In England, there is a considerable difference between the GCSE outcomes that students who are deemed ‘pupil premium’ achieve, and those who are not, for both progress made from primary school and attainment. Quite rightly, all schools nationally are charged with diminishing this difference for their students as quickly as possible. As an academy we fully welcome this drive to secure the very best qualifications for ALL students, regardless of their circumstances or individual need. This is a fundamental right for all our learners, and is at the heart of our vision for the academy, and all the schools in our Trust to place ’students first’. We are determined to ensure that we rapidly raise standards, and transform lives, for all.
It is critical that we identify the barriers that students face to their learning and progress at school. This in turn allows our relentless focus, support and challenge to our young people, so they all can properly secure life changing qualifications and the confidence and skills to make their way in adult life and the workplace as successfully as possible. This identification also allows honest and sometimes frank discussions with parents so that we can work as effectively together to get the very best for their sons and daughters.
We do not have a blanket approach to how we support pupil premium students, as we strongly believe they are individuals. We aim to know all our students and families well, to allow bespoke support where it is needed, pulling from a very wide range of strategies and support processes from teachers, learning managers, support staff and the leadership of the academy.
These strategies are listed in the documents below, however, there are strategies that we have identified, that alone or combined, make a big difference to how well our students achieve during their time with us. Such as:
High attendance and punctuality
Established, organised routines of study
Self belief and resilience
Self-regulation and mutual peer support
Appropriate time given to completion of homework and revision
Having somewhere to work effectively in and out of school
Post-16 plans and access to advice
Pupil Premium is an additional grant given to students who:
We have been allocated £227,096.00 for the academic year 2019/20. We will receive this money in regular instalments and these funds are in addition to the main school budget (the general annual grant). At academies within the OGAT ‘family of schools’ we have developed many robust intervention strategies over a number of years and all of these are designed to support each individual student to achieve their potential. We are proud that we have a proven track record for ‘narrowing the gap’ and therefore diminishing the differences in outcomes for specific cohorts of students; this has allowed us to fulfil one of our core aims of raising standards and transforming lives.
Below is a list of strategies that we will use at Outwood Academy Bishopsgarth to support students and the total cost of some of these strategies. The intervention strategies exceed by far the total amount we receive for the Pupil Premium. The Pupil Premium is used to support all of these strategies:
New Outwood uniform has been provided for all students across the academy. In addition, all students who join Outwood Academy Bishopsgarth during the course of this academic year will receive a free uniform to ensure that all students are starting from the same point.
Careers advice and guidance for Year 9, 10 and 11:
An independent careers advisor (Careers Inc.) has been employed for up to two days per week to work with students in all year groups. Presently, all Year 11 students receive an individual ‘interview’ with the Senior Leadership Team to support them with their post 16 applications, but are also offered the opportunity for independent advice with the careers advice service. Work is taking place in conjunction with the Local Authority with Year 11 students who are at risk of becoming NEETs. Students who are identified by the above criteria are all given additional dedicated time with the careers office with a focus on their future and choices. The academy have appointed a member of staff as an Aspiring Leader in a Deeps role to coordinate all aspects of work in this area.
The Inclusion Co-ordinator, Learning Managers, Teaching Assistants, Attendance Officer, CEIAG Officer, Personalised Learning Centre Manager and Education Welfare Officer make up a highly skilled and experienced team whose focus is the achievement of all students. Weekly meetings ensure that vulnerable students are making the progress they should and any form of intervention that is needed is in place. Our school nurse works with students and is a valuable resource to offer support and medical advice. The peer mentoring programme provides one to one support for vulnerable students in Key Stage 3 and 4.
Y7 Catch-up Premium Summary:
For the 2018/19 academic year Outwood Academy Bishopsgarth have identified Y7 Catch-up students from the KS2 SATS of September 2017 intake.
In 2018/19 academic year, Outwood Academy Bishopsgarth expects to receive £12,803 Y7 Catch-up premium. We have identified a total number of 14 Y7 students who achieved a scaled score below 100 in both KS2 English and Maths. We have identified a total of 7 Y7 students who did not achieve the expected scaled score of 100 in maths alone. We identified a total of 8 Y7 students who did not achieve the expected scaled score of 100 in only English reading and/or writing.
In 2018/19 academic year, this funding is being used towards Accelerated Reader books, a Numicon Intervention Package, resources for targeted Enrichment (in reading and writing), resources for Reciprocal Reading Buddies,, 1:1 tuition and a proportion of Teaching Assistant and LRC staff salaries.
The impact and means of assessment for the 2018/19 academic year is detailed below in the full report.
Impact of Y7 Catch-up Premium – Academic Year 2018-19
We have identified 22 Y7 students who did not reach the expected scaled score of 100 in reading and 16 Y7 students who did not reach the expected standard in writing (some of these students require Catch Up intervention in both) hence the overall number of students who require English Catch Up provision is 11. We identified 21 Y7 students who did not reach the expected scaled score of 100 in maths. Diagnostic assessments and analysis of KS2 tests will reveal the areas that students require further support with.
In the financial year April 2018 to March 2019 £227,096.00 was received. The strategies detailed in the attached PDF document were put in place to support students’ academic and pastoral needs.
h 3. Outcomes for students in 2017 – 2018
Year 11 students had a Key Stage 2 APS of 26.1, this is considerably lower than National Average. The KS2 APS for pupil premium students was 25.9 and for FSM students this was 25.1.
Outcomes for students in 2017 - 2018: