Harton Academy Pupil Premium (Disadvantaged Students)

Harton Academy Pupil Premium (Disadvantaged Students)

Pupil Premium funding was introduced in 2011 as a Government initiative to help support students from disadvantaged backgrounds. Students identified as being ‘disadvantaged’ often come from low income families and research has shown that they are prone to underachievement when compared to their non-disadvantaged classmates. Harton Academy students eligible for Pupil Premium funding generally face difficulties such as poor language and communication skills and often have poor attendance and punctuality. They often find it difficult to find appropriate study spaces to consolidate their learning and, as a result, are limited in terms of independence and resilience.

The Pupil Premium funding is allocated to local authorities and schools for students on roll who:

  • have been eligible for free school meals any time in the last 6 years (FSM6)
  • are in the care of the Local Authority (CLA)
  • have been adopted from care
  • are children of service men and women

Schools have the freedom to spend the Pupil Premium funding, which is additional to the underlying school’s budget, in a way which they think will best support the raising of attainment of eligible students and closing the gap to their non-disadvantaged peers.

For the current academic year the school received £477,500 under this initiative.

The School uses this funding to support systems and processes which;

  • Have a direct impact on progress of disadvantaged students.
  • Increases the achievement of all
  • Encourages positive attitudes to learning, high standards of behaviour and high aspirations.
  • Help to overcome cultural and socio-economic barriers, therefore promoting social mobility.

We recognise that, for a variety of reasons, not all socially disadvantaged students will be in receipt of free school meals. As such we try to provide initiatives, as shown below, which are available to all students whilst maintaining a specific focus on those eligible for Pupil Premium funding.

At Harton, we are primarily focused on quality first teaching for all students, which gives students from all backgrounds the best possible educational experience. However, we understand that some students need additional support to fulfil their potential. We make use of the Pupil Premium funding to maintain a high standard of teaching and learning and improve intervention strategies for those students who need additional support. We have reviewed the strategies implemented in previous years, investigated the barriers to learning for disadvantaged students and used evidence from the public reports such as ‘The Pupil Premium: how schools are spending the funding successfully to maximise achievement’ to research the most effective strategies to overcome these barriers to learning.

The main barriers faced by our disadvantaged students are:

  • Attendance
  • Social, Emotional and Mental Health
  • Literacy and numeracy skills
  • Access to extended learning opportunities
  • Parental Engagement   

The following represent some of the strategies which have benefitted from this Pupil Premium funding:

  • Reduced class sizes to maximise teacher student contact time.
  • Support of our Inclusion Centre, which provides targeted support and promotes high standards of behaviour.
  • Nurture group teaching in Key Stage 3 to provide an appropriate learning environment for some of our most challenged learners.
  • Additional curriculum provision for those students who may struggle to access level two qualifications in English and maths.
  • Further development of our vocational curriculum offer.
  • Developments in personal development programmes designed to support the social and emotional development of our students and provide careers based education to inspire students.
  • Holiday period revision activities.
  • Provision of school equipment and uniform through a designated hardship fund.
  • Whole school patrol systems to promote high levels of behaviour and assist classroom teachers in rare instances of poor behaviour – thus allowing focus to remain on learning.
  • Provision of Lead Practitioners to support curriculum developments and lead in the delivery of appropriate CPD activities.
  • Continued investment in training and support in the tracking of student performance data to allow teachers to identify target groups and develop appropriate intervention strategies.
  • Constant review and provision of online learning platforms, particularly in the areas of literacy and numeracy.
  • Learning support.
  • Continued investment and training in literacy initiatives to engender a love of reading and develop vocabulary.
  • 1-1 and small group tuition in English and maths.
  • Small group intervention to support reading and writing.
  • Additional curriculum time and quiet spaces to promote positive reading habits.
  • Key Stage 4 intervention strategies.
  • Key Stage 4 work related programmes
  • Breakfast provision.
  • Careers Education and a structured student development programme, including student progress folders.
  • Enterprise activities

Pupil premium funding, like many funding initiatives, is intended to improve student attainment. Our primary measure of impact is therefore the performance of the intended cohort of students, in this case those from a disadvantaged background. We consequently spend significant time considering the attainment of our disadvantaged students against their non-disadvantaged peers. This analysis is summarised below, using performance data from the Centre Assessed Grades (CAGs) belong to the academic year 2019-20. This represents the most current performance data available to the school. It is worth noting that the gap in overall attainment remained similar to 2018-19 but the gap in progress closed for the third consecutive year.

Academic attainment 2020-21

Please note all attainment data pertaining to the academic year 2020-21 relates to Teacher Assessed Grades (TAGS) following the cancellation of external examinations.

DfE official data tables for 2020 have been used for comparative purposes. Performance data will be updated in the autumn term of 2021.

Outcomes of all KS4 qualifications

Harton Academy disadvantaged students ‘v’ Harton Academy non-disadvantaged students

Headline Disadvantaged students Non-disadvantaged students Gap
Attainment 8 41.07 53.88 -12.81
Progress 8 -0.58 0.35 -0.93
9-5 grade in English and maths 34.0% 60.6% -34.2%
Students passing the EBacc qualification 20.2% 40.0% -19.8%
EBacc average points score 3.49 4.75 -1.26

 

Harton Academy disadvantaged students

The table, below, shows the performance of disadvantaged students only, using DfE official estimates from the 2020 examination series.

Headline Harton Academy disadvantaged
Cohort size 94 (35.6%)
Attainment 8 41.07
Progress 8 -0.58
9-5 grade in English and maths 34.0%
Students passing the EBacc qualification 20.2%
EBacc average points score 3.49

There remains a continued drive and focus on addressing all gaps in attainment but particularly in the areas of English and maths.

Pupil premium funding will next be reviewed February 2022 based on continuing Government guidance.

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