Pupil premium strategy statementThis 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||John Linehan|
|Pupil premium lead||Gareth Doward|
|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 2021 to 2022 academic year.
The GCSE results for 2021/22 were the first set of published results for the academy and therefore we are unable to compare the results of this year against any previous data.
It is clear that the PP strategy did not have the impact we wished for during the 2020/21 academic year. As a result of this we have implemented the following strategies in a further attempt to narrow the gap between the PP and non PP students. In English and Maths we have sourced and provided further materials that cover the text that are studied in English and have provided additional revision materials for the students in Maths. We have also made the PP group a priority for intervention attendance across all subjects with regular contact home for non attendance.
While the impact of the academies PP strategy for the Year 11 GCSE outcomes for 2022 did not demonstrate the impact we were hoping for, the evidence further down the school is more positive where the percentage of students on or above their target demonstrates a reducing gap if there's any gap at all. In Year 7 and 8 the data from the teacher assessments demonstrates that the PP students are actually out performing their non PP peers in terms of progress.
Evaluation of Activities/Strategies and amendments made:
Appointment of 2 Heads of Year
The Heads of Year that were appointed have played a significant role in the support for our learners but in particular our PP students. They are able to provide a stable environment and presence in the lives of these children and make allowances that support the students ability to access the curriculum and learning on offer at the academy. The impact of the Heads of Year is not always quantifiable by data but the impact of these two members of staff was evident to all stakeholders at the school and has led to the appointment of two further Heads of Year to continue the support needed by our students as our school grows in numbers.
Deployment of Learning Support Assistants
Throughout the first year of this plan we have worked hard to ensure that the learning support assistants at the school are not working solely with one student or simply with the students with SEND but with all students that are finding the curriculum difficult. The PP students at the school have benefitted from this support as the learning support assistants have been made aware of who the PP students are in the class and checking in on their understanding first before moving on to support their non PP peers. The impact of this has been greater further down the school as the learning support assistants are more able to identify gaps in learning and catering for these in their support during the lesson and within interventions that take place outside of the curriculum.
Literacy Development- Use of Accelerated Reader/Librarian
The academy has invested in the development of reading at key stage 3 through the use of Accelerated Reader and the development of the library and the use of the library throughout 2021/22. The use of Accelerated Reader was used to encourage the students to read and also demonstrate the students understanding of what they are reading. The results from the platform demonstrate that we now have far greater numbers of students who are able to read at an age appropriate level. There are now 65% of the students in key stage 3 reading at this level which is an improvement from 52% in the previous year.
CPD to raise HQT
The academy has moved to a researched based approach to the continued professional development of all its staff but in particular its teachers. The academy has purchased a copy of Teaching WalkThrus by TomSherington and Oliver Caviglioli and this is the basis and focus of the schools CPD offer. The school is using the resources purchased through the Walk Thrus offer that includes the book, videos and strategies in how to improve teacher pedagogy. Under new guidance the impact of this is not evident through hard data but the outcomes that are being demonstrated within key stage 3 suggests that the students are now ‘learning more and remembering more’ through the improvement in pedagogy of the staff at the academy.
Targeted academic support
Occupational and Speech and Language Therapists
These therapists work with a variety of students who require additional support to access the curriculum fully. These professionals are essential in their support of these students and it is rare for a school to have access to such support. These interventions are targeted to improve the child's confidence and ability to learn in an environment that is tailored to their needs. The therapists have also led whole school training sessions with the staff at the school to allow them to be more aware of the needs of the students and to give them better ways to support in the classroom.
The careers advisor played an integral role in development of the careers programme and the 0% NEAT rating based on the September data. Careers at the school through 2021/22 were also able to achieve all elements of the Gatsby benchmarks. The school continued to facilitate Year 10 work experience which was not possible for all other schools within the local authority. The careers advisor spent a considerable amount of time meeting with all the Year 11 students to ensure that they all had placements post 16. This process included arranging meetings with colleges that best suited the needs of the students and also arranged visits for our most vulnerable students to ensure that they had placements that would be able to meet their needs.
The need for a school to provide a counsellor for its students is becoming more and more necessary with the limited resources available through the local authority to support the complex needs the students are facing day to day. The academy pays for a counsellor one and half days a week that supports the mental health and well being of a number of our students. This support allows the students to discuss and relieve themselves of the trauma or distress they are experiencing. This then allows them to concentrate on their education and access the curriculum fully.
Structured interventions for reading and homework
During this year we have utilised a learning support assistant (LSA) to facilitate homework club that takes place 3 times a week and allows students the support and opportunity to access and complete their homework. In addition to supporting the completion of homework during this time the LSA’s have also been supporting the reading of targeted PP students to support their ability to read with fluency and interpretation of the text.
The reading development of the students has also been developed through the use of designated time on the curriculum and through the use of Accelerated Reader. These interventions have led to improvement of all students in terms of their reading ages and in particularly in relation to their actual age.
Interventions during weekends and holidays
The Year 11 cohort of 2022/23 had great success in a number of subjects and the use of weekend and holiday intervention sessions contributed to this in particular in English. The interventions sessions were focussed heavily on the exam preparation and technique. The sessions were well attended and utilised by the students in that year group. The Year 11 achievement team worked hard to monitor and tracker the attendance to these sessions of the PP students and additional communication was made with these parents and extra incentives were provided to these students to ensure that they accessed the interventions and were as prepared as possible for their exams.
Deployment of Family Support Worker
The family support worker plays an important role in the pastoral care of the PP students. They are a support for their physical and mental well being as well as making sure that they have everything they need to have a positive school experience and to access the curriculum. The importance of the family support worker has been supported by the additional deployment of a Safeguarding officer for the academic year 2022/23. This will allow both member of staff to continue to support all the students in the classroom and beyond through meetings, resourcing and intervention that supports the development of the child.
Provide learning materials, revision guides, art packs and food ingredients
The PP students are prioritised and provided with fully funded resources such as uniform, revision guides, equipment, materials and ingredients. This ensures that every child has the same opportunity to access the curriculum and that those disadvantaged are able to have the same opportunities as their peers.
Intervention for PP learners to encourage self-motivation, self-regulation and organisation
The PP students are identified and prioritised for all interventions at the school and the engagement and attendance of these interventions is monitored and regularly communicated to parents and carers. These interventions are aimed at filling the lost learning gaps the students have developed over periods of absence from school. The impact of these was then tracked with the priority to get the students back into their lessons and following the school curriculum.
Funding of enrichment opportunities
The school is slowly building our extra curricular offer so that we can widen the horizons and experiences of our students. These trips and visits have included a variety of different experiences and the cost or part of the cost is covered for our PP learners. This allows the economic gap to be removed and gives the PP students the opportunity to attend these opportunities.
The importance of breakfast is clear and obvious to all and the need to provide this for our PP students is clear. This prevents the students from needing to worry about their hunger and the impact this hunger could have on their learning throughout the morning. The students regularly access this opportunity and it plays an important role in their ability to access the curriculum.
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?
What was the impact of that spending on service pupil premium eligible pupils?