Pupil Premium

The Use of Pupil Premium Funding at King James I Academy

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 2017-18 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, dance and enterprise 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 2017/18.

Number of qualifying students 353.

For 2017/18, the Academy pupil premium allocation was £296,629. The allocation for this sum is as follows:

Behaviour Support Staff


Student Support Staff


Continued Additional Core Staffing


Additional Science/Maths Staffing


Attendance Officer


Counselling Service


Head of Year Allowances/intervention


Literacy Coordinator Allowances


Crisis Response/Educational Psychology Service/LACES SLA’s




4Matrix Data System


Accelerated Reader




Class Charts


Lunchtime Sports/Drama Clubs


Total Spend



The Academy identified the following priorities for 2017/18:


Key Priorities identified September 2017


Improve the Attendance of PP Students

Support the social and emotional development of PP students


To secure PP targets for improved progress in English and Maths for the Year 11 Cohort

Improve the performance of PP students in EBacc subjects

To Close the attainment and progress gap between PP and non PP students across KJI

Use data tracking as a tool to maximise PP performance

Continue with the successful programme of literacy and numeracy intervention in KS3


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 Period 6 Enrichment and out of school activities

Enhanced IAG for students in Year 8 and above

Pupil Premium Allocation 2018/19.

For 2018/19, the Academy pupil premium allocation is £335,190. The planned allocation for this sum is as follows:

Behaviour Support Staff


Student Support Staff


Continued Additional Core Staffing


Additional Science/Maths Staffing


Attendance Officer


Counselling Service


Head of Year Allowances/intervention


Literacy Coordinator Allowances


Crisis Response/Educational Psychology Service/LACES SLA’s




4Matrix Data System




Class Charts


Lunchtime Sports/Drama Clubs





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 1.This additional staffing means that class teachers can spend more time with individual students and provide high quality feedback in line with the Academy’s assessment policy; a strategy clearly identified as effective within the EEF Teaching and Learning Toolkit

Curriculum Enrichment

The Academy significantly changed the school day model in 2015. 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 for a total of 3 hours per week. 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 a carousel of activities they normally would not have access to outside of school. As well as a range of sporting and fitness related activities, STEM, Eco clubs and survival skills run. Students have previously worked with Darlington Building Society to set up our school bank, as well as utilising opportunities for selected students to participate in the Future Business Magnates competition. Our tracking system identifies KS3 students who are underperforming, and allows them to access subject specific intervention, 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. A significant development this year means that Learning support staff can use Enrichment time to work with students who have an SEN Support Plan, providing intervention, reviewing and setting revised SMART targets for them.

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 in some instances selected students provide academic support for younger students, acting as peer tutors particularly in relation to reading, another strategy identified as being highly effective in the EEF T&L Toolkit.

Behaviour/Student Support workers

These three non-teaching members of staff operate the Academy’s Remove Room as well as providing targeted pastoral and increasingly mental health support. 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. An increasing area of their role is to be proactive and work with ‘at risk’ students outside of the Remove Room environment and away from scheduled appointment times

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 2017/18 stand at 0% at the time of writing.

The Academy also hosts a careers fair in the Autumn term where employers and further education providers attend to discuss options with students from Year 8 upwards. Parents are also welcome to attend the event which enables students to develop ideas and contacts in potential areas of work and training when they leave King James.

Pupil Premium Allocation 2017/18 Impact Review

Academic Progress

  • Non PP Progress 8 = +0.16
  • PP Progress 8 = -0.18
  • 44% of all PP students achieved E/M Basics (4+)
  • 44% achieved 5 9-4 grades inc. EM which represents an 8% increase from 2015
  • 49% achieved 5 9-4 grades.

Attendance (2 terms)







KJI Non disadvantaged






KJI Disadvantaged






National Non Disadvantaged






National Disadvantaged






Persistent Absence – KJI Disadvantaged






Persistent Absence – National Disadvantaged





* 15% threshold changed to 10% in 2016 figures

OFSTED 2017 recognised the significant efforts being made by the Academy and the strategic use of PP funding to ensure that gaps were diminishing between groups of students.


“Disadvantaged pupils achieve well.”

“Leaders spend pupil premium funding wisely on effective resources to secure improvement for these pupils. For example, disadvantaged pupils have access to a wide range of extra-curricular activities, which has resulted in improved attitudes, attendance and outcomes.”

“Governors have a firm grasp of how effectively additional funding is used.”

“Reading programmes have ensured that pupils throughout key stage 3 who are disadvantaged or who have special educational needs and/or disabilities improve their reading skills. They are now reading with more fluency and confidence.”

“The attendance of disadvantaged pupils is also improving and is approaching that of other pupils at the school. Persistent absenteeism has been reduced significantly because the school has taken effective action and used a range of successful strategies to remove barriers to attendance.”

“Disadvantaged pupils make similar, and in some subjects better, progress than that of other pupils nationally and in the school from their starting points.”


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