Pupil Premium

The Skipton Academy Raising Achievement of Disadvantaged Learner Strategy 2017/18


Review date: September 2018

January 2018

The Pupil Premium Charter

To rapidly improve the outcomes of our disadvantaged learners by a persistent and relentless focus on meeting their academic needs, improving their social capital and supporting them academically, financially and emotionally so that they may reach their full potential and allow them to access their aspirational “next steps”

All staff at the academy must have the shared belief that every child, regardless of background, has the right to a high-quality education that enables them to reach their full potential.

All staff have the responsibility for ensuring that disadvantaged learners have the access to the highest quality of teaching and learning and rich curriculum that enables every learner, regardless of social economic background to achieve success



This policy is based around three important and interrelated pillars that aim to provide our disadvantaged students with high quality teaching and the support and self-belief that they can succeed.

These pillars are:

·         Pillar 1: Ethos and Values

·         Pillar 2: Targeted support and improving social capital

·         Pillar 3: High Quality Learning and Teaching


Within each pillar there will be several strategies that will focus on specific approaches to ensure that our disadvantaged students are able to make progress. These will also show the expected outcome of the strategy, who is responsible for implementing them, who is responsible for the quality assurance of these measures and how the impact will be assessed. There will also be a timescale for implementation and a projected budget for the measure.

The aim of this policy is to provide a clarity of the high expectations that we have of all staff and learners within the Academy and offer a detailed account of all Pupil Premium interventions for all stakeholders.

This document correlates with the priorities set out in the Academy Improvement Plan 2017-18 and addresses the recommendations of the external Pupil Premium Review of November 2017.

Summary Information – The Skipton Academy

Academic Year


PP Budget


Date of most recent PP Review

November 2017

Number of Pupils


Number of pupils eligible for PP funding


Date of next internal review

September 2018


Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).



Current Attainment – Year 11 Summary 2016/17


School disadvantaged pupils

England state-funded schools other pupils

Number of pupils



Progress 8 scores



Attainment 8 score



English and Maths at grade 5 or above



English and Maths at grade 4 or above









·         The Pupil Premium Charter

·         Rationale

·         Contents

·         Internal barriers to learning

·         External barriers to learning

·         Pillar 1

·         Pillar 2

·         Pillar 3

·         Appendix 1: Pupil Premium review recommendations

·         Appendix 2: Disadvantaged leaners enquiry visit to London and Essex summary

·         Appendix 3: Classroom based pupil premium interventions


Barriers to Learning

In order to address the gaps in Pupil Premium attainment it is important to understand the barriers that are preventing some disadvantaged students from securing significant progress in their learning. Following the recommendations from the Pupil Premium review (LR1, LR2) internal data was used to identify PP postcodes, national deprivation statistics were analysed, national research statistics were studied, and a selection of established staff were consulted. Consequently, the following barriers to learning were identified:

Internal barriers to learning:

1)   Lack of focus within the Academy. There has been a focus on raising attainment throughout the Academy during recent years. This has led to a widening of the PP attainment and progress gaps.

2)   Passive / disruptive behaviour in lower sets (where there is a higher concentration of PP students) leading to less progress being made in these groups.

3)   A curriculum that doesn’t meet the needs of all students as it does not offer the breath of qualifications that some students wish to undertake. (see appendix 2)

4)   Setting was thought to prove a barrier to learning within the Academy as lower attaining groups would often see a higher concentration of PP students. (see point 2) Setting was also believed to lower expectations from both students and staff and lead to poorer literacy skills.

5)   Numeracy and literacy. A legacy of poor numeracy and literacy were preventing some disadvantaged students from making sufficient progress

6)   Staff capacity and allocation. Many low attaining groups were often taught by less experienced teachers or HLTAs. Often intervention sessions in core subjects were cancelled as teachers and HLTAs were being used for cover.

7)   Staff expectations are not high enough. Some Academy staff have expectations of some students that are too low and this is creating barriers to learning.

