Pupil Premium

Pupil Premium Overview 2020-21

The Impact of “The Sutton Trust Pupil Premium Toolkit” for Leigh Academy Blackheath

The Pupil Premium is additional funding to help close the attainment gap between children of low income and other disadvantaged children and their peers. Leigh Academy Blackheath rigorously monitors all student groups, including all vulnerable groups, to ensure they achieve positive outcomes. We have a wide range of student interventions and transition processes that collectively contribute to closing this attainment gap.

The Sutton Trust is a nationally recognised organisation that has produced a toolkit for schools to review and evaluate their work with these students. The toolkit reviews national research outcomes for 21 suggested approaches, compares cost against impact, and allows schools to review their current arrangements and suggest recommendations for the future. To view our analysis based on the Sutton Trust Toolkit please see the table below:

 

Leigh Academy Blackheath Sutton Trust Toolkit review 

Strand Overview Cost Evidence Months impact LAB practice
Feedback High impact for very low cost, based on moderate evidence £ ★★★ +8 Teachers provide task-orientated feedback on a timely basis; this is recorded by pupils in their books and then acted on by repeating the task.
Meta-cognition and self-regulation High impact for very low cost, based on extensive evidence £ ★★★★ +8 LAB Learner Curriculum supports student understanding of how they learn and the science behind the learning process. Students develop strategies for revision and to improve memory.
Collaborative learning Moderate impact for very low cost, based on extensive evidence £ ★★★★ +5 Learning opportunities, in and outside of the classroom, promote collaboration between students, and student and teacher.  Our sponsored 1 to 1 chromebook scheme, and our use of Google Education apps, creates an effective framework for regular and structured collaborative learning.
Homework (Secondary) Moderate impact for very low or no cost, based on moderate evidence £ ★★★ +5 Teachers set retrieval practice for homework based on subject-specific knowledge organisers; students also read for at least 30 minutes each weeknight.
Mastery learning Moderate impact for very low cost, based on moderate evidence £ ★★★ +5 Maths mastery allows students to study topics in depth with opportunities to practise skills in a range of contexts/problems.
One-to-one tuition Moderate impact for high cost, based on extensive evidence ££££ ★★★★ +5 A programme of one to one tuition in Maths is in place for key students who are not secondary ready when they join the academy.  This is delivered by trained learning support assistants and the Trust Directors of Improvement.  
Reading comprehension strategies Moderate impact for very low cost, based on extensive evidence £ ★★★★ +5 Students read for the first 5 of every lesson; students read for 30 minutes each night for homework; students sit reading tests each term and the number of Accelerated Reader quizzes taken is monitored. There is a literacy club and a reading club x 2 per week for non-secondary ready and HAPS respectively.
Behaviour interventions Moderate impact for moderate cost, based on extensive evidence £££ ★★★★ +4 Hierarchy of  sanctions consistently applied; emphasis on warm/ strict and promoting positive behaviour through hierarchy of rewards.
Digital technology Moderate impact for moderate cost, based on extensive evidence £££ ★★★★ +4 Our sponsored 1 to 1 chromebook scheme, and our use of Google Education apps, creates an effective framework for regular and structured collaborative learning.

Every subject has a virtual classroom where differentiated learning materials are shared with students supporting pre and post lesson learning.

Small group tuition Moderate impact for moderate cost, based on limited evidence £££ ★★ +4 Non-secondary ready and HAP students attend reading clubs weekly x2; Trust advisor for English works with non-secondary ready and HAPS weekly. 2-1 targeted intervention by LSA’s. 

LSA’s provide 1:1 maths intervention using ‘The Power of 2’ programme.

Maths Director of Improvement works with non-secondary ready students, in small groups, for 1 hour a week 

Social and emotional learning Moderate impact for moderate cost, based on extensive evidence £££ ★★★★ +4 ELSA – Emotional, Literacy assistant training.

ELSA’s:

-Support children to recognise, understand and manage their emotions.

-Plan and deliver individual and group support

 

PUPIL PREMIUM 2020-2021 

Introduction 

In 2011/2012 schools were allocated Pupil Premium (PP) funding to address inequalities between pupils eligible for free school meals (FSM) or had been looked after continuously for six months, and their wealthier peers by ensuring that the funding reaches the pupils who need it most. 

From April 2012 the Pupil Premium Grant (PPG) was extended to include pupils who had been eligible for FSM at any point in the last six years. Additionally, our pupils who are Children in Care are entitled to Pupil Premium Plus funding along with children adopted from Local Authority Care. 

We are currently funded at the following rate: 

  • £955 per pupil of secondary-school age 
  • £310 per pupil whose parent(s) are currently serving in the Armed Forces 
  • £2345 per pupil for looked-after children who: 
    • have been looked after for 1 day or more; 
    • are adopted; 
    • leave care under a Special Guardianship order or a Residence Order. 

Leigh Academy Blackheath has the freedom to allocate the PP grant as it deems necessary to raise attainment and broaden aspirations for disadvantaged or other vulnerable students. For looked-after pupils allocation of funding and the expenditure is managed and allocated by the local authority who that pupil is under. 

Our rationale 

At Leigh Academy Blackheath we ensure that all students have the opportunity to make excellent progress and succeed. Our small schools structure allows us to have a personalised provision that is not only linked to aspects of achievement in the classroom, but also attendance, aspiration and wider experiences. We therefore use the PPG strategically to support disadvantaged students to ensure that they ‘achieve beyond expectations.’ At present 28.8% of our students receive PPG funding, 12.7% of our students are defined as the most disadvantaged. 

Educational Barriers faced by disadvantaged students 

The main educational barriers that disadvantaged students at Leigh Academy Blackheath face are outlined below and each is targeted within our proposed spending and actions table for 2020-2021. 

How were the barriers identified? 

Detailed analysis of performance data; teacher/pastoral referrals and 1-2-1 interviews to identify barriers with our student services managers.. 

Label in Spending and Action table Educational Barriers
B1  Special Educational Needs
B2 Low aspirations especially for the most able students 
B3 Low levels of family stability 
B4 Location – transport to and from additional interventions and extracurricular activities 
B5 Access to ICT within the home 
B6 Reduced capacity within the home to broaden their child’s life experiences: offering music lessons, trips outside of the local environment etc. 
B7 Reduced capacity to complete homework/revision within the home 
B8 Low literacy/numeracy levels 
B9 Historic attendance issues and poor punctuality, much of with is parentally condoned 
B10 Lack of support/capacity for mental, emotional and social development 
B11 Lack of Higher Education experience amongst some parents 
B12 High levels of anxiety especially in relation to exams/assessment 

Education objectives 

  • To provide targeted, personalised support to improve the attainment and life chances of disadvantaged pupils; 
  • The progress of disadvantaged children is in line with those from more privileged backgrounds so that the attainment gap is no more than 10%;
  • To ensure that disadvantaged students make at least good progress during their time at the Academy; 
  • To ensure that the strategies that we implement positively impact the attainment and achievement of disadvantaged pupils;
  • To ensure that the interventions are value for money; 
  • To encourage parents/ carers to apply for free school meals where pride, stigma or changing circumstances may act as a barrier;
  • To increase parental engagement; 
  • To continually raise staff awareness of the potential barriers to learning for FSM pupils and our responsibility we have towards these disadvantaged pupils;
  • To focus on improving numeracy and literacy skills; 
  • To ensure rigorous tracking of FSM pupil progress with interventions when pupils fall behind to ensure that they make good progress;
  • To continually improve the Academy’s school assessment procedures; 
  • To support EAL students to be successful at the Academy; PPG is used alongside the Year 7 catch up Premium to support students who did not meet the expected standards in year 6.
  • To continue to closely monitor pupil attendance and use a range of strategies to improve attendance rates for these pupils.

Planned Actions and expenditure (provisional) 2020/2021 

Allocated funding: £106,005

Area of focus

(linked to academy priorities)

Intervention description  Action and impact 2019-20 Intended intervention for 2020-21 Projected cost
Environment LAB Learner transition programme

B2, B3, B6, B9, B10

Three day residential visit to activity centre in module 1.  Activities focused on teamwork, building positive relationships and developing resilience through active participation. 

Supported the positive transition from primary to secondary phase and the successful induction to the LAB community.  Encouraged positive social interaction with a new set of peers and staff.  An introduction to the academy values, behavior expectations and approaches to learning.

Workshops held every module to support transition and help students to build positive relationships and develop resilience through active participation.

This will provide greater opportunities for college groups to collaborate and work together in teams whilst still supporting the ‘bubble’ structure currently in place.

£10,000
Lease of mini bus/ transportation costs

B3, B4, B6.

Lease of minibus for the transportation of PP students from LAB to PE and other educational visits or activities.

Increased engagement in physical exercise and activity and attendance and positive engagement in educational visits and activities.

