The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers. It is for schools to decide how the Pupil Premium, allocated to schools per FSM student, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
At Tabor Academy:
- We ensure that teaching and learning opportunities meet the needs of all of the pupils.
- We ensure that appropriate provision is made for pupils who belong to vulnerable groups. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
- In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
- We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
- Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.
The amount of Pupil Premium allocated during the Academic Year 2017/18 was £209,440.
Pupil Premium Strategy
The amount of Pupil Premium allocated during the Academic Year 2018/19 is £199.930
At Tabor Academy we pride ourselves on having high aspiration and ambition for all pupils, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed. Our mission is to ensure that every pupil achieves academic success and has the real option of going to university or following a career of their choice. We believe our pupils work hard towards this goal because we make it real for them.
We have high expectations for all of our pupils, and believe that with great teaching and a lot of love and care, every child can fulfil their potential.
Some interventions are adopted on a whole school basis and are not restricted to FSM registered pupils only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of pupils. A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged pupils.
The key objective is to narrow the gap between pupil groups. The achievement of pupils at primary is good however levels of attainment are lower for some children who are eligible for FSM. While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap. Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress. The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations.
It is also important that low attaining pupils grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact.
It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels
Funding is allocated within the school budget by financial year. This budget enables the school to plan its intervention and support programme. Expenditure is therefore planned and implemented by academic year as shown.
As an inclusive school, Tabor Academy strongly believes that no pupil should be disadvantaged as a result of background and ensures that resources and support are also provided for children who may not necessarily be eligible for free school meals or looked after, but who have been identified by the school as being at an educational disadvantage compared to their peers. This support is funded out of the School’s main budget. Programmes involving children who are eligible for the grant as well as those who are not are often part-funded by Pupil Premium, proportional to the children they benefit.
At Tabor Academy we will:
- Make decisions about the spending of Pupil Premium funding based on educational research
- Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
- Ensure that staff are aware of the potential barriers to learning for FSM and LAC pupils
- Track the attainment and progress of pupils on FSM as a group and ensure this is in line with the progress and attainment of the whole class
- Measure the success of intervention programmes through impact analysis
The challenge to establish a clear link between educational expenditure and pupils’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)
Barriers to learning:
- Low aspiration within the local area.
- Children are from low economic backgrounds with low level of attainment on entry.
- Mobility – many children enter the school at different points in their school life.
- Overcrowded housing.
- Low self-esteem and self-confidence.
- Single Parent Families with high EAL needs.
- Low speech and language on entry, particularly mobility students.
Additional Educational Resources for Looked After Children
Strategy: For 2018-19 each looked after child has a Personalised Educational Plan drawn up by our specialist worker in conjunction with the local authority to ensure that each student receives resources and support which would be appropriate for them as an individual. Examples can be used from all of the above strategies.
Proposed Impact: Looked after students have a tailored programme of support to meet their needs leading to a closing of achievement gap at Tabor Academy.
Effect of PPG Funding
|5 9 – 4 Including English & Maths at Grade 4||Non-Pupil Premium 51%
Pupil Premium 24%
|English Language 9-4||Non-Pupil Premium 63%
Pupil Premium 35%
|English Literature 9-4||Non-Pupil Premium 65%
Pupil Premium 54%
|Best English at Grade 4||Non-Pupil Premium 58%
Pupil Premium 62%
|Best English at Grade 5||Non-Pupil Premium 51%
Pupil Premium 29%
|9 – 4 Maths||Non-Pupil Premium 63%
Pupil Premium 72%
Provision for PPG fund spending – 2017-2018
|Focus of Work||Expenditure for 17/18||Rationale||
How will this be measured?
|1:1 Tuition/small group tuition||
Agreed as part of PEP package at KS3 and KS4, tailored 1:1 work in core subjects
Providing small group work with an experienced teacher / LSA focussing on overcoming the gaps in learning.
1-2-1 and small group speech and language sessions for communication.
Literacy withdrawal groups to improve and secure English foundation.
Numeracy groups to secure foundation numeracy skills.
|Intervention to take place from November 2017 and monitored through ATLs.||
Student progress will be tracked against their progress grade in Maths, English and Science. Students will be expected to make more than expected progress as a result of this intervention.