8)   Low student expectations and ambition. Some of our disadvantaged students have low aspirations and often see their lives as already planned out for them.


Barriers to Learning

External barriers to learning:

1)   Lack of financial support from home. The parents of some students do not have the means to buy revision guides, subject specific equipment, uniform or IT access and fund extracurricular activities.

2)   Low expectations from some parents. Some students are the children of ex-pupils who did not have a positive experience at Aireville School. This may lead to lack of aspiration from some parents and a lack of value for education. Attendance is also affected by this barrier.

3)   A hectic home-life. Some students from disadvantaged backgrounds do not have a stable home-life and lack certain elements of support from their parents. Their often unstable living conditions are not conducive to a focused and purposeful school-life.

4)   Lack of study space and internet provision. Some students do not have sufficient access to home study areas that are suitable for completing homework or coursework. Some homes do not have a computer or internet access.

5)   Low expectations of future education. A proportion of students see their future as Craven College and then a job in Skipton. This lack of geographical mobility means that often students do not push themselves to gain better grades as they feel that their lives are already mapped out for them. Disadvantaged learners can lack access to professional networks, work experience and careers advice that other learners access through family networks.

Pillar 1: Ethos and Values

Our ethos and values are critically important to underpin this strategy. We must have high ambition and expectations that all our learners can and will succeed and provide the ethos in which every student will thrive. It is clear from the visits undertaken to other schools and the research available that in order to underpin a strong and robust PP strategy there must be a core focus on ethos and values. This should be developed to reflect the fundamental beliefs of the Academy and its stakeholders. It should be visible and embedded into all areas of school life.

Desired Outcomes

Success Criteria / Action


Students have improved positivity regarding their place at TSA leading to more engagement with learning and higher levels of confidence and self-esteem.


Staff to communicate with all students (especially PP students) with aspirational language and set high expectations for all. A “can do” mind-set.


The majority of assemblies are based on raising expectations of TSA students and, where possible, are based around praising students and highlighting their achievements.

Student voice and parental questionnaires conducted every term to evaluate the impact of the new measures being put in place at TSA.


Lesson observations and learning walks indicate that expectations of students are high, and that positive reinforcement and aspirational language is being used. Lesson observations feedback and ATL scores.


SLT to visit all assemblies to ensure that the majority of assemblies are aspirational and look to highlight / reward positives rather than focus on negatives.


The school ethos to be evaluated and redesigned to reflect the core values of the Academy (March 2018) and be embedded into the whole school by June 2018.

Ethos project completed by April 2008 including a whole school launch project.


Improved achievement for PP students.


Disruption of learning is minimised allowing for all students to make good progress.


Teachers spend less time dealing with behaviour and are therefore enabled to teach “good” lessons.


A fall in classroom behaviour incidents and the number of occasions of disruptive behaviour. Via classcharts and SIMS. Year on year and term on term.

PP students make good progress.

The percentage of good or better lesson observations / learning walks increases as poor behaviour becomes less of a barrier to learning.


PP student attendance increases in-line with national averages allowing them to make more progress and achieve well.

Increased focus on PP attendance will lead to improved attendance figures for PP students.

TSA PP absence figures closer to national averages for PP students.

Improvements in achievement due to improved attendance.











Pillar 1




Staff leads

Expected cost

From when?

Success Criteria

















Inspirational guest speakers to appear in assemblies at least once per term





Rewards assemblies to happen at the end of every term where rewards are given for IMPROVEMENTS in attendance and achievement

To highlight to students the importance of education and what they can potentially achieve



To motivate PP students to improve their attendance and achievement






Prog Lead









Prog Lead




























From Jan



















Improved ATL from PP students







Attendance and achievement for PP students improves





Development of a new ethos and values for the Academy, this would include rebranding, embedding all aspects of the ethos into everyday school life and some high-profile launch events


There is currently no explicit ethos at the Academy. This will give the Academy an identity to work from and raise the profile of the school as well as the aspirations of the students.

