support can be after school, on a weekend and during the holidays.
- Wider Strategies – We look at the most significant non-academic barriers to success such as attendance, behaviour and social and emotional support.
Projections for spends in the academic year2020-2021:
In 2020/21 Ormiston Bolingbroke Academy will receive Pupil Premium funding of £510,680. Our current spending strategy for 2020-2021 is as follows:
|
CATEGORY |
Total Cost |
Pupil Premium |
|
|
|
|
Proportion |
20/21 |
|
Quality First Teaching |
210,000 |
60% |
126,000 |
|
Inclusion village |
66,361 |
60% |
39,817 |
|
Interventions - English, Science, Maths |
16,500 |
100% |
16,500 |
|
Head Salad or Equivalent |
9,000 |
50% |
4,500 |
|
Year 7 and PP residentials |
10,500 |
100% |
10,500 |
|
EHWB Support |
20,853 |
60% |
12,512 |
|
Breakfast Club, including duties |
35,000 |
50% |
17,500 |
|
Educational Visits |
10,000 |
60% |
6,000 |
|
Transition Programme |
32,000 |
127% |
40,750 |
|
Music Tuition |
66,186 |
9% |
5,723 |
|
Work Experience & Guidance |
27,000 |
100% |
27,000 |
|
Teaching Assistant Support |
67,025 |
60% |
40,215 |
|
Subsiding uniform |
6,000 |
100% |
6,000 |
|
Alternative Provision, travel and co-ordinator |
148,217 |
50% |
74,109 |
|
Attendance |
43,837 |
100% |
43,837 |
|
Provision Mapping System |
800 |
100% |
800 |
|
Bidding Pot |
10,000 |
100% |
10,000 |
|
Tassomai |
2,850 |
100% |
2,850 |
|
Edulink |
3,000 |
100% |
3,000 |
|
HLTAs English / Maths |
55,782 |
25% |
13,946 |
|
Pastoral support |
36,491 |
25% |
9,123 |
|
Total Expenses |
|
|
510,680 |
Rationale for Spending Strategy:
1 - Teaching:
Barrier: Students enter the Academy with depressed levels of literacy and numeracy, this is affected by a variety of factors, in particular the closure of schools in March 2020.
As a result the Academy has taken the decision to focus a large percentage of the funding on Maths, English and Science, providing dedicated PP intervention within and beyond the timetable through the experienced subject coaches. Literacy has been a main focus with staff CPD to ensure all teachers are working together to raise the literacy levels. This is to ensure that those with reading ages below their chronological age are given the opportunity to make rapid progress. Additional investment in Edukey and Edulink enables teachers to easily identify PP in their seating plans and plan lessons accordingly to maximise gains for PP students. This is also supported with whole school CPD sessions designated to look at and sharing best practice to support our PP pupils. Online learning platforms such as Tassomai and Seneca provide students with the opportunity to apply their learning to retrieval questions addressing gaps in learning.
2. -Targeted Academic Support:
Barrier: Some of our PP students require additional support or an alternative curriculum to meet their needs.
In order to support year 11 students holistically throughout their examination year every student is allocated a member of staff to support their academic progress and wellbeing. Academic mentors support students to review their academic progress, set targets and plan revision.
Alternative provision provides some students with an alternative to exclusion and allows them to access more external support agencies to help them develop the skills needed to re-enter mainstream education at the academy.
We have specific staff whose job role it is to work with students that are at risk of exclusion (most of whom are identified as PP), aids the intervention package put into place.
The iZone is a child-centred service which provides tailored support to the needs of each child to allow them to dare to shine in all aspects of their school life. The iZone aims to; Remove barriers to learning, Support students to be healthy & happy, Coordinate personalised student support plans as appropriate, Create an inclusive, caring, supporting environment and Provide high quality academic, social, emotional and behavioural support. The iZone can be accessed by students for a variety of reasons including students struggling to attend school or need additional support outside of mainstream lessons. The iZone also provides targeted emotional health and wellbeing support including 1-1 support sessions and the Head Salad programme which provides regular group sessions to students improving social communication skills and supporting EHWB.
