Pupil Premium
Brayton Academy – Pupil Premium and Catch-Up funding report – September 2018
Brayton Academy is committed to investing funding from the pupil premium, and the
Year 7 Catch-Up premium, to provide opportunities for all students to achieve their full potential.
The Pupil Premium and Year 7 Catch Up Premium is spent in an integrated and targeted way, to ensure that students receive the opportunity for additional support and access to learning opportunities. We chose the classroom approach and intervention strategies which research has shown works. The progress of these students is monitored throughout the year at each assessment point and the strategies are monitored for their effectiveness.
The Sutton Trust research indicates that effective support comes from improving feedback (a whole school focus), reduced class size, early intervention and extending the breadth of the curriculum. Parents will know the progress that their child is making through regular reports and Parents’ Evenings. The needs analysis for the Pupil Premium is an ongoing process throughout a student’s education at Brayton Academy:
- Transition into the school
- Following the publication of school report data
- During Pastoral Education Plan meetings for ‘Children Looked After’
- As part of a review of any other plan or provision.
Furthermore, circumstances for individual students may change, meaning that a needs analysis results in some students becoming eligible for additional support.
What We Believe In
At Brayton Academy, we believe in narrowing the educational attainment gap.
- We believe that it is a priority to unlock the potential of those students entitled to the Pupil Premium and Free School Meals and so narrow any gap between those entitled to this support, and their peers.
- We use performance data to identify gaps. Therefore we seek to identify students at risk of underperforming and challenge those whose progress needs to accelerate.
- We aim to intervene effectively, track progress and change approach where necessary.
- We aim to listen to students and engage them in dialogue regarding their attitudes to learning.
- We aim to develop effective ways of engaging both students and their parents/carers.
- Crucially we do not accept excuses and seek to evaluate, celebrate and share success.
- We communicate the vision of narrowing the gap and provide the drive and commitment necessary to motivate.
- We should maintain a consistent focus on the key underachieving group of PP/FSM students.
- We have a robust tracking system that provides regular, accurate feedback on the progress of students that helps to shape provision
- We advocate the development of a Growth Mindset, rewarding hard work and resilience. We strongly believe that any student can succeed.
At Brayton Academy, we have implemented a range of strategies which support the students who qualify for pupil premium. No single intervention provides a complete solution to the complex educational needs of any school, and therefore our strategies are as individual as our students are. Our overarching aim is to close the gap in achievement between those students who are eligible for FSM, LAC and Services Children and those who are not.
The following examples outline just some of these ways we’ve committed our pupil premium to try and achieve our goals:
- Provision of daily contact with form tutors who build relationships with members of their form
- A specialist SEN department who provide support for students with particular educational needs
- A dedicated member of the pastoral team who supports and nurtures; including vulnerable students
- Small group intervention and support for all students who require it
- A curriculum under constant review which is designed to offer maximum flexibility to meet the needs of individuals
- A broad and varied enrichment programme that offers outside of the classroom opportunities
- Constant staff development and training to ensure that all staff in school are able to provide for each student
Analysis of results is required of all staff; showing which groups have underachieved or relatively underachieved, focusing on current progress against targets, for all classes – leading to targeted intervention within classes
- Evaluation of results of analysis, thereby identifying and discussing potential causes and effects with Subject and Pastoral Leaders.
- Identification and action for pupils’ specific areas of need taken by staff, focusing on PP students in the first instance
- Visibility increased and focus sharpened so that specific progress groups have been identified and individuals identified and published. This has ensured that every teacher is aware which students are eligible for FSM and especially those who need to accelerate their progress.
- Governors have been informed of the data analysis linked to the School Self-Evaluation Form (Updated September 2016) and the School Improvement Plan .
- Whole staff training on differentiation including the identification of disadvantaged groups. Training on using data to identify and intervene where students are not making expected progress. The development of class data sheets which allow staff to be proactive in the progress and outcomes for all students
Disadvantaged and Vulnerable Students
- Analysis of results is required of all staff; showing which groups have underachieved or relatively underachieved, focusing on current progress against targets, for all classes – leading to targeted intervention within classes. This is effected after each data capture.
- Evaluation of results of analysis, thereby identifying and discussing potential causes and effects with Subject and Pastoral Leaders.
- Identification and action for pupils’ specific areas of need taken by staff, focusing on PP students in the first instance
- Visibility increased and focus sharpened so that specific progress groups have been identified and individuals identified and published. This has ensured that every teacher is aware which students are eligible for FSM and especially those who need to accelerate their progress.
- Governors have been informed of the data analysis linked to the School Improvement Plan .
- Whole staff training on using data to identify and intervene where students are not making expected progress.
- The development of class data intervention sheets which allow staff to be proactive in the progress and outcomes for all students.
Pupil Premium Priorities
Pupil Premium Funding Expenditure at Brayton Academy
Total number of Students on Roll: 408
- Students eligible for Pupil Premium: 87
- Funding from the Pupil Premium: £89,600
- Students eligible for the LAC funding:
- Funding from the LAC: £10,300
- Students eligible for the Year 7 Catch-Up Premium:
- Funding from the Catch-Up Premium (2016-2017): £11,020
Total amount of Funding for Pupil Premium and the Year 7 Catch Up Premium: £110,920
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Number of Pupils | 81 | 81 | 88 | 82 | 76 |
| Number of PP (%) | 12 | 21 | 14 | 18 | 22 |
| Girls | 40 | 31 | 41 | 41 | 40 |
| Boys | 41 | 50 | 47 | 41 | 36 |
2017/18 Expenditure
| Expenditure | |
| Specialist alternative curriculum | £19,200 |
| Accelerated Reader Programme | £1,000 |
| Twilight/P7 /P8 interventions | £2,500 |
| Data tracking software – SISRA | £4,200 |
| Saturday school staffing | £1,000 |
| Additional staffing English and Maths | £16,500 |
| Books LRC | £1,000 |
| Software programmes to support independent learning including Hegarty Maths | £3,900 |
| Revision materials ( books and revision packs) | £1,500 |
| Refreshments for students prior to exams | £300 |
| GCSE holiday intervention sessions (staff costs) | £2,000 |
| Rewards : PD Praise and attendance | £1,000 |
| Year 11 prom | £350 |
| French Resilience Camp | £2,500 |
| Attendance Support Officer | £23,000 |
| Transport: | £3,000 |
| Pastoral support : | £23,470 |
| Mentoring | £ 4,500 |
| Total | £110,920 |
Impact of funding: Relative Progress over the last 3 years for PP students
Progress quintiles displaying percentile rank (1-100 where 1 is the top percentile )
CVA results for the last 3 years
How do we spend the allocated funding?
According to the DfE we have the freedom to spend the funding as we see fit based upon their knowledge of student needs. We spend the funding on strategies to support student achievement including mentoring programmes, IT resources and educational visits.
How are we accountable?
We publish our income and performance data on our website and report impact. We monitor the performance of eligible students to ensure that gaps in achievement are closed.
How do staff know who is in the Pupil Premium cohort?
Students eligible are identified on SIMS, and staff are provided with an updated list of students at the start of the year. All staff use information from SIMS when interrogating data and monitoring student performance.