Pupil premium strategy statement
This statement details our school’s use of pupil premium 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.
|School name||Daubeney Academy|
|Number of pupils in school||434|
|Proportion (%) of pupil premium eligible pupils||29.56%|
|Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)||Sept 2021- Sept 2024. This will be the first year of this strategy|
|Date this statement was published||October 2021|
|Date on which it will be reviewed||October 2022|
|Statement authorised by||Matt Lee|
|Pupil premium lead||Davina Large|
|Governor / Trustee lead||Sarah Copperwheat|
|Pupil premium funding allocation this academic year||£115,316|
|Recovery premium funding allocation this academic year||£30,240|
|Pupil premium funding carried forward from previous years (enter £0 if not applicable)||£0|
|Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year
Part A: Pupil premium strategy plan
Statement of intent
|We want to ensure that every student has equality of opportunity by removing all barriers to learning and education and enabling them to embrace all the possibilities their education can bring them.
We are aware that students who are in the PP category tend to have significant gaps in their learning or have found themselves behind their non PP peers. We aim to ensure that every possible support is given to these students to remove any gaps in learning and to ensure that PP students’ progress brings them in line with their non PP peers.
We aim to does this through increasing the student’s level of engagement within the curriculum and ensuring that their reading and comprehension allows them to access the full GCSE curriculum we will then use the resources at our disposal to ensure that they have raised aspiration.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|Challenge number||Detail of challenge|
|1||To raise the progress and attainment of all PP students to close the gap between them and their non PP peers through Quality First Teaching.|
|2||To raise the reading ages of all PP students not meeting their chronological age. To ensure greater access to all elements of the curriculum and GCSE content|
|3||To improve self-regulation and resilience of all PP students to ensure that they are prioritising their education and are ready to learn in every lesson.|
|4||To ensure that all PP students are attending school in line with their non PP peers and that any barriers to attendance are removed.|
|5||Increase access to wider cultural experiences through enriching the curriculum, widen their experiences and ensuring that they are able to access the most suitable pathway for them into post 16 education.|
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-|
|To raise the progress and attainment of all PP students to close the gap between them and their non PP peers through Quality First Teaching.||Progress 8 and Attainment 8 scores of PP students to be closing to eventually see no gap in progress and attainment.|
|To raise the reading ages of all PP students not meeting their chronological age. To ensure greater access to all elements of the curriculum and GCSE content||Evidence of the improvement of the individual reading ages of all PP students with this improvement evident year on year.|
|To improve the behaviour for learning of all pp students to ensure that they are prioritising their education and are ready to learn in every lesson.||Demonstrates of readiness to learn through reporting, homework completion and outcomes.|
|To ensure that all PP students are attending school in line with their non PP peers and that any barriers to attendance are removed.||Increase attendance of PP students to school that closes the gap to their non pp peers and greater attendance to intervention sessions before and after school to support in closing the attainment gap.|
|Increase aspiration and motivation of PP learners, through enriching experiences that PP learners might miss, to ensure that they are able to access the most suitable pathway for them into post 16 education.||0 PP students at the end of Year 11 become NEET. Greater number of PP students attending 6th Form colleges and access courses to allow for entry to university.|
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: £38, 712
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Appointment of 2 Heads of Year with a key focus on supporting PP students to access their learning and all extracurricular trips and activities.||Heads of Year are able to identify specific cultural barriers to learning in the context of the community (National Education Trust). With this in mind, students can attend targeted intervention, which is monitored through regular communication of progress with parents and carers.||4, 5|
|Learning Support Assistants trained and deployed in lessons with an understanding of who PP students are and how best to support them.||Maximising pupil outcomes and support High Quality first teaching. Appropriate support is provided for those students who need it. National Education Trust suggests that many children with SEND will also be disadvantaged and well trained LSA’s can support HQT in the classroom as well as run and track interventions to ensure progress.||1, 3|
|Use of Accelerated Reader on the curriculum with consistent delivery of curriculum||In order for students to access the curriculum reading recovery interventions have been successful in a number of case studies. The use of AR will increase the regularity of reading taking place with reading age appropriate books. Regular testing of comprehension of reading completed and reading age assessments to identify progress.||1, 2|
|Librarian utilised to increase the use of the library and to ensure appropriate books are available to build a love of reading||Use of the library to take out books to read for pleasure and attendance to enrichment activities in place around reading.||2, 5|
|High quality CPD for staff to focus on HQT to PP learners.||Research from the EEF (2020) suggests that good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. All staff are||1, 3, 5|
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £49,375.20
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Independent Occupational and Speech and Language Therapists to support the development of PP learners in all year groups to better access learning||The use of SEN specialists will compliment HQT. Students that have lived in poverty are more likely to have education needs (EEF, 2020). These students need to develop fine motor, self-regulation and language skills allowing them to access the curriculum and have a greater experience of success.||1, 3|
|Trust Careers Advisor to meet with all students in Key Stage 4||Students are able to make well informed decisions about post 16 choices, and have a better understanding about the careers they are interested in and skills that are needed.||5|
|Trust Counsellor is used to support most vulnerable students to have greater access to school and learning||Counsellor works to remove barriers to learning that would prevent learners from access the curriculum.||3, 4|
|Deployment of LSA’s to conduct structured interventions for reading and homework||Increases in reading will lead to a greater level of comprehension and fluency that support student outcomes. Support with home learning to reinforce the curriculum learning.||1, 2|
|Funding of targeted interventions during weekends and holidays to support students outcomes and closing the gap agenda||Intervention is design to support the filling of learning gaps and closing the gap between PP and non PP learners.||1|
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £57,469
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Deployment of Family Support Worker to support most vulnerable students to access the curriculum||FSW works to remove barriers to learning that would prevent learners from and share professional understanding between external stakeholders, enabling vulnerable students to access the curriculum access the curriculum (The Pupil Premium Guide, Rowland).||3, 4|
|Provide learning materials, revision guides, art packs and food ingredients for all PP learners in need.||All students are fully equipped and ready to learn, ensuring they are accessing the curriculum.||1, 3|
|Intervention for PP learners to encourage self-motivation, self-regulation and organisation||Evidence from the EEF states that targeted academic support has a positive impact on those students who are not making good progress. Students are better prepared for learning, and able to structure their time in a more strategic way when it comes to extended learning and homework.||1|
|Funding of enrichment opportunities for those PP learners who require support||Extra-curricular activities will improve attitudes to learning (Rowland, 2015). Widening of horizons and building ambition in PP learners to have goals that will have a greater impact on life chances||5|
|Breakfast to be offered to all PP learners||Case studies from a variety of areas in the country (EEF) suggest that breakfast will ensure pupils are not hungry and therefore distracted throughout the day. Breakfast offers to give PP learners a warm meal to start the day and prepare them for a day of learning||1, 3|
Total budgeted cost: £145, 556
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
|Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.
