Pupil Premium

Rodillian Academy Pupil Premium 2020

 

Rodillian Academy is committed to investing funding from the Pupil Premium (and, in previous years, 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 have chosen a classroom approach and intervention strategies which research has shown works. The progress of students in receipt of this funding is monitored throughout the year at each assessment point and the strategies are monitored and reviewed for their effectiveness.

 The Sutton Trust research indicates that effective support comes from quality first teaching, 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, which includes:

  • 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.

 

Our Ethos

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.

 

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 as part of the standard group analysis. 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 Academy Self-Evaluation Form and the Academy Improvement Plan.

At Rodillian 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. In the case of remote learning, form tutors check in regularly both virtually and via the phone for pupils who are self-isolating.
  • A specialist SEN department who provide support for students with particular educational needs
  • Two dedicated member of the pastoral team who supports and nurtures; including vulnerable students.
  • A dedicated member of the SEND staff who is a SEMH specialist who works with individuals and small groups.
  • 4  Intervention Support Workers (ISW) who supports our most challenging students.
  • 1:1 support and intervention for all students who require it.
  • Small group intervention and support for all students who require it, including a comprehensive intervention strategy during holidays and after school for examination groups.
  • 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

. • Leadership from a designated member of the senior team.

 

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.

  • 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 after data collections which allow staff to be proactive in the progress and outcomes for all students.

 

Action Taken in 2019/2020

  1. Analysis data was required of all staff showing which groups have underachieved or relatively underachieved, focussing on current progress against targets, for all classes.
  2. Evaluation of results of analysis, thereby identifying and discussing potential causes and effects with Subject Leaders.

 

Examination Results 2020

 

Grade 5+ in English and maths 35%
Grade 4+ in English and maths 68%
Progress 8 0.01
Attainment 8 40.2

 

If you are uncertain as to whether or not your pupil is entitled to Free School Meals please contact school on 01924 872262.

The Rodillian Academy