The Pupil Premium is a grant provided to schools and academies for pupils aged 11 to 16 who are on Free School Meals, have been on Free School Meals at some point in the last 6 years, for Looked After Children and for Services Children. The Government provides a further £935 per child and this money is to be used in narrowing the gap between the progress of pupils who are "socially disadvantaged".
At Castleford Academy, any pupil who is not meeting expected progress will be given a wealth of support and it is academy policy that teaching staff, non-teaching staff and governors support pupils eligible for the Pupil Premium and ensure that they do not fall behind (or catch up if they are behind when they arrive with us).
If you feel that your child is eligible for the Pupil Premium but don’t currently claim for Free School Meals, please
click here for the application process
Pupils receive intensive reading recovery if they record a reading age of less than 9.5 years. Reading recovery is applied until they reach a similar reading age as their peers.
Impact: 73 Pupils received Reading Recovery this year adding an average of 2.5 years over a year of recovery. Literacy Base is a well established resource that has been working with our most disadvantaged readers (Pupils with a reading age of under 9 years old who are also eligible for pupil premium) for many years. The impact of Literacy Base can also be shown in the rise of expected progress in English this year of 22% and the positive gap to national others of +14.
Step-Up Resource Base
A base used by our disadvantaged and vulnerable pupils for pastoral support, transition programmes, long term referrals, EBD interventions, curriculum support, KS3 Mentoring, 1 – to – 1 support, EAL support, group work, equipment support, uniform support or even a safe place to go – they even supply breakfast.
Impact: Difficult to measure but there have been 625 visits to Step-up by disadvantaged pupil for some or all of the support and 72 pupils eligible for the pupil premium have received mentoring at KS3. All Looked After Children (11) also receive our LAC Mentor for regular meetings.
Curriculum Support English
Disadvantaged pupils who are 2 sub-levels or more below their target level receive either 1to1 teaching from a qualified English teacher or group coaching form our Curriculum Support Assistant on a range of spelling, punctuation and grammar interventions. This is targeted at KS3.
At KS4 we have the English form which is a form of pupils at risk of underachieving who receive daily interventions in form time and 1 extra hour per week of English teaching from the Head of English.
Impact: 233 pupils eligible for the Pupil Premium have received intervention this year (the support has been running for several years) and this has led to a gap to National Others of +14% this year.
Curriculum Support Maths
Pupils are tested each half term to track their progress and understanding throughout KS3 and KS4. Once pupils have been identified for intervention support they are given additional support during maths lessons as well as extra intervention sessions on a 1-1 basis. Both of these interventions are delivered by a Maths Mentor who is directed by the class teacher. The Maths Mentors record which topics pupils are struggling with and deliver targeted sessions to address any gaps or misconceptions the pupils may have.
Impact: 164 Pupils have currently received support from a Maths Mentor. We are predicted to add 9% to the PP 3LP total in 2016 results due to the significant amount of intervention taking place with Y10 last year – this has continued into Y11 with Pupil Premium only classes and pupils eligible for the pupil premium receiving a regular form time intervention from the Head of Department. We are within 12% reach of the National Others figures and have closed the in-school gap by over 10%.
Monitoring, Tracking and Targets
A suite of computer programs bought in and used to analyse data, set targets and make predictions. SIMS is used to track progress at micro teacher level and monitor progress across the year in relation to targets. 4matrix is used to analyse data with Subject Leaders and Interventions to measure impact and further target crucial areas. A Data Management team is also highly effective in providing up to date data and this provides time for teachers and intervention groups to spend their time teaching and intervening.
Impact: ALL pupils eligible for the pupil premium receive a more aspirational target to ensure they make more progress than non-disadvantaged pupils. At KS3, Pupil Premium pupils are given an extra sub-level to achieve in their target. This academic year will also see the establishment of a "minimum expectations target" and an "aspirational target". This is to stretch our disadvantaged pupils even further. The impact of our target setting can be found in both English and Maths being within -11 and -9 for 4 Levels of Progress achievement.
There is a very successful full Literacy Strategy in place across the academy and has been for many years that has a huge amount of impact (as can be seen in our English results and the performance of disadvantaged pupils in English). The Literacy strategy includes a lot of intervention on disadvantaged pupils such as Reading Buddies, Formtime spellings, Shared Reading, Accelerated Reader and our Lexia program.