Harmonize is an Outstanding Alternative Education School (last Ofsted Jan 2020) for students in Years 9 – 11. The Academy’s aim is to provide every student with a Vision for Life through a personalised curriculum enabling them to fulfil their potential in education, life and employment.
Students who are referred to the Bridge school from OBA (both KS3 and 4), attend a 12 week programme, with a view to re-integrate them back into school at the end of the placement. Students will only not return to OBA in the case that they have been assessed for an EHCP, which names a more specialist school as the students provision.
Barrier: Many of our PP have not had anyone in the family attend Further or Higher Education, so do not have the same level of knowledge at home to draw from when considering future options.
All Year 11 students have a 1:1 with an impartial careers advisor from Mploy solutions as well as an interview with a member of our 6th form team. Matt P prioritises PP students (along with SEND, LAC and PLAC) for appointments as this then allows the greatest opportunity for follow-up appointments where there is a risk of NEET. Lessons for Life has careers projects built into it in a way that ECM didn’t which does allow us to explore a full range of opportunities. Also, the assembly and tutor programme allows things such as apprenticeships and Labour Market Information to be shared.
Barrier: Students often struggle to achieve outcomes due to a lack of resources and opportunities to study and prepare in the correct way for important exams.
Additional study opportunities at weekends and in holiday time enable those KS4 PP students who need extra intervention to access all subjects and enables gaps to be closed more rapidly. Our intervention and enrichment fund enables all subjects to access extra funding for PP students for use in a variety of ways whether it be buying their revision guides or for an innovative idea based on the pedagogical research undertaken they wish to trial. All departments organise their own intervention/enrichment sessions, after school Saturday or holidays and each department is allocated additional funds based on cohort size to break down barriers and support these students, this impact measure no impact reports and carefully monitored to ensure impact.
3-Wider Strategies:
Barrier: The attendance of PP students is below non-PP students. This reduces their school hours and causes them to fall behind.
A dedicated attendance team focus on first day of absence phone calls and visits for all students. A dedicated attendance officer for each year group works to build positive relationships with families in order to identify any barriers to attend school and put targeted interventions into place to support students. Free breakfasts ensure that all PP students have had a meal at the start of the day to help aid focus and concentration. A robust attendance and punctuality strategy includes the use of rewards and a house system point score to ensure the motivation is available for students that have barriers which limits their attendance. Attendance is carefully monitored by all form tutors and is chased up and reported to the attendance team.
Barrier: Our PP students may not have had the same access to a wide range of enrichment activities as non PP. As an academy we firmly believe that access to enrichment is vital for all students’ social, moral, spiritual and cultural development.
Allocating funding to this means that no PP student is at a disadvantage due to the cost of a trip and can still access all the opportunities that the academy provides, whether it be a trip to the theatre or a trip to China. All students are entitled to various activities as part of the enrichment timetable and supported with access to engage in these i.e. sports, skiing, debate club, public speaking, games club, Duke of Edinburgh etc.
Barrier: Some PP students require additional support to be able to attend school alert each day with the correct uniform/equipment.
Breakfast Club is available to all students to provide a free breakfast to all students arriving early to school. This provision gives all students the opportunity to have a filling breakfast to support a positive start to their school day. Uniform subsidies and grants are available to students who require additional support to attend school with the correct equipment and uniform.
As part of the Academy’s development plan a Pupil Premium Focus Review was conducted by Achievement for All on 1st February 2019 to review the success of the Academy’s Pupil Premium strategy. A letter of outcome from this review is shared below.
Proposed Pupil Premium Spend 2019-20
Evaluation of Pupil Premium Spend 2018-19
Proposed Pupil Premium Spend 2018-19
Evaluation of Pupil Premium Spend 2017-18
