What is it?
The Pupil Premium is a government funded strategy to help narrow the achievement
and attainment gap between pupils who may find circumstances outside school
challenging due to hardship or other issues and their peers.
The Academy receives an annual grant to be used to support the education of the
following identified groups of students.
• Students who are currently receiving free school meals.
• Students who are not currently receiving free school meals but have done so in the
last six years.
• Students who are looked after children.
• Students who have a parent in the armed forces.
How much additional funding does The Skipton Academy receive?
Profile of The Skipton Academy Pupil Premium Cohort 2017/18
Year Group Number of Pupils eligible for funding
Expenditure 2017/18 – See full strategy for specific details of expenditure
|1a||Rewards||£3,500||Awards for imprvements in attendnance, behaviour and effort.||Y|
|1b||Ethos development||£6,000||3.5% increase in attendance and 10.5% decrease in PA @31.11.18 ATL Gaps reducing EG Year 11 LY 0.27 TY 0.16||N|
|1d||Attendance Challenge||£1,000||Significant increase in attendance of PP students (1.2%) during the period. Repeat and increase spend/coverage.||Y|
|2a||Revision Guides||£3,000||Evidence of impact on PP attainment in some subjects. History PP gap -0.02. Used correctly. Look at History model||Y|
|2a||Uniform||£2,000||Percentage of uniform issues falling over the year for PP students to 30% (in-line with all students) by April||Y|
|2a||Trips||£5,000||Underutilised in 2017/18. Keep but reduce and promote to PP students||Y|
|2a||Breakfast||£3,000||Improvements in PP attendance and slight improvement in PP late to school (50% before 45% after)||Y|
|2c||Student Charter||£6,000||Charter not fully developed in 2017/18. Ensure that the experiences are timetables and booked in.||Y|
|2d||PHSCE and Careers||£500||PHSCE program to continue in P4 lessons.||Y|
|2f||TA allocation||£40,000||TA used to target underperformance of PP students. Positive impact in P8 figures.||Y|
|2f||Overstaffing||£10,000||Did not happen in 2017/18||N|
|2f||SENCO allocation||£10,000||Positive impact on SEN students attainment, attendance and progress (2017 – 2.3 to 2018 -0.64)||Y|
|2f||Additional tutors||£5,000||Some tutors used for LAC student in 2017/18. No significant impact. Below expected in all subjects.||N|
|2f||Holiday revision||£2,500||Incentives to attend contributed to PP improvements||Y|
|3a||CPD||£2,000||QA of lessons show improvements – now moved in-house – no external CPD||N|
|3c||Visualizers||£500||Some noticeable impact in lesson observations when used correctly. Extend use to more subject areas||Y|
|1a||Speakers and rewards for assemblies||£3,500|
|1c||Attendance Challenge + lunches||£2,500|
|2d||PHSCE and Careers||£500|
|2f||Holiday revision sessions and incentives||£2,500|
|3c||Visualizers and other equipment||£500|
Pupil premium data 2017/18
|Ave Attainment 8||2014/15||3.6||2.4||-1.2|
|5 standard passes inc English and maths *||2015/16||34||31||-3|
|Student Achieving 9-4 in English and Maths||2016/17||69||40||– 29|
*Figures currently based on SISRA collaborative data
In 2017/18 Pupil Premium gaps narrowed across the academy and progress of disadvantaged students improved by approximately half a grade from 2016/17. Therefore it can be assumed that the Pupil Premium strategy was effective in closing the gaps in attainment and progress.
Whilst some of the narrowing of the gaps can be attributed to a slight decline in Non PP progress, all areas, with the exception of Maths, are showing improvements.
It should be noted that the prior attainment of the 2017/18 cohort was significantly lower than that of the 2016/17 group and therefore caution should be used when comparing the attainment of these students between the two years.
The 2017/18 strategy has had a significant impact on the progress of our disadvantaged students.
The strategy was detailed in it content which was based on research from local and national contexts.
The 2018/19 strategy must now look at how we can engage our disadvantaged students more in Maths and ensure that these gaps are closing in next year’s results.