NORTH KESTEVEN ACADEMY REVIEW OF PUPIL PREMIUM SPENDING 2017/18
- The attainment of pupil premium students is below that of students nationally.
- The gap between pupil premium and all students within the academy is -17.4% for 5+ in English and Mathematics (Basics).
- The gap between pupil premium and all students within the academy is -21.1% for 5+ in English.
- The gap between pupil premium and all students within the academy is -14.7% for 5+ in Mathematics.
- Services students at NK Academy outperformed all students in most headline measures.
What is the Pupil Premium?
The Pupil Premium is extra government funding allocated to schools, based on the number of learners who:
- Have been eligible for Free School Meals (FSM) over the last 6 years (Ever 6)
- Have been in local authority care at any point
- Have a parent in the armed forces, or have been registered as a “service child” in the school census since 2011
The DfE provides schools with the freedom to use the Pupil Premium Grant as they see fit, based upon knowledge of students’ needs. Schools are held accountable for the use of this funding.
The purpose of Pupil Premium funding
Statistics show that, in England and Wales, the academic performance of students classed as “disadvantaged” has been significantly lower than those students who are not. Pupil Premium funding is intended to remove any barriers to learning, as well as enabling these students to be able to access all areas of the curriculum as well as their peers.
We have, therefore, used our Pupil Premium funding in a number of different ways, as outlined in this document. The grant has been used to either further develop existing initiatives or to fund new strategies to provide support, intervention and enrichment activities.
North Kesteven Academy is committed to ensuring spending is based on educational research and data analysis to ensure both impactful and targeted intervention.
2017/18 Spending and Impact
|Total number of pupils
|Total number of pupils eligible for PP||332 (72 SPP)|
|Total PP budget||£229,066|
Attainment and Progress – Impact of Pupil Premium
|All Students Basics (A*-C E&M/4+ E&M)||59%||64.0%||52.9%|
|PP Students Basics (A*-C E&M/4+ E&M)||47%||53.8%||41.4%|
|All Students 5A*-C inc. E&M (4+)||54%||64%||46.6%|
|PP Students 5A*-C inc. E&M (4+)||50%||54%||39.7%|
|5A*-C inc. E&M Gap||-4%||-10%||-6.9%|
|All Students Progress 8||-0.42||-0.35||-0.62|
|PP Students Progress 8||-0.80||-0.53||-0.61|
|Progress 8 Gap||-0.38||-0.18||0.01|
|All Students A*-C (4+) English Language||64.1%||72%||58.4%|
|PP Students A*-C (4+) English Language||60.0%||46%||43.1%|
|English Language A*-C Gap||-4.1%||-26%||-15.3|
|All Students A*-C (4+) English Literature||78.8%||69%||60.0%|
|PP Students A*-C (4+) English Literature||69.4%||50%||51.7%|
|English Literature A*-C Gap||-9.4%||-19%||-8.3%|
|All Students A*-C (4+) Maths||63.3%||70%||58.4%|
|PP Students A*-C (4+) Maths||61.5%||56%||51.7%|
|Maths A*-C Gap||-1.8%||-14%||-6.7%|
Review of spending in 2017/18
|Approach||Desired Outcome||Estimated Impact||Lesson Learned|
|Outstanding teaching provision||To make sure all Pupil Premium students experience teaching of the highest quality.||QA and professional learning has ensured teaching standards have improved and are continuing to improve.
