Our Pupil Premium
There is a National gap between the attainment of students from disadvantaged backgrounds when compared with students who are not regarded as disadvantaged. This gap is also prominent, nationally, for student progress, attendance and behaviour. There is additional funding for students classified as disadvantaged, that is any student who has been in receipt of free school meals at any point in the last 6 years (Ever 6).
At George Salter Academy figures for disadvantaged are in the 60th – 80th percentile of schools nationally. Despite the best efforts of parents and carers this can lead to students missing out on some of the essentials of education such as some aspects of independent study, some trips and educational experiences which can impair student progress.
We believe passionately that all students have the right to attain without unnecessary obstacles. By their very nature pupil premium groups can vary significantly from year to year so a direct comparison between year groups is difficult. The 2019 cohort of pupil premium students was 36% of the whole year group as compared to 48% for 2018. In 2018 Pupil premium boys outnumbered girls but in 2019 69% of pupil premium students were female. Our pupil premium results shows that there was a decline in the progress of girls from 0.13 in 2018 to -0.12 in 2019. For boys however progress 8 figures improved from -0.85 to -0.66. There was a slight improvement overall in the Progress 8 figure for our pupil premium students from -0.38 to -0.3. This reflects a three year trend.
We are certainly not content with these results and our drive in 2019-20 is to tackle in school variation between subjects so the teaching of and outcomes for pupil premium students for all subjects more closely reflects what is happening with our very best provision.
We will reflect closely on the progress our students make at each assessment milestone and will put in to place actions to close any gaps that are developing between the performance of pupil premium and non pupil premium students.
Through our Character Development action plan we will ensure all students gain access to essential aspects of cultural capital in a timely and strategic manner. For instance all Year 7 students will climb a mountain, will have a day of aspiration building with Cambridge University and will visit the seaside. This is in addition to ensuring we minimise gaps in reading and writing skills, basic numeracy, the opportunity to complete homework and other essential aspects of academic progress at Year 7 and in other year groups. Ambition, Belief and Courage are the essential focii of our Character development programme and this will drive pupil premium outcomes.
We will aim to ensure there is proportionality for pupil premium students on all trips, in all sports teams, in productions, in extra curricular activities and in our setting.
The final section of this review is a summary of how we intend to spend the pupil premium funds we have been allocated for this year. Although this has been an annual statutory requirement we are now able to plan on a three yearly basis so will be reviewing our 2018/19 plan in light of this change.
Please click the following link to download the Pupil Premium Funding - Spending Plan for 2018/19 [pdf, 506 KB]
Overarching Principles/Funding Formula
Breakdown of Pupil Premium Grant (PPG)
|Total number of pupils on roll||964||1019||1028||1022||1320|
|Total number of pupils eligible* for PPG||406||430||415||394||387|
|Amount of PPG received per pupil||£935||£935||£935||£935||£935|
|Total amount||£379,610||£402,050||£395,625 |
(incl. 4 Looked After Children @ £1,900)
*The Department for Education (DfE) define eligibility as those students for whom a claim has been made and where the claim has also been approved by the Local Authority (LA)
Pupil Premium Strategy Statement 2019 - 2020
For information about the Pupil Premium Strategy Statement for 2019 - 2020 please read pdf document using the link below.
Pupil Premium Review of Expenditure 2018 - 2019
For information about the review of expenditure plan for 2018 - 2019 please read pdf document using the link below.
Raising Aspirations through effective Pupil Premium Spend (2018-19)
Senior Leaders refer to the EEF Teaching and Learning Toolkit when planning the Pupil Premium spend. In particular, we are aware of the following themes which, feature in our ADP 2018/19, and will impact on accelerating rates of progress and thus diminishing the difference:
- Mastery Learning (+5)
- Feedback (+8)
- Collaborative learning (+5)
- Homework (+5)
- Oracy (+5)
- Meta cognition (+5)
During the summer term 2018 we invited parents/ carers and students currently in receipt of Pupil Premium funds to evaluate our provision in order to plan more effective and GSA context bespoke interventions for 2018/19. The highest weighted actions suggested an appreciation in the curriculum for smaller class sizes, withdrawal groups and access to technology outside of the classroom through digital applications.
