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Little experience of tertiary or higher education, affecting confidence in planning for and taking the necessary
steps to secure the skills and qualifications needed to access these
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Additional responsibilities at home such as looking after younger siblings
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For the most gifted pupils, the lack of the challenge that can be presented by being surrounded by a greater
number of equally or more gifted pupils can impede access to the highest possible grades.
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Parents and teachers who may view ‘passing’ as being good enough rather than encouraging the pupil to strive
for the highest possible grade.
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Less access to the (prohibitively expensive) ‘extras’ that can bring learning to life, such as going to the theatre.
In order to maximise the impact of this funding upon progress and attainment, the academy has adopted a highly
individualised approach to supporting the ‘pupil premium cohort’, which is based on the rigorous use of data at 6
‘assessment points’ throughout the year. We supplement bespoke interventions for individuals, targeted towards
addressing the deficiencies in their learning (identified through their ‘AP Assessments’ and from ‘question level analysis’
in mock examinations) with ‘overarching strategies’ that are designed to impact upon larger groups of pupils.
In 2016-17, the academy continued to build upon it pupil premium foundations of success with a
Progress 8 score of
-0.030 Over 75% of the Year 11 cohort were eligible for pupil premium.
We believe that it is good practice to focus on ensuring that every pupil receives a consistent diet of high quality teaching
rather than relying on interventions to compensate. The academy’s IQTL and Slider Assessment Model ensures that there
is a systematic focus on clear pupil feedback and advice for improving their work and that any underperformance is quickly
identified and interventions are both dynamic and quickly put into place.
In addition to the Pupil Premium spending outlined below, the academy has invested a significant amount of money in
order to be able to provide Year 11 pupils with an ‘extended’ timetable - 30 hours of contact time as opposed to 25 hours
previously - Known as Lesson 6. There is also opportunity for Year 11 to have Lesson 7 with Hegarty maths intervention
every day of the week. The academy also provides KS3 and KS4 pupils with additional opportunities for 1:1, small group
tuition both before school from 7:30 am and after school until 17:00 each day
.
Super Learning Days also form part of our
intervention programme during each holiday for KS4 studenmts Year 10 /Year 11 students. The academy’s creative and
rigorous approach to deploying and assessing the impact of the pupil premium has meant that since its introduction in
2011
, disadvantaged pupils at the academy have outperformed both their peers within the
academy.
Taking into account the above, the academy’s wider key priorities for 2017-18 Pupil Premium spending are:
Spend
Improvement
Focus
Amount Al-
located
Purpose and Impact
Pupil Premium Cham-
pion (GMM)
Attainment and
Progress
£43,063
To ensure narrowing of the gap between PP and non-PP
pupils through a range of bespoke interventions.
Data Analyst (HRO)
Attainment and
Progress
£14,845
Data tracking and analysis of PP students against non-PP
students
Attendance Officer sal-
ary contribution (SNE)
Attainment and
Progress
£12,617
Attendance Officer proportion of salary - Attendance of
disadvantaged pupils is less than their non-disadvantaged
peers, both locally and nationally. Contribution towards
cost of maintaining a data driven, mobile and well-re-
sourced Attendance Team to drive improvements in the at-
tendance of PP pupils, which will subsequently impact
upon their progress and attainment.
