Leaders make effective use of the pupil premium funding to support disadvantaged pupils, and regularly review the impact of this support. Leaders have high expectations of what disadvantaged pupils can achieve and, as a result, the progress made by these pupils matches closely the progress made from similar starting points by others nationally. Ofsted, Feb 2018
We are obliged to publish information about the amount of Pupil Premium the Academy receives each year, what it is spent on and how this impacts on raising standards.
Each year we receive Pupil Premium Funding. This is awarded to the school at a rate of £1320 for every child who has been eligible for Free School Meals at any point in the last 6 years.
We will endeavour in 2019 - 20, to use the pupil premium funding to improve provision, accelerate progress and raise standards of attainment for as many pupils as possible.
Specific objectives for the use of Pupil Premium funding at Bishop Creighton include:
- End of Key Stage 2: Increase the % of disadvantaged pupils achieving age related standards– rapidly close the gap to national
- End of Key Stage 1: Ensure no gaps in attainment between disadvantaged pupils and their peers, all groups to be in line with national
- End of EYFS Ensure no gaps in attainment between disadvantaged pupils and their peers – continue to close the gap to national
- Year 1 Phonics Screen: Ensure no gaps in attainment between disadvantaged pupils and their peers - all groups to be in line with national
- All year groups: ensure progress and attainment for disadvantaged pupils is in line with peers
- Provide target intervention for vulnerable pupils across the Academy who are at risk of falling behind , identified as making slower progress or those who are identified as more able
- Provide targeted intervention for pupils in upper Key Stage Two, particularly Years 5 & 6 to ensure they are secondary ready
- Provide additional support to pupils with barriers to learning
During 20189 -20 our Pupil Premium will:
- Part-fund Intervention teaching - This provision is both direct and indirect, e.g. providing an intervention teacher enables groups of pupils to have targeted support (direct benefit) but also allowed the other children in the class increased time with the class teacher, effectively reducing class size (indirect benefit).
- Fund specific intervention teaching for more able/disadvantaged pupils – ensuring level of challenge for our higher learners is right
- Fund small group tuition – this intervention will endeavour to ‘catch up’ disadvantaged pupils who have fallen behind. Tuition will be delivered in 6 - 10 week programmes for key marginals.
- Fund Additional Teaching Assistant hours – to deliver specific intervention programmes for identified pupils.
- Part-fund Easter & Summer school – Easter school will provide targeted intervention for Year 6 pupils at risk of not reaching age related expectations/target for end of year. Summer School will provide targeted support for pupils across the academy, including those who may have fallen behind , or are at risk of falling behind or are at risk of becoming involved in, e.g. anti-social behaviour over the Summer holiday. Activities included daily Literacy/Numeracy input, access to daily sport activity and educational experiences.
- Part-fund the Accelerated Reader programme to accelerate pupils progress in Reading across the academy, sustaining and embedding programme
As an Academy, although raising standards is our priority, we also subscribe fully to the vision and ethos of Your Character Counts; a strategy aimed at developing the Characteristics and Personal Capabilities of GAT Children and Young People”. The aim of the strategy is ultimately to ensure outstanding progress for all pupils, regardless of starting points and disadvantage, through the development of academic rigour, alongside personal capabilities. At the core of the strategy is the development of self-worth and self-belief.
We hold the view that all our pupils have the potential to acquire the essential personal capabilities and positive characteristics to be successful. These are innate; but both social disadvantage and low aspiration in the home mean that some of our pupils enter our academy missing the early opportunities to develop these essential attributes.
We also hold the view that from the moment a child enters our academy, we have a responsibility to nurture and develop her/him through both academic rigour and the building of character so that each person can be successful in life, breaking the cycle of disadvantage within our communities. We must ensure that pupils develop, independently, a range of attitudes and characteristics that will define them as positive individuals willing to contribute constructively to society.
- Part fund Learning Mentor. There are two Learning Mentors in the academy. Learning Mentors provide support to high needs pupils with significant barriers to learning. Learning Mentors also enable access to families to an evidence-based parenting programme as part of the Early Help process.
- Contribute toward special projects to support the delivery of our Careers and Employability Strategy
- Part-fund the Kamal Hyman “Superhero programme” to develop core values of bravery, resilience, communication skills etc
- Part-fund the Youth Dreams Project “Motivational Programme” for pupils in Key Stage Two to develop character, self-control, self-worth with a particular focus upon disadvantaged pupils
- Part fund trips/visits and experiences across all year groups for disadvantaged pupils
- Part-fund Parenting Support programmes, including support for families where persistent absentees or other barriers to learning
- Support families in need – providing e.g. uniform at senior staffs discretion
- Engage in action research as a tool for professional development to better understand and support needs of our disadvantaged pupils