Pupil Premium

The Use of Pupil Premium Funding at King James I Academy

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The Pupil Premium @ King James I Academy.

The Government classes disadvantaged students as those who have been in receipt of Free School Meals at any stage in the last 6 years (Ever6). Children who are Looked After (CLA) are also classed as disadvantaged. The Government has allocated a fixed sum of money to all schools based on the number of Ever6 and CLA students on roll. During the 2015-16 academic year this amount was £935 per student for Ever6, and £1900 for CLA. This funding is in addition to main school funding, and the Government believes that this is the best way to ‘address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.’

King James I Academy believes in providing the best possible education for children of all abilities and from a range of different backgrounds. We are a fully inclusive school offering a wide range of activities both in school and as extra-curricular opportunities.

The pupil premium allows us as a school to subsidise aspects of the school which provide significant support to disadvantaged students, enabling them to further their learning opportunities, and in many instances improving provision for students who do not qualify for the pupil premium grant.

We employ a range of specialist staff to engage our disadvantaged students and provide them with the support necessary to allow them to fully access the curriculum and maximise their learning opportunities.

As well as taught lessons, dedicated staff provide a range of extra-curricular opportunities for students; with sports clubs, drama and dance being prominent in addition to raising achievement in academic subjects, particularly English and Maths

We are able to plan our activities in the knowledge that we are supporting all students in making progress in a safe and fully inclusive environment.

 

 

Pupil Premium Allocation 2015/16.

Number of qualifying students 297.

For 2015/16, the Academy pupil premium allocation was £277,088. This sum was allocated as follows:

Behaviour Support Staff

£55,360

Continued Additional Core Staffing

£75,576

Additional Science/Maths Staffing

£29,790

Attendance Officer

£28,007

Counselling Service

£16,332

Head of Year Allowances/intervention

£15,939

Additional English Support

£66,319

Literacy Coordinator Allowances

£5,312

Crisis Response / Educational Psychology Service/LACES

£8,810

Maths Tracking (consultant Deputy Head)

£11,735

IAG

£10,991

4Matrix Data System

£960

Accelerated Reader

£3,188

Pixl Club

£4,765

Total Spend

£333,084

 

The Academy identified the following priorities for 2015/16:

 

 

 

 

Key Priorities identified September 2015

SUPPORT

Improve the Attendance of PP Students

Support the social and emotional development of PP students

INTERVENTION

To secure PP targets for 3 &4 LoP in English and Maths for the Year 11 Cohort

Improve the performance of PP students in EBacc subjects

To Close the gap between the performance of PP and non PP across KJI

Use data tracking as a tool to maximise PP performance

Create a programme of planned literacy and numeracy intervention in KS3

ENRICHMENT

Ensure that appropriate financial support is available to students through departments to enable them to fully access the curriculum and extra-curricular enrichment

Create a broader range of enrichment activities available to PP students through the remodelling of the school day

Enhanced IAG for students in Year 8 and above

 

Pupil Premium Allocation 2016/17.

Number of qualifying students 311.

For 2016/17, the Academy pupil premium allocation is £279, 990. The planned allocation for this sum is as follows:

Behaviour Support Staff

56,268

Continued Additional Core Staffing

98,429

Additional Science/Maths Staffing

33,008

Attendance Officer

29,634

Counselling Service

16,740

Head of Year Allowances/intervention

16,098

Literacy Coordinator Allowances

7,790

Crisis Response/Educational Psychology Service/LACES

9,030

IAG

11,489

4Matrix Data System

984

Accelerated Reader

3,268

PIXL Club

4,884

Lunchtime Sports/Drama Clubs

975

Total Spend

£288,597

 

Additional staffing in English, Maths and Science

The added flexibility afforded to Core subjects through this additional staffing has enabled us to reduce class sizes, especially in KS4 Maths and Science. An additional English teacher, appointed in September 2015 has enabled us to reduce class sizes in English to bring them in line with Maths and Science. Currently, staffing means average KS4 class sizes for English, Maths and Science are 16.This overstaffing means that class teachers can spend more time with individual students and provide high quality feedback; a strategy clearly identified as effective within the EEF Teaching and Learning Toolkit

Curriculum Enrichment

The Academy significantly changed the school day model in 2014/15. This change meant a longer morning session, which in its own right has already had a significant positive impact on behaviour and the climate for learning within the Academy. The restructuring also enabled us to introduce an enrichment period for all students from Year 7 to 13. For Year 11, this enrichment takes the form of subject intervention. Students are identified via a detailed tracking system and placed in the appropriate subject in consultation with students and staff. This programme changes every half term or more often if the progress made by students is above expectations. In Year 10, as well as targeted intervention, students access a range of extra-curricular activities which may be sporting or with an academic focus . For students in KS3 the enrichment period provides them with the opportunity participate in activities they normally would not have access to outside of school. As well as a range of sporting and fitness related activities, Duke of Edinburgh awards, STEM and Eco clubs run. Students this year will also work with Darlington Building Society to set up our school Bank, take part in a Young Enterprise / Future Business Magnates competition and National Formula 1 design and programming competitions and engage in the VEX Robotics programme, whilst students with Physical difficulties have been offered the opportunity of swimming, life skills, physiotherapy and rowing in partnership with Durham University. Our tracking system also identifies KS3 students who are underperforming, and allows them to access subject specific enrichment, based around English and Maths, with particular focus on Year 7 students with low literacy levels and reading ages as well as Year 9 students who are working below their challenging targets in core subjects.