Identified gaps in learning will be addressed enabling students to make more than expected progress.
|Additional Sets in Core Subjects||To support learning in the classroom by ensuring that class sizes for 2017-18 are as small as possible, particularly in English, maths and science, by creating additional sets.||
Support in core subjects to continue with re-timetabling during year.
Additional teachers to support core subjects.
Progress in English, Maths and Science indicate that students are adding value from their relative starting points by at least 85%.
The vast majority of students making at least 2 steps of progress.
|Learning Support Assistants / External agencies||Increased in-class support from TAs and external agencies to further personalise and support learning of students.||
|Use of TAs to provide targeted support to students in subjects.||To improve confidence and self esteem to enable students to be fully integrated into the school community and fully access the school curriculum.|
A comprehensive programme of study support and revision classes will be offered in every school holiday except the Christmas break, to groups of students vulnerable to low achievement, especially those in receipt of FSM.
Literacy and numeracy interventions targets at Pupil Premium students and those below level 4 on entry.
Personalised programmes of support, planned in advance and costed into the curriculum model have been offered to all Year 11 students eligible for the Pupil Premium Grant to enable them to attain the best possible examination results.
Homework club before and after school.
|Central co-ordination including timetable for PP students and rewards linked to attendance.||
Attendance at classes by PPG students to be monitored.
Improved performance of PP students in examinations.
Improved progress by PP students, with 75% making accelerated progress.
|Careers information, advice and guidance||Early and additional guidance will be offered to students eligible for the Pupil Premium Grant in Years 8 to 11 to ensure that they can be supported to pursue aspirational futures.||
|One day a week. All KS4 PP students to have individualised plan.||
Number of students completing their subjects increases (100%) and number of NEETS is reduced to 0%
Student progression rates to post 16 education and beyond.
|Curricular enrichment||Curriculum trips to be subsidised for all students eligible for the Pupil Premium Grant and specific opportunities to broaden the horizons of those students to be offered. This allows students to benefit from an experience that they may not normally have been able to afford.||
|The Academy offers a range of trips and will enable PP students to attend curriculum linked trips.||Student participation in trips, leading to higher achievement in examinations.|
|Mentoring /Behaviour Intervention. Year Care Team Staff.||
Behavioural intervention and tracking of targeted students who are PP who need close behaviour support and positive engagement strategies. Commonly targeted at all Year Groups.
The Year Care Team support individual children to improve well-being, self-image and self-esteem during group work and ensure excellent partnerships with school and home.
|5 Year Care Team employed across the school.||
Behavioural incidents are dealt with quickly.
Decrease in behavioural incidents and external exclusions form vulnerable groups by 20%
PSP shows vast majority of students are succeeding – target is 100%.
Attendance and welfare of PP students, monitored on a daily and weekly basis.
Breakfast club for all students.
After School Clubs.
|This strategy is effective at early intervention which is key with attendance.||Attendance for all groups in line with the school and national targets.|
|External EWO support attendance||Oversee and support management of attendance and welfare issues, focusing on robust action where needed.||
|Early intervention is effective at increasing attendance reducing the need for further action||Attendance for all groups in line with the school and national targets|
|Reading programme and costs||
Reading books and materials for KS3.
Creating smaller teaching groups for reading recovery.
Funding an intensive programme for the teaching of phonics with small intervention groups. Alpha to Omega.
Lexia – reading recovery to improve reading and comprehension age.
Use LRC to track reading ages and take appropriate intervention as necessary.
CATs tests to support.
Library data indicates high usage by students.
Reading assessment will indicate that students have made significant progress in reading ages which will enable students to access the curriculum and make good progress meaning the majority of students are at the age expected reading age.
Students make expected progress in English GCSEs.
Year 7 Catch Up Grant – allocated £11620
The government provides £500 per pupil for any Year 7 student who has not achieved at least a Level 4 in English and maths. This is then used by to provide additional support help students catch up and achieve accelerated progress in Year 7. For 2016-17 Tabor Academy received £12000 This has been used to fund extra support sessions for students in addition to the taught curriculum.
Impact of Catch-Up Grant for 2016-17: 71% of students in receipt of additional funding made accelerated progress in Maths, with 72% making accelerated progress in English.
Proposed Impact of Catch-Up Grant for 2017-18: 100% of the students to have made accelerated progress in English with at least 75% of the students to have made accelerated progress in maths.
The Pupil Premium Strategy will be reviewed in August 2019.