Pupil premium

What is it?

Pupil premium is government money designed to help disadvantaged children and young people do well in school.

The funding is allocated to schools for children from reception to year 11 who have registered for free school meals in the last six years (referred to as Ever 6), are in care, been adopted or have parents in the Armed Forces. In 2016/2017 the funding allocated was £935 per Ever 6 child, £300 for children of Armed Force families and £1900 for looked after children. This remains the same for 2017/18

 

1. Summary information
School Wood Green Academy
Academic Year 2017/18 Total PP budget 546,300 Date for next internal review of this strategy After each PC collection (see school calendar)
Total number of pupils 1482 Number of pupils eligible for PP (inc 6th form) 542

2. Current attainment

Pupils eligible for PP (your school) Pupils not eligible for PP (national average)
% achieving E+M (Strong Pass 5+) 32/42 39
% achieving E+M (Standard Pass 4+) 59/67 59
% Achieving EBacc (Strong Pass 5+) 13/13 20
% Achieving EBacc (Strong Pass 4+) 17/13 22
Progress 8 score average 0.02/0.38 0
Attainment 8 score average 45.53/50.92 44.2

 

3. Barriers to future attainment (for pupils eligible for PP) In-school and external barriers
A. High Levels of Deprivation- 0.35 ( (NA 0.22) School Deprivation Indicator) and KS2 Prior Attainment is below/ SIG-
B. Low Levels of Literacy as student entry Year 7 (30% of Students Below the Expected Standard)
C.  Low Levels of Numeracy on entry to Year 7 (24% of Students below the Expected Standard)
D. 16% FSM, 37% Pupil Premium and 30% EAL

 

4. Desired outcomes (desired outcomes and how they will be measured) Success criteria
A.  Students in Year 7 Catch up swiftly 100% of Students at the Expected Standard by the end of Year 7
B. Students make more than expected progress by the end of KS4 +0.50 or greater Progress 8 Score for all groups.
C. All students attain well All students at least at National Averages with no in school or national gap.

 

How the money is used

Wood Green Academy is committed to improving the achievement and life chances of its pupils and as well as using the funding to improve the curriculum, employ more staff. A range of interventions to help pupils across their school life have been planned for the forthcoming year.

Some pupils may need financial support so that they can take part in trips and activities. If pupils are  behind in English, Maths or other subjects we may arrange for them to have special small group or one-to-one teaching.  These interventions are chosen using evidence based research shown to work.

The Sutton Trust tool kit helps schools by collating the latest research in many different interventions. http://educationendowmentfoundation.org.uk/toolkit

Planned Expenditure 2017/18

i. Quality of teaching for all

Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff Lead Cost
Improve progress in English, Maths and Science. Staffing, mentoring and tutoring.
Additional Maths post (incl TLR)
Additional English post (incl TLR)Additional Science post (incl TLR)
We want to offer outstanding quality teaching to all pupils to drive up the results. Extra teaching posts in CORE subjects for pupils and to have smaller classes so pupils are getting more support. Qualified staff, data collected regularly to monitor pupils’ performance. Senior leadership, Head of departments, £262,745
Ensure staff are aware of developments that will impact on closing the PP gap. CPD for staff to support PP students. We want to offer outstanding quality specific teaching to meet the needs of the pupils and to close the gap for the pupil premium pupils. CPD courses are selected which offer a combination of subject knowledge and involved both external and peer support. They are then disseminated to WG staff. Course selected using evidence of effectiveness, cover staff organised well in advance. SLT/ pupil premium manager £500

 

Total budgeted cost: £263,245

ii.Targeted support

Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Cost
Improved attendance and behaviour. Improve outcomes. Pupil premium manager Pupil premium student support manager

Student support managers (5 posts)

Attendance Manager

Welfare Manager.

We want to support the PP students with their academic, emotional and social needs in and out of school. Ensure they are attending school and getting the best opportunities in school and feeling valued. Putting things in place to help the student academically without having any barriers in the way. To improve attainment by making sure pupils are attending school and are fully supported in school through, mentoring, counselling, safeguarding and are happy and feel safe. Personalised support and assertive mentors assigned for those that need the extra support. Attendance discussed weekly with student support managers and attendance managers. Letters/texts sent about attendance to parents/guardians. Home visits are made to explore barriers so school can support and help take the barriers away. SLT £214,648
Improve outcomes Revision classes contribution.

Revision materials.