Impact: Y7 have improved by 5 months, Y8 by 4 months and Y9 reading ages have improved by 9 months on average for disadvantaged pupils accessing literacy intervention. 113 million words have been read on the accelerated reader program. Again the impact can be found in 88% of our pupils eligible for the Pupil Premium achieving expected progress in English showing a positive gap to National Others of +14.
A simple intervention with a program bought in (and co-developed by our Data Manager – we have been using a prototype for years) that allows a teacher to create a seating plan and highlights the pupils eligible for the pupil premium and updates itself in conjunction with data changed on SIMS.
Impact: Teachers are able to differentiate much more effectively and it also frees up time for them to teach and intervene. The impact for this is that teachers can provide an extra level of support to their Pupil Premium pupils. The impact for this can be shown in our outstanding Subject performance in relation to expected progress. 22 of our subjects have narrowed or closed the gaps. Impact can also be shown in our Progress 8 score for disadvantaged pupils being +0.57.
Assertive (KS4) Mentoring
Pupils eligible for the Pupil Premium are allocated a full time mentor. Following each report cycle, pupils receive an intensive meeting where interventions are put into place (extra workshops, boosters, liaising with teachers, etc.,).
Impact: All pupils eligible for the Pupil Premium receive a full-time mentor (Sandra, Jacqui, Jason or Tracey) who follow an intensive assertive mentoring program. Again, the performance in individual subjects where a staggering amount have narrowed the gap demonstrate that this is having an impact. 22 of our subjects have narrowed or closed the gaps. Impact can also be shown in our Progress 8 score for disadvantaged pupils being +0.57.
Pupils where it is clear that a standard curriculum is not appropriate are offered a wide range of offsite courses (focus training, early college transfer, firefighters, hair and beauty, etc.,). Mentors support pupil progress and English and Maths intervention is continued through lesson 6s and 1-to-1 coaching to ensure no time is lost.
Impact: 55 disadvantaged pupils received an alternative curriculum this year across Y9, 10 and 11. These pupils passed their courses.
Boosters/Half Term Workshops
A range of boosters and half-term workshops held for pupil premium pupils where any underachievement is evident or where a teacher is concerned underachievement may occur.
Impact: The impact of these interventions can be found in our 5 A* - C figure and the number of pupils achieving 3LP and 4LP in English and Maths in the 2014, 2015 and 2016 results which shows continuing improvement and the narrowing/closing/exceeding of the gap in 2016. Please see Subject data for more evidence of impact.
An Assistant Headteacher appointed with overall responsibility for the narrowing the gap between the progress of Disadvantaged and Non-Disadvantaged Pupils.
Impact: The impact of this appointment can be shown by us closing the gap to National Others for the second year running on 5ACEM, 5AC, 5A*/A, 3LP English, 4LP English, 3LP Maths, 4LP Maths, Progress 8, Attainment 8 and our Value Added score of 1032.5 in the 2016 results.
The attendance officer has worked closely with students, families and education welfare officers to reduce absence.
Impact: The gap between PP and non PP students reduced from 5.1% in 2013 to 3.9% in 2014 and has now reduced to an in-school gap of 0.9%.
Our disadvantaged pupils received a revision pack including equipment, books, subject specific materials, etc.,
Impact: This impact can be shown across the board in the performance of the Academy results in 2016.
A group set up for the most vulnerable pupils on transition from primary to secondary. Pupils receive targeted lessons focused on Literacy and Numeracy amongst other topics to help transition them into secondary school and catch-up where they are behind.
Impact: 69% of core skills are disadvantaged pupils.
Since Y9, University Trips have been allocated to those pupils eligible for the pupil premium and for those pupils who have no history of university in their family through a range of outside trusts (Future Scholars Trust, Thomas Transition group with Leeds University, University of York, Leeds Beckitt University etc.,)
Impact: NEET Figures of 5.1% last year which is 3% below the National Average. Predicted NEET figure of 3.2% this year which would be 5% below national figure.
Homework Club/KS3 Intervention
Several homework clubs have been set up focusing upon pupils eligible for pupil premium who are not making expected progress. These include: compulsory booster classes for English and Maths, drop in Lexia and homework support club with literacy and numeracy mentors present. Step-up homework club is also in place for EAL pupils in particular (most of these are PP) and library boosters in place for those with low reading ages.