All aspects of the project to be approved my RM and governors





Jan 18 – July 18

New ethos in embedded into the Academy and new branding in place by July 2018


Classcharts used in the classroom to implement the new behaviour policy and reduce disruptive behaviour.



Enables teachers to issue immediate sanctions and rewards. Motivates students to engage in their learning










All teachers







Previously allocated







Sept 2017








Improvements in behaviour, ATL and progress


Attendance Challenge initiative


Attendance challenge to motivate ALL students and improve PP attendance


LE to monitor attendance challenge data



Feb to May 2018


Attendance improves, and PA figures reduce


Pillar 2 – Targeted support and improving social capital

A proportion of our disadvantaged students may need support in a variety of ways. Some of this provision needs to address the lack of financial capital that has been recognised as a barrier to learning. However, social capital is also important. We should aim to fill the potential gap in social capital that other students benefit from, in that we need provide opportunities for our disadvantaged students to experience activities beyond the academic opportunities in school and ensure that they are open to the world around them. We also need to ensure positive mental health and resilience is promoted across the Academy and students have access to specialised support if needed.

Pillar 2 Desired Outcomes

Success Criteria / Action


Students are not disadvantaged in their learning through lack of resources and are able to access the curriculum.


Family income and personal circumstances are not barriers to learning and students from all backgrounds have the same opportunities to achieve.

An element of PP funding is used to ensure that PP students have the correct TSA uniform and PE kit.




Educational visits are part funded by PP money to ensure that no students are disadvantaged due to lack of family income.


Students are not disadvantaged due to lack of suitable homeworking space and/or lack of ICT facilities.

Homework club will run from Mondays to Thursdays after school where students have a calm environment to complete coursework/homework and have access to IT facilities.


PP students improve their cultural and social capital by accessing various opportunities that the Academy will provide

A “Student Charter” will be developed that lists 20 activities that all students must undertake during their 5 years at the Academy.


Careers advice and activities to support students to consider their future education / career and raise their expectations.

Students have access to a range of careers advice and support from year 7. This would include visits to businesses as set out in the “Student Charter”.


Extracurricular activities increase and allow more opportunities for all students to access activities outside of their timetabled lessons.

Following an extracurricular audit, the Academy will devise a new plan that encompasses a wide range of activities to allow all students to learn and have fun outside of their normal lessons.


Academic support to be provided for underperforming PP students to enable to increase their attainment

Identified students have extended learning opportunities and extra support. Their grades improve, and the PP gap narrows.


Attendance of PP students improves in-line with national averages

Attendance improves as the Academy for PP students


Mental wellbeing is promoted in the Academy and staff are equipped to deal with students who are experiencing difficulties or can access specific support when needed.

The Academy undertakes mental wellbeing training for all staff and accesses the services provided by the authority.




Pillar 2




Staff leads

Expected cost

From when?

Success criteria


Revision guides purchased for all year 11 students in all subjects







Financial assistance (up to £90) for school uniform and equipment





Financial assistance for PP students with educational visits. 1/3 of the costs of the trips will be funded up to £100 pa per PP student


£1 credit to be applied to all PP student accounts every morning, Expires at 9am.

Enable PP students to access the same provision as other students and give them the opportunity to achieve







To ensure that all PP students see themselves as part of TSA by wearing correct uniform and having the right equipment.





To ensure that PP students are not disadvantaged by an inability to pay for educational visits










To ensure that PP students have the opportunity to eat breakfast prior to starting school


Class teachers will ensure this happens and will encourage PP students to use the guides
















MC via outcome tracking of PP students












JB tracking PP spends pre-school






















































































Nov 2017












Sept 2017










Feb 2108














March 18

Gaps in attainment for PP students narrows in exam results data







PP students receive less behaviour points for uniform issues






Greater social capital for PP students reflected in ATL scores










Better attendance and punctuality for PP students. Less behaviour points in morning lessons


Homework club to run Mon-Thurs until 4.30pm in the LRC

Ensure that PP students have access to IT facilities and a calm environment to complete homework, coursework or to revise

AL to evaluate via register data looking at PP usage over time.


