What is Pupil Premium?
The Government believes that the Pupil Premium Grant, which is additional to main school funding, is the best way 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 Pupil Premium Grant was introduced in April 2011 since 2012, is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years. This funding has since been extended to also include support for students who are Children Looked After (CLA) and also students adopted from care. These students, together with those who have received free school meals in the last six years, are collectively referred to as ‘disadvantaged students’.
The criteria for receiving Pupil Premium (PP) is as follows:
- Claiming free school meals (FSM)
- Have claimed FSM in the last six years (Ever 6 FSM)
- Looked after children (LAC) as defined in The Children Act 1969 as one who in the care of, or provided with accommodation by, and English Local Authority
- Children who have ceased to be looked after by a Local Authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order.
- Service children
Academic Year 2018-2019
|Academic Year||2018-19||Total PP budget (est.)||£182,325||Date of most recent external PP review||March 2018|
|Total number of students||585||Number of students eligible for PP||231||% of student body||39.5%|
Our vision at Ridgeway Academy
Our motto is ‘Everybody can achieve’. At Ridgeway Academy we are determined to remove the gap between those who are economically advantaged and those who are not. We are committed to ensuring that our Pupil Premium students, as well as all other students have the qualifications and attributes necessary to lead fulfilling and successful lives, irrelevant of their background or prior attainment.
Ridgeway Academy strategy for accelerating the progress of Pupil Premium students
- We ensure that learning and teaching opportunities meet the needs of all students.
- We ensure that the needs of all of learners are carefully assessed on a regular interval, in particular the needs of Pupil Premium students.
- We ensure that appropriate provision is in place for those students who belong to vulnerable groups.
- We use the Pupil Premium funding to support students or group of students who the academy has identified as socially disadvantaged.
- The type of provision provided is tailored to the need of the priority student or group of students.
Pupil Premium / Provision Map
We track the provision for each student on the Pupil Premium register through a provision map where we record how the students are supported. These include
- Access Arrangements
- Attendance at clubs such as sports and music etc.
- Breakfast club
- Coaching and mentoring
- Cooking ingredients
- Free material for Art and Design and Technology lessons
- Free revision guides/resources
- Growth Mindset workshops to develop self-confidence, time management skills, revision skills
- Literacy intervention
- Online learning (Maths by IXL)
- Participation in one the social skills group
- Revision clubs
- School trips
- Small intervention group work or one to one sessions
- Support from external agencies (counselling, targeted youth services, TAF, Outreach work etc.)
- Supporting Young Carers
- TA support received in class
All Pupil Premium students access:
- High quality teaching in the classroom
- Support from a Form Tutor, Director of Learning (DOL) and Student Services team
- Support in accessing extra – curricular activities which require extra support and funding
Provision for Pupil Premium students is targeted to enable for students to overcome their barriers to progress
|Barriers to Progress|
|In-school barriers (issues to be addressed in school, such as poor literacy skills)|
|A||Prior attainment including numeracy and literacy – a significant number of students enter with lower numeracy and literacy skills than their peers and the national average.|
|B||Aspirations and motivation – for some disadvantaged students there are issues surrounding long-term aspirations|
|C||Well-being – for some disadvantaged students there are issues surrounding mental health and well-being that can cause them to fall behind their peers|
|D||Resources for learning – a significant minority do not bring required equipment to school and/or lack access at home to the resources which facilitate good progress|
|External barriers (issues which also require action outside school, such as low attendance rates)|
|E||Attendance rates for students eligible for Pupil Premium are often below the school target for all children and the attendance figure for all students. This reduces their school hours and causes them to fall behind on average|
|F||In some cases, the parents of students eligible for Pupil Premium have limited engagement with school and do not attend school information events and Parent/Teacher consultations which can have a detrimental effect|
|Desired outcomes and how they will be measured||Success Criteria|
|A||Improved rates of progress across all key stages for students eligible for Pupil Premium.||
Students eligible for Pupil Premium to make as much progress as ‘other’ students
Students eligible for Pupil Premium identified with lowest KS22/CATS scores to make accelerated progress in Maths and English. To be monitored by Year 7 ‘Catch-up’ teacher and Subject leaders in Maths and English.
|B||High levels of motivation and aspirations for all Pupil Premium students.||
Proportion of Pupil Premium students with FORCE badges and ‘effort letters’ after each reporting cycle.
Improved attainment in internal tracking and monitoring.
To be monitored by Assistant Headteacher for Progress and Directors of Learning.
|C||Support in place for students with mental health or well-being concerns.||
All student with well-being concerns are logged and appropriate support and provision is in place. Improved attendance and well-being of students with concerns.
To be monitored by Inclusion Co-ordinator, Director of Learning and Assistant Headteacher for Progress.
|D||All students eligible for Pupil Premium have resources necessary for school.||
Students eligible for Pupil Premium have equipment for learning.