|More bespoke training focusing on Teaching and Learning strategies is needed to further improve the standards of teaching.|
|CATS analysis||To test year 7 students on entry, identifying students who may already be falling behind.||Very effective in identifying students with low reading ages and low maths ability for early intervention in Y7.||To re-test these students in Y8 to assess the impact of Accelerated Reader Programme.|
|Upper-disadvantaged programme||To narrow the gap between our upper-disadvantaged students and their peers nationally.||Upper Disadvantaged students performed marginally better than Upper students in 2018, thus the gap has narrowed.||Mentoring needs to occur more regularly|
|FSM focus||To ensure that our students in receipt of free school meals achieve above all students nationally.||FSM performance has improved from 2016/17 by 0.27, but more improvements need to be made.||Continue ensuring students have full P8 baskets. Introduce new mentoring programme.|
|Parental engagement||To allow parents to actively engage with their children’s education and to also allow us to support families with any barriers to learning.||Slightly increased attendance at parental engagement evenings.||Continue contacting and supporting parents in any way possible.|
|Catch-up and intervention||To catch students up to the rest of the class before they fall too far behind, through the use of one to one or small- group teaching.||Reading needs to be targeted more to have more positive effects on the rest of the curriculum.|
|Tracking and monitoring through SISRA and 4Matrix||To track students’ academic progress closely, allowing all staff to be able to quickly find the data they need for meaningful interventions to happen.||HoDs and teachers much more aware of PP students and their progress, therefore able to react accordingly.||Continue to provide training on these platforms. Monitor staff usage.|
|Homework club||To provide students with a suitable study space, as well as the support and guidance to excel in independent study. This will support the new homework policy.||Several PP students, in particular CLA students attend to help support their needs.||Certain students need targeting to attend. Incentives to help attract disadvantaged students to attend.|
|GCSE Intervention||To provide students with bespoke support for specific aspects of examinations and subjects.||Sessions were well-attended and feedback was very positive from students.||Target disadvantaged students, providing timely reminders for parents.|
|Guidance and training for staff||To ensure that each and every student in receipt of funding is known to staff at all times, and that staff know of specific barriers to learning and how to address them.||Staff aware of each student’s profile and barriers to learning.||Sharing good practice amongst staff of what works in removing barriers would be beneficial for students’ progress.|
|Lexia||To improve students’ literacy skills across all subjects.||Varied improvement amongst students.||Stronger focus on reading will complement the Lexia sessions.|
|Music Tuition||To enable all students to be able to access music lessons.||Positive impact on students’ motivation and engagement.||Continue to provide music tuition.|
|Revision guides||To provide students with all the revision materials needed to succeed in the exam.||Students had the necessary materials to revise fully.||Increased parental engagement will help support this.|
|Breakfast revision||To encourage students to take part in a final revision session the morning of an examination.||Attendance and punctuality at exams was improved.||Continue to offer breakfast sessions.|
|CLA funding||To provide each CLA student with a named teacher to support their needs.
|CLA students received swift intervention when barriers were identified.||Make meetings more regular with these staff.|
|Holiday revision sessions||To provide students with additional revision during school holidays to maximise their chances of achieving their target grade.||Attendance was generally good. Positive student feedback.||Continue where necessary.|
Behaviour, Attendance, Social and Emotional
|Approach||Desired Outcome||Estimated Impact||Lesson Learned|
|Needbright Solutions and BOSS||To support our PP and SPP students’ mental health and behavioural needs through Needbright Solutions and BOSS.||Many students remained in school where persistent absence was a possibility.||Vital element of keeping some disadvantaged students in school and learning.|
|Parental engagement||To allow parents to actively engage with their children’s education and to also allow us to support families with any barriers to learning.||Limited impact||More parental engagement is required.|
|Improving Attendance||To provide students with transport to and from school if they are a serious attendance concern.||Success for targeted students.||Continue with providing transport where necessary. Target low primary attendees joining in Y7.|
|Subsidising enrichment opportunities||To allow students access to all enrichment opportunities.||Students had access to the same opportunities as their peers.||Continue.|
|Uniform||To ensure students and parents have access to correct uniform.||Students compliant with school uniform rules – increased self-esteem and not a barrier to learning.||Continue to provide uniform where necessary.|
|Family Service Liaison Officer||To provide our Service students with a named member of staff to support their emotional and pastoral needs.||Positive feedback from students and parents.||Continue to support services students through positive mentoring.|
Priorities for 2018/19:
- Improved attendance for PP students
- Outstanding teaching and learning
- Regular mentoring and monitoring
- Improved reading skills
- Shared best practice to overcome barriers