Year 12 and 13 students have access to their tutor, assemblies, and to subject specific sessions during enrichment time. These may be used for coursework. There is also dedicated time to support the completion of UCAS applications, and selected students provide academic support for younger students, acting as peer tutors, another strategy identified as being highly effective in the EEF T&L Toolkit.

Behaviour Support workers

These two non-teaching members of staff operate the Academy’s Remove Room. Within this environment they are able to support the Academy’s behaviour policy, as well as providing one to one support where a student’s behaviour makes them vulnerable. These staff operate as Lead Professionals on TAF’s, as well as monitoring behaviour of targeted students. There is a close relationship between them and other non-teaching support staff in the Learning Support Unit and the Student Support Team. An increasing area of their role is to be proactive and work with ‘at risk’ students outside of the Remove Room environment

IAG for Year 8 to 11

The Academy employs a former Connexions worker for 3 days per week. This member of staff works with the Head of 6th Form, CEIAG Coordinator and Key Stage Coordinators to enable any student from Year 8 upwards to have access to an interview or advice as and when required. Time is also spent arranging College interviews for Year 11 students and for some more vulnerable students taking them to these interviews and organising College tours for them to ease any transition. All support is documented through a detailed tracking sheet which enables a full progression map to be developed. This member of staff also tracks NEETS for the Academy, ensuring that historically low NEET rates are maintained. NEETs for 2015/16 stand at 0% at the time of writing

 

 

 

Pupil Premium Allocation 2015/16 Impact Review

Attainment

5 A*-C Including English and Maths

 

2015

2016

Improvement

2015 Gap to National non disadvantaged

2016 Gap to National non disadvantaged

Gap narrowed by

2016 Gap to National Disadvantaged

KJI Non disadvantaged

50%

69%

+19%

-13%

+6%

+19% (gap closed)

 

KJI Disadvantaged

25%

41%

+16%

-38%

-22%

+16%

+5% (gap closed)

National Non Disadvantaged

63%

63% (2015)

 

 

 

 

 

National Disadvantaged

36%

36% (2015)

 

 

 

 

 

 

Progress

Expected Progress in English

 

2015

2016

Improvement

2015 Gap to National non disadvantaged

2016 Gap to National non disadvantaged

Gap narrowed by

2016 Gap to National Disadvantaged

KJI Non disadvantaged

43%

80%

+37%

-31%

+6%

+37% (gap closed)

 

KJI Disadvantaged

34%

70%

+36%

-40%

-4%

+36%

+13% (gap closed)

National Non Disadvantaged

74%

74% (2015)

 

 

 

 

 

National Disadvantaged

57%

57% (2015)

 

 

 

 

 

 

Expected Progress in Maths

 

2015

2016

Improvement

2015 Gap to National non disadvantaged

2016 Gap to National non disadvantaged

Gap narrowed by

2016 Gap to National Disadvantaged

KJI Non disadvantaged

62%

76%

+14%

-10%

+4%

+14% (gap closed)

 

KJI Disadvantaged

51%

59%

+8%

-21%

-14%

+7%

+9% (gap closed)

National Non Disadvantaged

72%

72% (2015)

 

 

 

 

 

National Disadvantaged

49%

49% (2015)

 

 

 

 

 

 

Progress 8

 

Progress 8 Score

Gap

Attainment 8 Score

Gap

KJI Non Disadvantaged

+0.31

0.11 (National Gap 0.32)

52.49

6.32 (National Gap 8.51)

KJI Disadvantaged

+0.2

46.17

 

Attendance (2 terms)

 

2015

2016

Improvement

2015 Gap to National non disadvantaged

2016 Gap to National non disadvantaged

Gap narrowed by

2016 Gap to National Disadvantaged

KJI Non disadvantaged

95.6%

95.8%

0.2%

0.1%

0.1%

0

 

KJI Disadvantaged

91.4%

93.0%

1.6%

4.3%

2.9%

1.4%

+0.2% (gap closed)

National Non Disadvantaged

95.7%

95.9%

 

 

 

 

 

National Disadvantaged

92.5%

92.8%

 

 

 

 

 

 

Other Measures

  • 100% of Year 11 students had at least 1 careers interview during the academic year.
  • 100% of Year 11 FSM/CLA students went on to education, employment or training following their examinations including 51% who continued their education in KJI Sixth Form.
  • Year 7 Catch Up Funding

This has been spent on providing additional literacy and numeracy support for students in Key Stage 3 who achieved less than a L4 in their KS2 SAT’s.

  • Reading intervention classes run during intervention/enrichment time for targeted students in Year 7 and 8.
  • Targeted literacy support is also provided for low ability Year 9 students to enable them to make appropriate progress through the Key Stage.
  • An additional English and Maths lesson has been incorporated into the curriculum for all Year 7 and 8 students.
  • Tracking from 2015/16 indicates that 84% of Year 7 students who achieved less than Level 4 in KS2 English SATs achieved the equivalent of Level 4 by the end of Year 7. Those who didn’t were 1 sub level away and are predicted to reach the required standard by November in Year 8.
  • Tracking from 2015/16 indicates that 56% of Year 7 students who achieved less than Level 4 in KS2 Maths SATs achieved the equivalent of Level 4 by the end of Year 7. Those who did not achieve L4 all made at least 2 sub levels of progress across the year and are expected to reach the required standard by November in Year 8.

 

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