If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?
Context of the last year and the impact this has had on this strategy are important to consider. The COVID-19 pandemic has meant long periods of isolation for students and higher rates of absence through illness and bereavement due to COVID-19.
The activities/strategies put in place during the academic year 2020-21 have been assessed based on the review of their impact.
Evaluation of Activities/Strategies and amendments made:
Quality of teaching for all Action/Approach
Every PP student in Y7-11 to be reading at or above their chronological age.
The Accelerated Reader curriculum was introduced in September 2020 and dedicated time within the curriculum, in key stage 3, was designated to improving the reading and comprehension of the students. The baseline data in all year groups was a concern with the majority of students below their chronological reading age with many as much as 3 or 4 years difference. This data further deteriorated through the lockdown in January 2021. On their return to school between May and July saw the students make significant improvements in their reading ages.
The curriculum of Accelerated Reader was adapted and amended as the year progressed in response to the student’s engagement and enjoyment of reading and this had a significant impact on the improving outcomes of the cohorts.
There is still significant work to be done to close the gap in reading ages of PP learners and develop their reading and comprehension to a level where the can access the GCSE paper questions. Further development on this will continue with all curriculum areas to identify where their curriculums reading can be prioritised and developed to support the whole school reading agenda.
There will be more PP students making at or above expected progress in English and Maths
The outcomes for the school through the TAG’s process last year saw an increase in all Key Performance Indicators (KPIs) for the school and this included the PP students who performed excellently in English and Maths particularly.
There is development needed in converting grade 4’s into grade 5’s so that the schools performance and that of the PP students so that a greater percentage of students are achieving grades 5-9. Once this KPI has improved it will then be the academy’s aim to covert far more of our PP students into the 7 to 9 bracket as this will greatly improve their life chances and career possibilities as they move in further education and employment.
Quality First Teaching is consistent across the curriculum and key stages.
There has been a significant about of work gone into the Intent of our curriculum to ensure that the planning of the curriculum ensure that there is ambition for all students and they are catered for and can access the curriculum.
The Teaching and Learning of the curriculum has obviously been significantly affected by the impact of the pandemic. Staff had to change how they teach not only online but in their classrooms as well. The impact of this time is still effecting how teaching is taking place and there is significant work to be done to rectify this. The academy worked hard to ensure that our blended learning experience was a success and sustain through the creation of our own Remote Learning Platform and the use of the Google Suite to facilitate learning from home.
Improved Well-being for PP Students
The wellbeing of our PP students has been of even greater importance through the last year due to the COVID-19 pandemic. These students were prioritised for school attendance during the any national lockdowns. We made sure that they were provided with food hampers, meals or vouchers through this time as well. The school also placed a high importance to make sure that all PP students had access to ChromeBook and the internet to ensure that none of these families were effected by digital poverty.
Our Family Support Worker was tasked with regular virtual meetings through this time and was in constant contact with the families to ensure that these students were safe and well during this time. Our LSA’s were on hand to offer support, along with our teachers, to any student who was struggling with completing the work set independently.
On the students return to the academy intervention and curriculum reform were prioritised to ensure that learning was not effected and that the level of understanding was high for all students but particularly those who were PP. The pastoral support continued with excellent work from you Pastoral Leader, Family Support Worker and our Pastoral Assistant who supported the return to school effectively for there to be as little adjustment as possible. The impact of this was seen in the attendance and engagement of the PP students once they were able to return to school.
Attendance of PP students increases in line with their peers towards national figures
The attendance figures for the school as a whole were significantly affected by the COVID-19 pandemic and unfortunately this evitable had an impact on our PP students. Last year our figures show a smaller decrease in attendance for our PP students to their non PP peers but this figure was significantly below the national averages for the last reported year of 2019.
This will continue to be a priority in our PP strategy moving forward over the next 3 years to gradually build the attendance of our PP students to close the gap and ensure that their attendance is in line with the same cohort nationally.
We will do this through the high quality engaging curriculum and interventions from our Pastoral team to work with the families to ensure greater attendance.
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:
|How did you spend your service pupil premium allocation last academic year?||None allocated|
|What was the impact of that spending on service pupil premium eligible pupils?||N/A|
Further information (optional)
|Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.|