No additional charge

Nov 2017

A decrease in PP behaviour incidents linked to no completion of homework.


Student Charter

The Academy will devise and support a list of activities that all students must experience during their 5 years at TSA, adding to social capital and enhancing the school experience of disadvantaged students


Prog Lead

£6000 per year

March 18

Social capital for PP students increases and is reflected in better ATL and progress data


PHSCE / careers curriculum in Period 4 time




Structured and assessed lessons in period 4 lesson time that focus on a variety of “life” topics and careers advice.

Progress leaders and AL to QA the lessons and conduct book scrutiny.


Progress Leaders and AL








From Oct 17






Students complete the careers and PHSCE pathway in tutor time




Leaning mentors from NCOP and SELFA who will provide mentoring and extra curricular activities to PP students

Extra support and events to raise expectations of PP students and support them at school

DF / MC to monitor the intervention



No charge

From Dec 2017

Targeted students benefit from NCOP/SELFA intervention and the social capital / academic confidence increases. Evidenced in ATL scores,


Targeted period 4 interventions for Year 11 PP students who are falling behind in core subjects



HLTA to support PP students in identified classes in core subjects


Over staffing in core subjects




Mixed attainment groups from Year 7 on a rolling program



Appointment of SENCO







Additional tutoring for PP year 11 students in the run up to GCSE exams in maths and English



Extra revision sessions at Easter and Summer half term for Year 11

Following on from the success of the “crucial crew” in 2016/17









Targeted support will improve outcomes







More staff in core subjects will enable PP students to be taught in smaller class sizes



Mixed attainment grouping is shown to increase PP attainment and avoid “sink groups”




50% of our SEN students are on the PP register. As well as catering for their learning needs the SENCO will have a responsibility for their progress


1:2:1 support for identified PP students in year 11 from January onwards to improve outcomes






Intensive sessions for all students with an emphasis on PP attendance, incentivised by free hoodies / prom tickets for attending sessions


Via learning walks, observations and data tracking







Faculty leaders in core subjects






Core subject Heads of Department


Heads of Department















AL to evaluate via assessment data







AL via feedback and data






























SLT Link




























No additional charge










£40000 allocation
















No cost








£10000 allocation




















Dec 2018











Feb 2018








April 2018













Jan 18










Feb 18









Feb 18

Attainment is increasing for those students who are receiving the targeted support.



Improvement in attainment for targeted students






Improvement in attainment for targeted students



ATL, behaviour and attainment improve in these classes


Improved outcomes for SEN/PP students






Improved attainment for year 11 PP students, PP gaps narrow





Improved attainment for those attending the holiday sessions



A more rigorous attendance procedure which is regularly monitored, and interventions put in place. No term-time holidays granted.

PP absence and associated interventions to be the leading section of all link meetings.

A more focussed policy will improve PP attendance and lead to better outcomes.

AL via link meetings with data presented to SLT and Governors


No additional charge

Nov 17

Improvement in PP attendance leading to improved attainment,


Mental Wellbeing – Compass Buzz

CPD for all staff to ensure that student’s mental needs are met and that the Academy is in a strong position to support students in this area

AD via logged meetings and staff feedback


No Charge

March 18

Improved mental health leading to improved ATL and attainment


Pillar 3: High quality learning and teaching

Good classroom practice and the delivery of good/outstanding lessons is an essential element in raising PP attainment. This pillar also addresses literacy, oracy and vocabulary barriers.

Pillar 3

Desired Outcomes

Success Criteria / Action


All lessons have high expectations of all students but more especially PP students.


The pace and rigour of all lessons is appropriate to all students in the class and places high expectations on all students.