To provide extra support for all subjects leading up to the exam season. 1 to 1 or small groups to maintain high attainment. Small group interventions with high qualified staff are known to be effective. Engage with pupil’s subject teachers to ensure we are covering areas of work specific for that pupil and to communicate with parents and pupils before the revision classes begins to address any concerns. Heads of departments £16,529
Gain new life skills Duke of Edinburgh award Pupil’s progression increased – pushing personal boundaries, gaining new skills including resilience to transfer to their academic studies.  Student’s participation enabled the development of their CVs and university applications. The Duke of Edinburgh is the world’s leading youth achievement award. Giving students the opportunity to be the best they can be. Award delivered by trained staff. Duke of Edinburgh £3,000

total budgeted cost £234,177

iii.Other approaches

Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Cost
Development of Leadership skills and development of student voice. Student leadership posts To give pupils the chance to gain student leadership opportunities which aims to raise student voice to give them the leadership in organising events and evenings in school for different occasions. To build a good team ethos around school life and to become the decision making vehicle when the opportunity arises in school. To be continued this year. Student leadership co-ordinators £3,817
Improve outcomes.
Build confidence.Provide pupils with opportunities to succeed.
Financial support for students (curriculum, enrichment activities and music lessons) We want to provide support to pupils that would benefit from being able to have the access to all areas of school life with no barriers in the way and to be able to express themselves in school. To engage with staff, parents/guardians and pupils to be able to share thoughts and offer our support so we know that the pupil is making full use of the opportunities in school and engaging with school life. Pupil Premium Manager £9,001
Improved outcomes for all students. Contribution to alternative provision.

Inclusion Support SLA

To allow our challenging pupils that are finding mainstream school a challenge to learn off site at an alternative provision. Regular updates from the various provisions and to do regular visits to see the pupils and staff. Monitor their progress and day to day schooling. Assistant head teacher/ student support managers £16,060
Improve progress in English, Maths and Science. Core Challenge Giving pupils the push to improve their mock exams and to give them an incentive. Internal data for 2016/17 revealed that the following number of students achieved the required subject progress to qualify for the Core Challenge reward:

Maths – 199 students achieved the required progress.

English – 138 students achieved the required progress.

Science – 204 students achieved the required progress.

 

Monitor data collections before and after core challenge intervention. Allowing pupils to choose their reward trip and school funding it all to show how we value them. Heads of departments/ Pupil Premium Manager and Pupil premium student support manager £7,500
Improved attendance

Improved outcomes.

Attendance rewards
SEN tripsClubs (LSA staff costs)
Monitoring attendance and addressing attendance is a key. Making sure pupils are attending school so their attainment levels will improve. Trips for SEN pupils so that they are included and being able to have the same opportunities. Weekly notices about pupil’s attendance. Year leaders have meetings with attendance manager. Realistic targets set for pupils to achieve and benefit from the reward. SEN pupils being able to fully have the experience of trips. Year Leader/ Attendance manager

SENCO

£4,000
Improved attendance

Improved outcomes.

Travel expenses and uniform.
Financial supportICT equipment
Year leaders and SENCO make requests for bus passes and uniform for pupils that will need financial support in this area which improves the pupil’s attendance and self-esteem. Also we provide ICT equipment for pupils to allow them to access software and homework that need ICT support. To monitor the pupils attendance over a period of time to see if our support is helping them attend and being able to participate in activities and events in school. Year Leader/ SENCO/ Pupil premium manager £8,500

Total budgeted cost: £546,300

 

How do we use the Pupil Premium Capitation

Schools are not directed as to how to spend and use the Pupil Premium allocation but and are expected to make decisions based on their school environment as to how best to make a difference. We at Wood Green Academy believe we know our learners very well. There are many key areas that we believe money should be spent but the biggest difference is People. Therefore we use some our money to support pupils in lessons with extra personnel and to control class sizes.  We also provide peer support for pupils and if we feel they would benefit extra outside the classroom help from tutors and academic coaches.

Although there are many ways that the Pupil Premium allocation is spent there are some underlying principles that we always adhere to when deciding the use of Pupil Premium:

  • Intervention with Pupil Premium leaners is based on considerations of research, including the Sutton Trust’s work as mentioned above.
  • Pupil Premium learners are identified as a cohort and their attainment progress is monitored as a cohort and as individuals in a subject.
  • All teachers are aware of who the Pupil Premium cohort are.
  • Low ability and social disadvantage are very different things, the ethos is that across all ability ranges Pupil Premium pupils will have the opportunity to make progress and have high expectations.
  • Data is analysed to identify underachievement and action plans are developed for interventions.
  • Interventions are not purely based on academic attainment and should include considerations of attendance, social and emotional barriers and cultural enrichment.

Wood Green Ethos

We are committed at Wood Green Academy to creating the best life chances for pupils and the pupil premium has allowed us to focus on some pupil that may be disadvantaged in some way. In an effort to be transparent we will include a statement when the financial year ends indicating exactly where and how the money has been spent on our Pupil Premium cohort.

 

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