Impact: Disadvantaged pupil's amount of words read has increased across the year and behaviour logs of homework have also decreased for Pupil Premium. More appropriate interventions have occurred for Disadvantaged pupils this year than ever before. Y7 and Y8 Low Attainers progress gap shows that Pupil Premium pupils have outperformed Non-Pupil Premium in English and Maths after extensive Pupil Premium intervention. Y7 and Y8 Middle Attainers progress gap has completely closed in Maths after extensive KS3 Pupil Premium intervention.
|% of Year Group||47% ||49% ||19% |
|% of homework attendees who are PP||35%||40%||53%|
|% of PP pupils who attend homework club||48%||60%||29%|
A range of CPD is delivered to staff around strategies for improving the progress of pupils eligible for the pupil premium through Friday morning briefings, whole school CPD, subject meetings, external providers and attendance of staff on courses and conferences.
Impact: Improvements in teaching and intervention and impact is reflected in the 3LP figures. It is also reflected in the 22 subjects narrowing or closing their gap and the closing of all gaps to National Others.
Y7 Writing Experience Workshop
Through a staff consultation on Pupil Premium, it was identified that many pupils eligible for the Pupil Premium struggled with imaginative writing as well as basic SPAG. It was also found that these types or pupils didn't have a lot of opportunities to have life enriching experiences. The English department took all of the pupils in Y7 to the theatre to see a play. They taught a series of pre-lessons and post-lessons to create a detailed and accurate piece of imaginative writing. This meant that pupils received life enrichment, opportunities to develop imaginative writing and also opportunities to work on extra SPAG skills.
Impact: 65 pupils attended both the theatre and the workshop and the average writing level rose by 1 whole sub-level within 5 or 6 lessons. Over half of the pupils improved their accuracy by a significant margin.
Maths Revision Hotel
Consultations with pupils and parents who were eligible for the Pupil Premium showed that pupils struggled to have a place to revise, to sleep well, to eat well and to know how to revise. It was decided that carefully selected Y11 pupils would spend 5 days at a hotel immediately preceding their first maths exam. They were taken to and from school, received free meals, had use of the gym and pool and received extra lessons after school at the hotel in conference facilities and extra workshops. Study sessions were also put on.
Impact: Of the pupils eligible for the Pupil Premium and measured using a mock exam before the Hotel Intervention, 57% moved up 1 whole grade and 42% moved up 2 whole grades. In the final results
Pupil Premium Phonecalls
Attendance was analysed for our pupils eligible for the pupil premium and it was found that Y10 attendance was the weakest. A pilot program was set up for pupils to receive intervention. The highest attendance was rewarded to ensure they sustained it. Pupils above 95% were offered a reward for perfect attendance for the next 4 weeks. Those under 95% received a "wake-up" call. A member of staff was allocated that pupil and a phonecall made at around 8am each day (or as and when needed) to ensure the pupils was up and ready. They were also congratulated during the day for attending.
Impact: Average Pupil Premium attendance for Y10 moved up 0.3%. The pilot was tried out on a sample of 22 pupils and average attendance moved up 0.2% so far. Verbal feedback from Pupils and Parents reports are positive but it is early days.
Pupil Premium Parent Evenings
Parents reported through consultations that they did not know how to assist their child with revision. A Y11 Maths Parent Event was held for pupils eligible for the pupil premium and a parent or carer to attend. There was a 50% turn out and some pupils attended without their parents. Feedback was very successful so a Maths and English Parent Event was held in the morning for Y7 parents.
Impact: 42% of pupils attended improved by one whole grade, 21% improved by 2 grades and 21% improved by 3 grades by the end of the academic year. In the 2016 results, 72% of these pupils achieved a C grade or higher in their Maths GCSE.
Rise to Read
Pupils who are pupil premium and have a low reading age are asked to attend school from 8am until 8.30 to complete a Lexia computer program. This program improves reading and writing skills.
Impact: The impact of this measure can be found in the improvement of the pupils' reading ages across the year.
Proposed Pupil Premium allocation spend 2016 / 17
Over the next 3 months, all of the above interventions will be thoroughly audited, evaluated and decisions made on whether to continue them. We aim to continue to spend our Pupil Premium allocation for the year 2016/2017 on the interventions that have the most impact. This gives us the option to trial new innovations such as Tutoring Vouchers, extending the Pupil Premium Parent Events and Revision Workshops and exploring how we can further assist our most disadvantaged pupils with basic numeracy and revision. Please see this year's Pupil Premium report for more details.
Pupil Premium Documentation