Pupil Premium 2016-17
The school expects to receive funding of approximately £291,480 to improve outcomes for Pupil Premium students in 2016/17.
To view how we plan to use this funding for this group of students, please click on the image below:
Abbeyfield School's Evaluation statement 2016/2017: Pupil Premium (Disadvantaged Students)
The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged students of all abilities and to close the gaps between them and their peers. Almost one third of students at the academy are entitled to this funding. The proportion of students who are eligible for pupil premium funding is above the national average. Impact is monitored after each DCP.
- The profile of Disadvantaged students build on subject targets for marginal gains.
- Disadvantaged students need aspirations, achievement and attendance.
- Disadvantaged students need to be making better progress than other students due to their starting point being further behind.
- What works to raise the aspirations and achievement of Disadvantaged students will raise the aspirations and achievement for all students.
- No gap between Disadvantaged & other students.
- Disadvantaged students to have the same good choices.
- Disadvantaged students at Post-16 and beyond are the highest attaining students.
- Attendance is at least in line with the national average.
To see how have we considered the Education Endowment Foundation (EEF) information about effective methods of raising attainment/achievement of disadvantaged students, please click on the image below:
How interim tracking of disadvantaged students and action plans are used to take forward? Whole school monitoring takes place at each data collection point. Action plans are developed with subject leaders and year leaders. Class data sheets specifically annotated to track progress and indicate how teachers’ planning meet the needs of students entitled to pupil premium funding.
How evidence in the classroom shows Disadvantaged students are known to teachers? It is an expectation of all staff to know and be able to identify Disadvantaged students in classes. Disadvantaged students have priority checking and Disadvantaged books are marked first. Identification is on the seating plan and class data sheets which is in the teachers class file and sometimes by the use of stickers on books to identify Disadvantaged students. Annotations in books identify specific strategies to accelerate the learning and progress of disadvantaged students based upon a forensic diagnosis of gaps in content.
How we identify and report on the performance of Disadvantaged students? Progress is reviewed half-termly and informs the success of projects and future allocation of funding going forward. A review of the effectiveness of actions taken is completed by the Disadvantaged Lead and Learning Leaders. The Disadvantaged lead reports to The Trust on the effectiveness of the ongoing action plan, outcomes and next steps.
Abbeyfield’s Academy Pupil Premium Strategy Statement 2016-17
Please click on the image below:
Impact of pupil premium funding on student outcomes 2015/16 and 2016/17
Progress 8 tells us how well all students in a school do and whether they do better or worse than their peers in other schools. Progress in up to 8 qualifications are counted in a school’s progress 8 score. A school’s progress 8 score is between +1 and -1.
- +1 means pupils are achieving, on average, one grade more in each subject examined.
- -1 means pupils are achieving, on average, one grade less in each qualification examined
- The average progress 8 score of all secondary schools is ‘zero’.
Plese click on the image below:
Overall outcomes for all students are improving and are broadly average. Similarly, the performance of disadvantaged students is also rising but they achieve about half a grade less in their studies.
The progress of students studying English shows a similar trend to the overall pattern. The achievement of both disadvantaged students and their peers is improving, but the gap between disadvantaged and other students remains the same half grade lower.
Achievement in mathematics is below the national average. The gap between all and disadvantaged students has widened. Outcomes for Disadvantaged students is almost three quarters of a grade less than their peers.
As a result, disadvantaged students’ achievement in E.Bacc subjects remains unchanged and, on average, they secure half a grade less than other students studying these subjects in other schools. In contrast, the progress of all and disadvantaged students has strongly improved in the Open subjects. Grades are almost one grade better in 2016/17 than in 2015/16. Students achieve better than students in the average secondary school.
Overall attainment shows an improving trend from 2015/16 to 2016/17 in the majority of Ebacc subjects and Open subjects. It is difficult to compare 15/16 with 16/17 in English and Mathematics due to the new grading systems.
There appears to be an improvement in attainment in English for Disadvantaged students and the gap between Disadvantaged and Others is reduced.
To view details of how we spent the previous year's allocation (2015/16), please click here.