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Pupil Premium

Derby Pride Academy only has access to pupil premium for students who are on our school roll.

Pupil Premium Report Review 2019-2020 & Plan 2020-21

Summary information 2020-2021

Date of most recent pupil premium review:

September 2020

Date of next pupil premium review:

September 2021

Total number of pupils:


Total pupil premium budget:


Number of pupils eligible for pupil premium:

30 (64%)

Amount of pupil premium received per child:


Strategy statement

At Derby Pride Academy, we believe that school should enable all pupils to achieve in core subjects, to managing personal behaviours and develop employability skills in order to succeed.

We know that good teaching improves attainment of all pupils, and as a school, we invest heavily in supporting our most vulnerable learners to achieve their potential.

Our CPD (continuous professional development) program provides on-going training opportunities for all staff to enable them to create high quality and supportive learning environments for all groups of pupils. Our cohorts are comprised of pupils from across Derby City, including some from Derbyshire, and, as such, come from various socio-economic backgrounds. However, given that all of our pupils are identified as having special educational needs, it is fair to say that all are disadvantaged. 

2019-2020 Review

 What has worked well

  • Most pupils have engaged with 1:1 extraction and there is clear evidence of progress across a 1:1 session.

  • Incentives for attendance have made some impact, although this is somewhat affected by weather and time of year. ·           

What hasn’t worked as well

  • Engagement was impacted by the original lesson pupils were extracted from.

  • Pupils were reluctant in the early weeks and it took time for them to settle in to the routine of 1:1 extraction.

EAL pupils refused to include themselves in the wider school and kept to their own ‘bubble,’ including in lessons.                                                                                                                           

  • The core approaches that are currently implemented and how these will contribute to closing gaps  Whole academy approach to 'Drop Everything and Read' to engage with reading and develop fluency, including vocabulary acquisition.

  • 1:1 literacy extraction to improve Reading Age with support staff.

  • 1:1 numeracy extraction to ‘narrow the gap’ with support staff.o   EAL support in-class. ·

The overall aims of pupil premium strategy 

  • To increase attendance and punctuality of disadvantaged pupils by 10% so as not to add to barriers to learning.

  • To raise the in-school attainment of both disadvantaged pupils and their peers. 

Assessment information

End of KS4




Pupils eligible for PP

Whole School average

AP National Average

% achieving 9-4 English and maths




% achieving 9-4 English




% achieving 9-4 maths




All pupils P8 score

Overall P8

English P8

Maths P8

EBacc P8

Open P8






Disadvantaged pupils P8 score

Overall P8

English P8

Maths P8

EBacc P8

Open P8






Review of expenditure from previous academic year: 2019-2020

Previous academic year



Intended outcome


Lessons learned


Employment of English tutor 0.2 FTE

Improve attainment in English by closing the gap between baseline targets and KS2 targets.

36% of all pupils met their KS2 English target; 80% of pupils eligible for PP met their KS2 English target.95% of all pupils met their DPA English target; 90% of pupils eligible for PP met their DPA target.68% of all pupils exceeded their DPA target; 50% of pupils eligible for PP exceeded their DPA target.1 PP eligible for PP was not entered for GCSE English but achieved an Entry Level qualification, which was reflective of their ability and has supported post-16 provision. 

Flexibility over days/lessons extracted needs to be reviewed. Some pupils do not appreciate being withdrawn from certain lessons to address English needs – thus, this impacts on engagement.


Employment of sessional Maths tutor 0.1 FTE

Improve attainment in Maths by closing the gap between baseline targets and KS2 targets.

68% of all pupils met their KS2 maths target; 90% of pupils eligible for PP met their KS2 maths target.10% of pupils eligible for PP exceeded their KS2 target.68% of all pupils met their DPA maths target; 80% of pupils eligible for PP met their DPA target.23% of all pupils exceeded their DPA target; 20% of pupils eligible for PP exceeded their DPA target.1 PP eligible for PP was not entered for GCSE maths but achieved an Entry Level qualification, which was reflective of their ability and has supported post-16 provision.

Math tutor and main teacher to put aside time to collaborate and plan together – change in staffing caused issues but permanent staff now recruited to address moving forward.


Extraction for specific subjects, with sessional tutor: Geography, sociology, languages, etc.

Pupils can achieve GCSE grade in additional subjects.

X1 pupil was able to access extraction with sessional staff prior to COVID closure; however, they were not entered for the examination having not completed coursework prior to attending DPA.

To be continued on an individual basis in conjunction with the commissioning school.


Small group tuition for pupils with EAL.

Acquisition of English language enables basic communication.Pupils can achieve qualifications appropriate to their cognitive ability.

All pupils were able to achieve a qualification indicative of their ability and language acquisition skills.All pupils further supported with post-16 applications – thus, not-NEET.