Lease of minibus for the transportation of PP students from LAB to PE and other educational visits or activities.
Rewards

B2, B3, B6, B9.

To plan and deliver a rewards programme that builds the social and cultural capital of PP students.

Experiential rewards evoked a sense of achievement and pride in the recipient.  Culturally rich and rewarding visits and experiences raised aspirations and broadened individuals’ mindsets.  

Examples of rewards 2019-20 academic year:

Trip to Cambridge University

Trip to Guardian newspaper

Digital Leaders Conference

Orchestra workshop – Trinity School of Music

To plan and deliver a rewards programme that builds the social and cultural capital of PP students.
Learning and Progress Use of Learning Support Assistants to support disadvantaged students – especially in English and maths.

B1, B2, B3, B8, B10, B12.

Learning support assistants to work with PP students in class and to deliver bespoke maths and English intervention programmes. 

Learning support assistants have provided support for PP students in addition to their designated statemented students.  Focused work on breaking down barriers to learning and increasing engagement, particularly during the lockdown period.

Learning support assistants to work with PP students in class and to deliver bespoke maths and English intervention programmes.  £15,000
Homework club for PP students.

B1, B2, B3, B7, B8, B10, B12.

Learning support assistants to run a homework club twice a week.

This promoted positive engagement with out of school learning.  It provided guidance and assistance in completing homework tasks and raising attainment across all subject areas.

Learning support assistants to run a homework club twice a week.
Teaching Chromebooks for all Year 7 PP students.

B1, B2, B5, B6, B7, B8.

All Year 7 PP students are provided with a chromebook to support learning.

Access to Google apps for Education both inside and outside of the classroom helped to support learning in and outside of the academy.  The support with differentiated work enabled pre and post learning opportunities in all subject areas.  We saw an improvement in parental engagement with homework and study through access to each subject area’s google classroom.

All Year 7 PP students are provided with a chromebook to support learning. £15,000
Curriculum Literacy interventions including accelerated reader and MyOn

B1, B3, B8.

Deliver a targeted programme of literacy interventions to improve reading and comprehension ability, in particular PP non-secondary reading students.

Use the virtual library and accelerated reader as the infrastructure to do this.

Increase in the reading age of PP students through the implementation of LAB’s reading strategy and access to the virtual library and accelerated reader.

PP students were nurtured and developed a love of reading.

Deliver a targeted programme of literacy interventions to improve reading and comprehension ability, in particular PP non-secondary reading students.

Use the virtual library and accelerated reader as the infrastructure to do this.

£20,000
Experience Student Services Manager (SSM)

B2, B3, B9, B10.

Use of Student Services Manager to track and monitor attendance, targeting persistence absentees and providing early intervention.

Used to reduce the % of PP absence and ensure any barriers were broken down between school and home which may be the cause of issues.

Undertook home visits when necessary and engaged with outside agencies when required.

Use of Student Services Manager to track and monitor attendance, targeting persistence absentees and providing early intervention.  An increase from 2- 4 SSM’s to meet the needs of all students. £45,000
Student counsellor/ mentor

B2, B3, B9, B10.

A part time student counsellor appointed to work with our most vulnerable PP students.

Provided 1 to 1 support for our most vulnerable students, breaking down barriers to learning and providing bespoke interventions to overcome challenges

Employ a specialist counsellor/ learning mentor to work with a wider range of PP students, targeting issues linked to self esteem, covid related challenges and barriers to learning.
Student wellbeing

B1, B2, B4, B5, B6, B11.

Support for curriculum resources and equipment including:

  • Extra-curricular activities
  • Uniform
  • Music lessons
  • Books/ revision materials
  • Club memberships

Increased the motivation of PP students and built their social and cultural capital.  Raise aspirations and remove financial barriers to engagement in extracurricular activities. 

Support for curriculum resources and equipment including:

  • Extra-curricular activities
  • Uniform
  • Music lessons
  • Books/ revision materials
  • Club memberships
School trips

B2, B6, B9, B11

Specific educational trips aimed at raising aspirations for PP students as well as enhancing their school experience.

Ensured PP pupils were able to take part in all activities and were not disadvantaged.

Due to lockdown the focus was shifted towards the end of the year to guest speakers as part of the LAB Literacy Festival.

Specific educational trips aimed at raising aspirations for PP students as well as enhancing their school experience.

Where this is not achievable under government guidance, the use of virtual activities to engage students in a wider range of activities and experiences will be used.