Interestingly there was also an emphasis given to enrichment activities and sports clubs and performing arts scored highly. As is the case with previous students surveys the need for more educational visits to enrich the curriculum was also mentioned in comments. This will be an integral part of our journey to raise the "cultural capital" of our young people in a developing knowledge rich curriculum.
Although not as high scoring action, probably for reason that little targeted direct impact is seen by this on the individual, continuous professional development will feature highly in our Pupil Premium Plan for 2018/19. GSA intends to liaise closely with Raising the Attainment of Disadvnataged Youngsters (RADY) over setting, target setting, tracking students and revising live schemes of work in view of Key Stage 2 data.
An emphasis on CPD will necessarily be given in the Pupil Premium Plan 2018/19 as the academy seeks to change its Key Stage 3 model. As our academy has 40%+ of its student population in receipt of the Pupil Premium there is an urgent need to address the issue of social mobility. After researching curriculum models across the Ormiston Academies Trust we have decided to implement a new KS3 model based on a knowledge rich curriculum which will impact immediately on Year 7 in 2018/19 but necessarily as the most effective practice is shared across all year groups in the academy.
The academy is committed to ensuring a personalisation of the curriculum for students in receipt of the Pupil Premium. In the summer term 2018 a White British Disadvantaged Boy Day in the Life review (walkthroughs, student shadowing, students voice, book scrutinies) of best practice was published and weekly student voice activities shared across the academy were conducted by the new Principal. In 2018/19 the academy is implementing a new pastoral model and Progress Leaders in each year group will be charged with conducting PP student voice activities, shadowing PP students, tracking PP achievement data in their year groups and using this information to personalise provision.
Pupil Premium Survey June 2018 and our responses
|Survey response||Evaluation of strategy in previous years||Our action this year|
|Targeted curriculum support- smaller class sizes in the core subjects (English and Maths)
Very good+ 38%
|This has for many years been a key principle of timetabling and staffing at GSA and was a major part of the Academy’s success in achieving a national Pupil Premium award in 2014||To focus on the impact of the smaller class sizes across all subjects through training and monitoring the use of Assessment for learning, rewards, oracy, in-class support and classroom organisation. Student voice – eg transition feedback and response.|
|Intervention groups in the core subjects
Very good +37%
|A nurture group and withdrawal groups to support students||More focused interventions across KS3 based on forensic analysis of areas for development in assessments.|
|Coaching and mentoring for students in KS4
Very good +31%
|Huge amounts of staff time given to intervention in Year 11||Reduced KS4 intervention time more focus on delivery of high impact lessons with stretch and challenge. Introduction of assertive mentoring at KS3.|
|CPD (Continuous Professional Development) training for staff
Very good +28%
|A range of CPD opportunities in a comprehensive two hour a week programme.||Focus on knowledge based learning. Oracy. Differentiation. Focus on the needs of pupil premium students.|
|Funding of applications to promote effective home learning (e.g. GCSEpod, MyMaths, Kaboodle)
Very good +42%
|MyMaths used by all. GCSE pod introduced||Access for all to GCSE pod, My Tutor, MyMaths, Kudos. Focused support and, where appropriate, funding of text books|
|Funding for Alternative Provision
Very good +30%
|-||Introduction of a range of courses in an integrated package. Parent and student voice on Advice and Guidance specifically the Options process|
|Funding for Alternative Curriculum (Construction, Horticulture, Wider Key Skills, BTEC Fire in the community)
Very good +33%
Very good +40%
|More than 300 students a week attend after school clubs through the Extended Schools programme. Development of links with the Albion Foundation.||Extended schools programme to monitor and target PP attendance. Albion Foundation and other coaching programmes to be monitored for PP involvement. Targeting to take place if appropriate|
|Funding for Performing Arts
Very good +49%
|-||Greater monitoring of Performing Arts trips to ensure equality of access. Funding available to ensure equality of access.|
|Support for visits
Very good +37%
|A huge range of visits and experiences across the curriculum.||Greater targeting of experiences and trips to PP students. Clearer strategies to ensure PP students are not excluded because of finance.|
|Support for curriculum materials (e.g. providing ingredients for Food Tech)
Very good +25%
|On demand||A more pro-active approach through consultation with parents during parents evenings.|
|Funding incentive rewards to encourage and celebrate achievement
Very good+ 34%
|-||A complete review of the rewards procedures with a new rewards strategy.|