To be monitored by Form Tutor, Director of Learning and Assistant Headteacher for Progress.
|E||Attendance improvement for all students eligible for Pupil Premium.||
Students eligible for Pupil Premium to have reached the school’s attendance target.
To be monitored weekly by Attendance officer, Form Tutors, Director of Learning, Assistant Headteacher for Behaviour and Attendance and Assistant Headteacher for Progress.
|F||Improved engagement by families eligible for Pupil Premium.||
Improved attendance at all key parents and families’ events: Parent Teacher consultation, SEND consultation days, PP& SEND working party, Parent & family workshops.
To be monitored by Directors of Learning, SENDCO and Assistant Headteacher for Progress.
Pupil Premium Progress Plans
In order to genuinely improve progress, it is essential to first identify each individual’s barrier(s) to progress. To achieve we undertake a comprehensive review of each Pupil Premium student, engaging them, their teachers, Form Tutors and Directors of Learning with this process.
The five stages of this process are:
- Pupil Premium students complete a survey identifying their attitude to learning, school, Growth Mindset and identifying any barriers to progress of which they are aware.
- Form Tutors and subject teachers record barriers to learning which they have identified in their interaction with each student along with the successful strategies they have developed to enable this student to progress and thrive.
- This data is then collated along with all other details held by the school such as: SEND status, medical/mental health needs, attendance, punctuality, achievements and sanctions.
- The penultimate stage of this process is a meeting between the Inclusion Co-ordinator and Assistant Head teacher for Progress to analyse the findings and prepare for the final stage.
- The final stage is a one to one meeting between the student and the Assistant Headteacher for Progress, when the data and barriers to progress are discussed and agreed. On behalf of Ridgeway Academy, the Assistant Headteacher for Progress agrees bespoke practical strategies to be implemented across the school, to help the student overcome their barriers to progress and thrive. The student also undertakes to demonstrate their Growth Mindset through sustained effort to meet their targets.
A summary of the collated information is used to produce a Progress Plan for each student. This is shared with all staff in order for them to differentiate their teaching and interaction with each student to facilitate maximum progress.
Transition from primary to secondary
Extended transition events.
Teaching Assistants (TA) in class
Many Pupil Premium students benefit from TA support in the classroom to ensure they participate fully in lessons and are supported to access the concepts covered in the lessons and to work independently. Joint planning by the TAs and teachers. Each of our core subjects have a dedicated TA who attends department meetings and helps with the planning of lessons to ensure they are accessible for all.
Library Materials for the most able and to support struggling readers
In Years 7 and 8 the library has purchased additional materials to enable those struggling with or reluctant to read, engage more fully.
Regular analysis of data by the SENDCO and the Assistant Headteacher for Progress, all Heads of Faculties and Departments and Directors of Learning to track, monitor and identify underachievement.
Utilisation of external professionals to run targeted sessions for students in Key Stages 3 and 4.
Growth Mindset through FORCE.
Close liaison with family support workers.
As part of our aim to raise the aspirations of our Pupil Premium students we select 12 of our most-able students in Years 9 and 10 to take part in The Scholars Programme. The Scholars Programme employs doctoral and post-doctoral researchers to deliver programmes of academic enrichment. Through a combination of university trips, in-school tutorials and online resources we enable these students to develop the knowledge, skills and ambition needed to progress to highly selective universities.
Nurture group is led by our SENDCO, with the support of highly trained TA’s. Nurture provision is designed for Year 7 students with social and emotional needs. The purpose of this small group teaching is to support students in their social interactions with others.
Some students are supported through the counselling service to help them work through issues which impact on their readiness and capacity for learning
Music lessons, exam costs and sheet music are significantly subsidised for all Pupil Premium students who wishes to participate.
Year 7 Catch Up Premium
This year’s allocation of £16,927.00 was awarded in February 2018 to be spent purely on students arriving in Year 7 who have scored significantly below the national average in their Key Stage 2 English and Maths SATS. The purpose of this allocation is to enable these students to “catch-up” with their peers’ learning.
At Ridgeway Academy we work closely with the Heads of Department and Subject teachers in English and Maths to ensure that these students’ learning is accelerated.
In order to maximise the progress of these students we employ a Primary trained KS2 specialist in Literacy and Numeracy. Working closely together, she, the Heads of Maths and English and the Assistant Headteacher for Progress identify those students with highest need who qualify for Pupil Premium ‘Catch-up’. These students are then taught in small groups by our dedicated KS2 practitioner at the same time as their peers are being taught Maths and English. They also receive additional teaching in Maths and/or English in order to ensure maximum progress is made. Assessed on a half termly basis, this data is analysed closely and as soon as the ‘Catch-up’ is achieved these students are invited to join their peers.