This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
Funding overview:
- Pupil premium funding allocation this academic year – £101,306
- Recovery premium funding allocation this academic year – £12500
- Pupil premium funding carried forward from previous years – £0
- Total budget for this academic year – £101,306
- Number of pupils in school: 465
- Proportion (%) of pupil premium eligible pupils (Yr 7-11): 21.2%
- Proportion (%) of pupil premium eligible pupils (Whole school): 21.2%
Academic year/years that our current pupil premium strategy plan covers (2021/22; 2022/23; 2023/24)
- Date this statement was published: 01.09.2021
- Date on which it will be reviewed: Aug/Sept 2022
Part A: Pupil premium strategy plan
Statement of intent
Our intention is that at the Hayesbrook Academy, pupils irrespective of their background, make good progress and can access and achieve across the curriculum particularly in EBacc subjects.
We recognise that disadvantaged pupils face a number of challenges inside and outside the classroom. Recognising that external challenges can be a barrier to learning means that our plan details how we will use our pastoral and attendance systems to work with families and outside agencies.
High-quality teaching, supported by established school routines associated with a full curriculum delivery are at the heart of supporting the disadvantaged in school. High expectations on using QFT in the classroom will not only support the closing of the disadvantaged gap but will in addition benefit the non- disadvantaged in our school.
In order that all pupils including the disadvantaged can access the curriculum we continue to focus on literacy with whole school strategies for all in addition to intervention for those students with a reading age significantly below their chronological age.
Our strategy also includes targeted support using the National Tutoring programme, the government funded initiative to support those students whose progress and attainment has been the worst affected during the pandemic, including the non-disadvantaged.
We intend to increase the number of students selecting a language to study at GCSE by raising the profile of languages in KS3 and redesigning our option blocking and choices at the end of year 9. This plan will ultimately raise the % of students studying the Ebacc.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
- Some pupils may not be working at an age related level and have conceptual gaps or expectations
- A higher number of pupil premium students have identified, and at the point of entry to the school unidentified special educational needs.
- Some students have complex external barriers to consistent attendance and punctuality
- The number of disadvantaged pupils opting to study a language at GCSE.
- The reading age of disadvantaged students on entry is generally lower than that of their peers.
- Computer access at home for some pupils is limited impacting their ability to complete homework, access learning via the Google Classroom in the case of isolation or covid lockdown
- Attainment of disadvantaged pupils in science and maths is generally lower than that of their peers.
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended Outcome
Success Criteria
Progress 8
To achieve 0.0
Attainment 8
To have a gap of less than 7
Percentage of Grade 5+ in English and Maths
Gap to be smaller than 1.3 (2021 results)
Close the gap in attainment in maths and science
Progress of disadvantaged to be inline with non-disadvantaged
Reading Ages for disadvantaged pupils to improved allowing for better access to all areas of the curriculum
For all disadvantaged students to have a reading age no less than one year below their chronological age.
An increase in the number of disadvantaged students taking a language at GCSE
The percentage of disadvantaged pupils selecting to study a language at GCSE to be proportionate with non-disadvantaged
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching
For example, CPD, recruitment and retention.
Budgeted cost: £46,800
Evidence that supports this approach
Using specific subject experience and building on our whole school culture of evidence, informed teaching and learning
Evaluating individuals impact and identifying their strengths and areas of practice to develop
Challenge number(s) addressed
7
Evidence that supports this approach
The DfE Code of Practice (2015) states “High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people.
All teaching staff have paid membership of the Chartered College. Departments have paid membership of their relevant professional association. All staff have access to National College resources and Walkthru teaching CPD resources. All staff have a CPD book allowance and suggested reading lists to select from.
Challenge number(s) addressed
1 & 2
Evidence that supports this approach
Recruitment of an MFL lead to work with the trust MFL Lead to develop an engaging challenging curriculum for KS3. In addition the option blocking to be designed so that year on year the number of students on the Ebacc pathway increases
Challenge number(s) addressed
4
Evidence that supports this approach
Increased SENCO capacity will strengthen the focus on tailored programmes to support students inside the classroom and provide bespoke interventions where necessary.
Challenge number(s) addressed
1 & 2
Evidence that supports this approach
Developing relationships with the students and families can mean that needs and barriers to attendance and learning can quickly be addressed, internally or through accessing appropriate outside agency support.
Challenge number(s) addressed
3
Targeted academic support
For example, tutoring, one-to-one support structured interventions.
Budgeted cost: £37,253
Evidence that supports this approach
Language and literacy provide us with the building blocks not just for academic success, but for fulfilling careers and rewarding lives. (Education Endowment Fund)
Challenge number(s) addressed
1 & 5
Evidence that supports this approach
EEF states the following :
Some pupils may require additional support alongside high-quality teaching in order to make good progress. The evidence indicates that small group and one to one interventions can be a powerful tool for supporting these pupils when they are used carefully.
Challenge number(s) addressed
1
1-1 and small group (3) support in addition to KS4 targeted small group HLTA support in Maths, English and Science, identified using PPE data
Evidence that supports this approach
Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress, or those who have been disproportionately impacted by the effects of the pandemic. (EEF Guide to Pupil Premium)
Challenge number(s) addressed
4
Wider strategies
For example, related to attendance, behaviour, wellbeing.
Budgeted cost: £17,253
Evidence that supports this approach
The evidence shows that providing a healthy school breakfast at the start of the school day can contribute to improved readiness to learn, increased concentration, and improved wellbeing and behaviour. (GOV.UK 2021)
Challenge number(s) addressed
3
Every pupil that is absent receives a telephone call, not just a text. Weekly attendance meetings with the Principal, key Stage Lead and Attendance Manager mean that students needs and challenges are met and supported without delay, reducing the number of students with PA, in addition to improving whole school attendance.
Evidence that supports this approach
Evidence from a Department of Education study illustrates a strong correlation between school attendance and GCSE success. A child that averages 80% attendance during their secondary school year effectively misses one whole year of education and significantly reduces their chances of making expected progress
Challenge number(s) addressed
1 & 3
All students on track to receive Chromebooks by Sept 22. In the meantime all students without access to a computer and internet at home are supplied with a laptop, and or data card.
Evidence that supports this approach
It is imperative that students can access the online resources uploaded as homework and school work for students isolating and /or in the case of another lockdown
Challenge number(s) addressed
1,2,3 & 6
Total budgeted cost: £101,306
References
Education Endowment Fund – Guide to supporting Pupil Premium Autumn 2021