About Pupil Premium
Pupil Premium funding was introduced by the Government to help support disadvantaged pupils (defined initially by their eligibility for Free School Meals at any time in the last six years). The funding, £935 per pupil, aims to enable schools to take the most effective actions to improve outcomes for disadvantaged pupils and eliminate the gap in performance between pupils from backgrounds with different levels of wealth. Lord Derby Academy is allocated an amount each April by the Education and Skills Funding Agency (ESFA), depending on the number of disadvantaged pupils on-roll as at the January 2019 census. For the academic year 2019/20, the LDA Pupil Premium Grant is £ 497,420. It is then for Lord Derby Academy to decide how this money is best spent to have the maximum impact on overall pupil achievement and experience. To view how we are spending the funding in 2019/2020, please click here. We also receive separate funding for Looked After Children – children defined in the Children Act 1989 as children who are in care of, or provided with accommodation by an English local authority. This funding is monitored separately by the SENDCo.
Impact of Funding
We are pleased to announce that our unvalidated summer 2019 Progress 8 for disadvantaged pupils has improved significantly and is a school record.
* The percentage of disadvantaged pupils has remained constant at an average of 57% over the last 4 years.
Other areas of significant progress for the 2018/19 disadvantaged Year 11 cohort include:
- The gap to national other has significantly reduced and is lower than the national gap
- The Progress 8 of disadvantaged females is close to zero
- The Progress 8 of disadvantaged pupils with high prior attainment is close to zero
- The Progress 8 of disadvantaged pupils with low prior attainment is positive
- The proportion of disadvantaged pupils with high prior attainment achieving English at Grade 4+ and Maths at Grade 4+ is in line with non-disadvantaged pupils and in line with national all high prior attainment 2018
- The value added in science, languages and humanities has increased significantly
- The languages value added for disadvantaged pupils is above national all and in line with national other 2018
- The proportion of disadvantaged pupils achieving the EBACC strong pass has almost doubled from 2018
In addition to final examinations, the impact of the pupil premium for all year groups is tracked every half term from a variety of quantitative and qualitative sources including:
- Internal academic data tracking including the success of intervention programmes every half term
- Looking at engagement in after school interventions, clubs and trips
- Tracking attendance
- Looking at participation of disadvantaged pupils in pupil leadership activities and in all pupil voice consultations
- 1:1 meetings with key leaders, red/amber/greening the aspects of the Pupil Premium plan they are responsible for after in depth discussion. Please click here for a summary of termly discussions.
- Governors’ meetings and reports and LDA scrutiny & monitoring
- Each year, we review our impact and use this to inform our plans. Please click here for the evaluation of the Pupil Premium Strategy 2018/19.
LDA Pupil Premium cohort profile 2019/2020
Pupils eligible for PP funding at LDA (October 2019)
*FSM 6: Schools receive Pupil Premium funding to support the learning of pupils who are entitled to Free School Meals (FSM). This funding continues for a further 6 years, even if the child is no longer entitled to receive free school meals.
Prior Attainment, September 2019- All pupils V Disadvantaged pupils
Our approach to the Pupil Premium Grant (PPG) spending
We believe in maximising the use of the PPG by utilising a long-term strategy aligned to the School Improvement Plan. This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements and improving readiness to learn. Improved social mobility for disadvantaged pupils is part of the school’s strategic DNA. There is no simple answer to helping disadvantaged pupils achieve. We recognise that disadvantaged pupils are not a homogeneous group. Although the barriers we have identified apply to a wide range of pupils, one size-fits-all interventions are not always the most cost effective. Our approach to the PPG therefore derives from a range of sources:
- LDA’s most recent OFSTED inspection report (2019)
- LDA’s school’s priorities
- LDA’s pupils’ barriers
- Reflections on impact of previous years’ spending
- The new OFSTED framework (2019) and wider research. We use the findings of bodies such as the Education Endowment Foundation (EEF) or current educational research to guide our thinking and review our practice (Click here to see the research we have considered to inform our strategy).
Quotes that are specifically about disadvantaged pupils from our most recent OFSTED report (2019)
- Disadvantaged pupils’ progress is improving, but varies between and within subjects. As with other pupils, disadvantaged pupils’ progress is hampered when they receive insufficient challenge.
- Pupils, including disadvantaged pupils, attend school regularly. They are punctual to lessons.
- As a result of the good careers guidance programme, almost all pupils, including disadvantaged pupils and those with SEND, move on to further education or training.
- The actions taken to support those with lower than average levels of literacy and numeracy to catch up by the end of Year 7 are effective.
- Evidence from pupils’ work shows that despite an upward trend overall, the progress of disadvantaged pupils is too varied. Where pupils receive sufficient challenge, such as in English and drama, disadvantaged pupils make stronger progress, but this is not reflected in other subjects.
- Leaders monitor effectively the quality of education for pupils who attend alternative provision. They ensure that these pupils benefit from an appropriate curriculum that prepares them effectively for the next stage of their education.
- A high proportion of pupils, including those who are disadvantaged or with SEND, move on to the courses of their choice after leaving the school.
Our school’s priorities
- Priority 1- Develop effective Teaching to close the gap, with a focus on providing opportunities to think deeply
- Priority 2- Use curriculum freedoms to help close the gap
- Priority 3- Develop “Behaviour for Progress” so pupils are committed to their learning, are resilient to setbacks and take pride in their achievements
To meet these 3 priorities, we have adopted a tiered approach to PPG spending, as recommended by the EEF (2019) to ensure spending is both balanced and focussed. Spending priorities are as follows:
Our pupils’ barriers
The pupils that are eligible for the pupil premium are not a homogenous group of young people therefore a range of barriers are to be expected. We cannot make assumptions about our pupil premium pupils and their home lives; we need to be aware that their situations can also change. We need a detailed analysis of the academic profile of each of the disadvantaged pupils who are underperforming, together with an assessment of potential barriers to learning and knowledge of their “motivators”. We can then identify target groups in each year group to work with through short, sharp interventions ranging from one-day events, to ten-week programmes. All stakeholders, including canteen staff, are involved in establishing barriers and motivators and have identified 7 main barriers:
- Accessing the curriculum can be difficult due to gaps in vocabulary and reading & numeracy skills (48% of the current Year 7 pupils are on the “catchup” list. Low cultural capital (exposition to cultural experiences and background knowledge that those from better-off homes take for granted) can also be a barrier to accessing the curriculum (accessing some GCSE papers at times requires a cultural capital some pupils do not have). Some pupils also display difficulty with retaining information.
- Pupils’ confidence and self-reliance as learners can prevent them from building and deepening their knowledge base. Complex home situations and a lack of resources for disadvantaged pupils can limit learning at home.
- Compliance in lessons rather than active engagement in learning.
- Many disadvantaged pupils do not have as many opportunities to embrace a wider cultural curriculum and experiences, in order to become super literate in school and in the later stages of their lives.
- Lack of cultural capital and experiences for some pupils mean that their aspirations and drive to do well are capped, especially for High Prior Attainers
- The lifestyles, especially sleep, diet, routines and home support mean that a proportion of disadvantaged pupils do not succeed in line with their peers. In turn, the attendance of disadvantaged pupils often lags behind that of their non- disadvantaged peers.