Evidenced via lesson observations and learning walks.


PP ATL and student grades show improvement.


PP students make good progress in lessons due to targeted classroom interventions and an increased awareness of PP strategies.



Teachers are aware of the PP students in their classes and are catering for their needs.


Subject Improvement Plans (SIP) highlight the strategies that faculties will use to ensure that progress for PP students is improving.


PP students are monitored in their progress and appropriate interventions take place where PP students are falling behind.


All assessment data to be analysed in terms of PP student progress and fed back to staff.


Use of classcharts and teacher files to identify PP students



Use of SIMS interventions sheets, that are updated every half term, to show PP strategies for identified PP underachievers and the progress that they are making.


Monitored via classroom teachers mark books, faculty meetings, link meetings, lesson observations and learning walks.



Data sets to be sent out by data manager following each data collection. These will highlight PP gaps and if they are narrowing or not.


Literacy is highlighted and promoted throughout the Academy. There is a focus on the use of vocabulary and oracy in all classes and live modelling is regularly used in lessons.



Marking and feedback is used to support the progress of all leaners but especially those from a disadvantaged background. Marking is frequent and meaningful, and students are given time in lessons to respond to feedback


Teachers plan their lessons with progress in mind. They use planning sequences that give a purposeful and informative start to the lesson allows for significant progress to be made by all students


Metacognition is used in lessons to allow students to monitor and evaluate their learning and progress quicker in their subjects



There is an improvement in literacy across the Academy and evidence of the Literacy Strategy (part of the Learning and Teaching Policy) in books and in observed lessons. Quality of written work improves. Monitored via English grades.


The STAR marking policy is seen in student work books, work scrutiny and lesson observations. This leads to student responses that accelerate progress and lead to better grades.




Planning sequences are seen in lesson observations and lead to improved progress and better classroom behaviour.





Evidence in student books of the MEP process and students are able to accelerate their learning through better self-awareness of their individual needs which will inform their next steps.


Pillar 3




Staff lead

Expected cost

From when?

Success Criteria


CPD sessions to focus on all aspects of lessons that relate to pace, challenge and expectations for all, but more especially PP students.



Teaching mentors to be assigned to staff who are deemed to need extra support in this area.

CPD needed to highlight and keep top of mind the need for higher expectations across the Academy.








Teaching mentors will support staff when asked for or identified via lesson observations

GC to monitor and evaluate the impact



From Feb 18

The % of lessons rated good or better increases.


The PP gap narrows.


All PP students are clearly identified in classrooms using classcharts



SIP and link meetings will always have a clear and distinct focus on PP students. Faculty leaders will monitor progress and interventions for PP students within their faculty and report them to their SLT link.

Clarity of focus will lead to better interventions and improved outcomes for PP students



A constant focus on PP progress will keep the issue top of mind and ensure that classroom teachers are pushing PP students for higher grades








SLT via learning walks and lesson observations



Faculty leaders and SLT links








































Already allocated







No additional charge














From Feb 18







From Oct 2017















All teachers know who their PP students are and are able to show what interventions are in place to support their progress.


PP gaps are narrowing






Learning and Teaching Policy is fully embedded into the all lessons within the Academy. This includes literacy, marking and feedback, planning sequences and metacognitive strategies.

The Learning and Teaching policy will ensure that the quality of teaching is improving and that all students are able to make progress and improve their literacy and learning.


Via observations, learning walks and book scrutiny








All teachers







£500 for visualisers to support live modelling







Jan 2018








Evidence seen in all lessons for all students of the L&T policy in action. Data shows that better progress is being made and that PP gaps are narrowing.








Proposed Spend








Speakers and rewards for assemblies



Ethos development and rebranding



Attendance Challenge



Revision Guides












Student Charter



PHSCE and Careers



TA allocation



Overstaffing core allocation



SENCO allocation



Additional tutors



Holiday revision sessions and incentives














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