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 |
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Date of most recent pupil premium review: |
September 2020 |
Date of next pupil premium review: |
September 2021 |
Total number of pupils: |
48 |
Total pupil premium budget: |
£18,700 |
Number of pupils eligible for pupil premium: |
30 (64%) |
Amount of pupil premium received per child: |
£935 |
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
What hasn’t worked as well
EAL pupils refused to include themselves in the wider school and kept to their own ‘bubble,’ including in lessons.
The overall aims of pupil premium strategy
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Assessment information
End of KS4 |
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Pupils eligible for PP |
Whole School average |
AP National Average |
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% achieving 9-4 English and maths |
10% |
9% |
2.2% |
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% achieving 9-4 English |
20% |
18% |
N/A |
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% achieving 9-4 maths |
10% |
18% |
N/A |
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All pupils P8 score |
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Overall P8 |
English P8 |
Maths P8 |
EBacc P8 |
Open P8 |
-1.745 |
-1.745 |
-0.778 |
-2.275 |
-1.860 |
Disadvantaged pupils P8 score |
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Overall P8 |
English P8 |
Maths P8 |
EBacc P8 |
Open P8 |
-1.3 |
-1.45 |
-0.59 |
-1.68 |
-1.29 |
Review of expenditure from previous academic year: 2019-2020
Previous academic year |
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Action |
Intended outcome |
Impact |
Lessons learned |
Cost |
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. |
£10,000 |
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. |
£5,000 |
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. |
£1000 |
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. |
£27,500 |
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. |
£500 |
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. |
£541.50 |
Barriers to learning 2020-2021
Barriers to future attainment |
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Academic barriers: |
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A |
Reading age below 11, in addition to low levels of literacy and numeracy. |
B |
Undiagnosed learning disability. |
C |
Slow working memory. |
D |
Poor communication skills. |
ADDITIONAL BARRIERS |
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External barriers |
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D |
Poor attendance (below 90%) and poor punctuality. |
E |
Risk of CRE and CSE. |
F |
Limited access to learning materials in the home and/or |
INTENDED OUTCOMES |
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Specific outcomes |
Success criteria |
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A |
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 %. |
B |
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. |
C |
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. |
D |
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 |
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Quality of teaching for all |
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Action |
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: |
£16830 |