Providing specific classes for just our EAL pupils caused them to withdraw from the rest of the academy.To address, support to be provided to individuals within lessons – as opposed to extracting all pupils to form a small group.


Whole School Dyslexia training.

Staff trained to identify pupils with dyslexic tendencies to support classroom learning and access arrangements for exams.

Staff acquired some useful materials and the session reinforced existing knowledge.

Quality of session was not as expected.


LEGO® Therapy training

Staff trained to deliver LEGO® Therapy as an intervention strategy.

X3 members of staff (x2 support & x1 teacher) qualified to deliver LEGO® Therapy as an intervention.The teacher is also able to adopt some of the strategies in to art lessons.

LEGO® is a somewhat niche intervention and not appropriate for all pupils; older pupils reluctant to engage with the intervention – mostly appropriate for KS3.To continue next year due to minimal time to implement and evaluate.


Barriers to learning 2020-2021

Barriers to future attainment

Academic barriers:


Reading age below 11, in addition to low levels of literacy and numeracy.


Undiagnosed learning disability.


Slow working memory.


Poor communication skills.


External barriers


Poor attendance (below 90%) and poor punctuality.


Risk of CRE and CSE.


Limited access to learning materials in the home and/or


Specific outcomes

Success criteria


To increase attendance and punctuality of pupils by 5% so as not to add to barriers to learning.

ü  Pupils eligible for PP have a combined attendance average of 71% or above.

ü  Improved punctuality influences greater attendance %.


To improve attitudes towards reading, engaging pupils in a variety of texts.

ü  All pupils engaged in weekly DEAR, with every pupils submitting 2 or more reading logs.


Year 11 PP pupils make expected or above expected levels of progress based on DPA Targets.

ü  Impact 8 scores are positive for all Year 11 PP pupils.


To develop positive mental health and the well-being of pupils to ensure confidence in exams and post-DPA.

ü  100% attendance for all exams and engagement with papers to reflect pupils’ ability.

Planned expenditure for 2020-2021

Academic year

Quality of teaching for all


Intended outcome

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff lead

When will you review this?

In-class additional support.

Pupils engaged in lesson and able to access provision.

BLPs to work with all pupils to help increase their progress.

BLPs to work in subjects of specialism to offer pupils support with their work in that subject. BLPS and Behaviour Manager to work with the SENCO to ensure that they are to be placed in the groups where support is most needed and there is a significant number of PP pupils

Behaviour Manager/ SENCo

Half termly

Attendance clinics to target attendance below 95%, involving parents when necessary.

To increase attendance.

Four step attendance protocol supports all pupils. First day calls ensure that pupil absence is challenged.  

Calls and clinics logged on SIMs – escalation process to EWO.

Comments on attendance herringbone.

Email sent to Academy Liaison Officer, DSL and form tutor – where relevant.

Attendance Team

Half termly

Incentives to encourage punctuality and consistent attendance.

To improve punctuality and attendance, reducing impact on learning (content acquisition).

Increase in punctuality adds to overall attendance and reduces the impact on learning.

Whole academy approach to encourage positive attendance across all pupils.

Materials offered to address issues with transport and responsibility, e.g. bicycles and alarm clocks.

Attendance Team

Half termly

In-class support for pupils with EAL with trained languages specialist.

Acquisition of English language enables basic communication.

Pupils can achieve qualifications appropriate to their cognitive ability.

Some EAL pupils eligible for PP require a higher level of support in lessons due to language barriers on top of behavioural and/or learning difficulties.

Target support to classes with the most need, ensuring PP pupils with EAL benefit.

SENCo / EAL Tutor

On-going – review as intake changes.

Personalised books purchased regularly.

Extraction for reading support as well as D.E.A.R.

Pupils engaged in reading and enjoying the allocated reading time – improved literacy skills through increase in reading age.

This will give all pupils opportunities to develop speed, fluency and vocabulary which can be practiced and used in their writing across a range of subjects.

Whole academy approach as documented in the Literacy Action Plan.

Literacy Lead

Half termly

Y11 pupils receive revision materials and attend intervention sessions.

Ongoing data trawls indicate that predicted grades are in line with DPA target grades.

Weekly intervention sessions target all subjects. All PP pupils will be targeted to attend these but any remaining places will be offered to all pupils.

Data Manager to ensure that the sessions are directed towards pupils eligible for PP in the first instance – communication with parents to be made beforehand to promote attendance.

Data Manager / CEIAG Lead

Half termly

Total budgeted cost:


Year 7 Literacy and Numeracy Catch-up Premium

Derby Pride Academy is not eligible for Year 7 Literacy and Numeracy catch-up premium which allows schools to develop pupils the expected standard in Reading or Maths at the end of Key Stage 2.

However, we are taking steps internally to bid for additional funding to support with this.