|Academic Year||2016/17||Total PP budget||210,000||Date of most recent PP Review||April 2017|
|Total number of pupils||522||Number of pupils eligible for PP||202||Date for next internal review of this strategy||July 2017|
|Current Attainment||Pupils eligible for PP||Whole school||National average|
|% achieving expected progress in English / Maths (2017)||36%||42%||49%|
|Progress 8 score average||-0.28||-0.08||+0.12|
|% achieving expected||38.8||47.9||48.5|
Heath Lane Academy receives Pupil Premium funding as additional funding for children from low income families who are known to be eligible for free school meals or have been eligible in the last 6 years, children whose parents currently serve in the armed forces and children who have been looked after continuously for one day or more or who are recorded in the school census as having been adopted from care.
The purpose of this funding is to reduce the academic under-achievement in these groups of students.
The key priority for us is to use the funding to narrow the disadvantage gap by addressing inequalities and raising the attainment of these students. We believe that the most effective way to improve student outcomes is through high quality, specialist teaching and targeted support to meet individual student’s needs.
This is achieved by:
- Continuous improvement of standards
- Progress and achievement to expected levels based on agreed performance indicators
- Developing and enhancing the quality of teaching and learning through appropriate CPD for teachers and support staff
- Providing reduced class sizes and additional classroom support in the core subjects to enable students to make expected progress
- One to one support for targeted students to ensure they make expected progress in line with other students of similar ability
- Study support during, before and after school including homework club.
- Providing additional literacy and numeracy resources to improve academic achievement of our disadvantaged cohort including sound training and the accelerated reader programme.
- Providing guidance and support for students to ensure they make informed and appropriate choices for Post 16 destinations but also in year 8 for their options choices. Parents are encouraged to attend these appointments.
How the Pupil Premium is being used at Heath Lane Academy in 2016/2017
The DfE has stated the following:
“Schools, Headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individual pupils”.
At Heath Lane Academy we systematically track and assess pupil progress and this allows us to ensure that any interventions that are put in place are tailored to the individual needs of a student. These systems of tracking are applied to all students including those in receipt of the Pupil Premium so that we can identify areas of underperformance and target intervention appropriately.
Where it is evident that despite our “Quality first teaching” approach and proactive teaching environments, students still require additional support and intervention, this is carefully managed using strategies that have been proven to have the greatest impact.
Identification of underachieving disadvantage students is completed regularly through our tracking system. Teachers, Directors of learning and our Pastoral team are challenged on how immediate impact can be gained so that any slow progress can be reversed.
2016/17 Projects involving disadvantaged Pupils:
- Initiatives to boost low literacy levels at Key Stage 3 including homework and reading sessions, and the Accelerated Reader programme.
- Helping to fund additional opportunities to develop attitudes and aspirations (Jamie’s Farm residential trip, activities week, careers guidance, college placements).
- Mentoring packages through the use of:
- A School based mentor to support students
- Provision of ICT equipment and software (such as GCSEPod) to support students to complete work at school
- Use of alternative curriculum where appropriate to ensure every child achieves their potential and a link person for this
- One to one tuition and after school support in English and Maths for individuals and small groups of students.
- Additional subject specific sessions at lunchtime, after school or in school holiday time.
- Mentoring by external agencies
- One to one sessions with the School Counsellor and Careers Advisor.
- Purchasing essential equipment for students (e.g. School Uniform, PE Kit, stationery).
- Purchasing additional resources for students (e.g. workbooks, revision guides, software packages).
- Extra-curricular sessions funded by the school.
Our key barriers to achievement are:
- Attendance – our biggest issue on average pupil premium students have an attendance of 2 to 3% lower than a non-disadvantaged student
- Engagement of parents – On average we struggle to contact non pupil premium parents more often than non-pupil premium parents and they are less likely to attend parents’ evenings.
- Exclusions – More pupil premium students are excluded from school than non-pupil premium students; this has a knock on impact on their learning.
- Achievements in core subjects – On average pupil premium students achieve lower grades than non-pupil premium students with the same starting point.
- Literacy – on average our pupil premium students come in on lower than expected progress in English and maths.
|Targeted Y11 Intervention – Kip McGrath||£46,948||N/A|
|Mentoring and counselling of disadvantaged pupils identified as vulnerable with targeted programmes to raise self-esteem, aspirations and support the wider family units.||£29,512.00||£N/A|
|Educational licenses to provide disadvantaged students with additional support materials across the curriculum.||£9,060.00||N/A|
|Additional provision for disadvantaged pupils with SEN-D needs||£38,560.00||N/A|
|Funding towards uniform for disadvantaged pupils||£2,205.00||N/A|
|Funding towards school trips for disadvantaged pupils||£5000||N/A|
|Devolved capitation for all subjects to run needs driven initiatives to raise aspirations, remove barriers to learning and close the attainment gap||£12,800||N/A|
|GCSE intervention and revision Sessions for disadvantaged pupils in year 11||£2,500||N/A|
|Additional Staffing to Support Pupil Premium Students||£43,659,00||N/A|
Pupil Premium Funding:
Summary Impact Statement
Areas of strength:
In English proportion of disadvantaged students achieving A*-C increased from 39% in 2015 to 63% in 2016.
In maths the proportion of disadvantaged students achieving A*-C increased from 32% to 42%.
The Basic measures in 2015 for disadvantaged students was 32% and it increased to 37% in 2016.
The average reading age of disadvantaged students who took part in Sound training increased by 68 months compared to non-disadvantaged students which increased by 50 months.
Overall attendance for the Academy has improved. At the same time, the attendance of disadvantaged students has improved so that the gap between disadvantaged and non disadvantaged students has decreased.
Exclusions for disadvantaged students in 2015-16 was 8.09% compared to 18.77% nationally.