Ercall Wood Academy

Empower | Respect | Aspire

Pupil Premium

 

Pupil premium Strategy Statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

Detail

Data

School name

Ercall Wood Academy

Number of pupils in school

930

Proportion (%) of pupil premium eligible pupils

23%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2020-2021

2021-2022

2022-2023

Date this statement was published

Oct, 2021

Date on which it will be reviewed

July, 2022

Statement authorised by

 

Pupil premium lead

 

Governor / Trustee lead

 

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£

Recovery premium funding allocation this academic year

£

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£

Part A: Pupil premium strategy plan

Statement of intent

Academy purpose:

To provide the best possible education for ALL of our children, so that they have the opportunity to be happy, successful and make a positive contribution to our community and future generations.

Threshold

Disadvantaged students need to reach the minimum threshold of a grade 4 in English and Maths, so that they can progress onto level 3 courses. The drop out rate will be a lot higher if they have to repeat level 2 provision.

That is why the activities that have been selected within the Pupil Premium Plan are to ensure that learning gaps are closed early and barriers are address quickly in order for all students to reach age-related expectations at the end of key stage 3 and achieve a grade 4+ in English and Maths at the end of key stage 4.

Ercall Wood Academy approach

At the heart of our approach for disadvantaged students is the belief that they will achieve, progress and are safe if they are in the academy and in lessons learning. Our strategy will focus heavily on removing barriers alongside quality teaching in an inclusive environment.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Curriculum – Lack of high-quality knowledge in the curriculum to support the achievement and cultural capital of PP students. 

2

Curriculum – Lack of accurate assessments that highlighted knowledge gaps early and inform interventions before gaps get too large.

3

Student attendance – In order to achieve, all students need to be in lesson to learn. We have below national average attendance for PP students, which needs to be closed.

4

ACE’s / Barriers to learning – We need to ensure we have a support team around students to ensure that we can reduce the number of FTE’s and detentions for PP students that could lead to a risk of permanent exclusion. 

5

Pastoral support – Ensuring that every child has a champion in the academy. Supporting the individual needs of the students through positive reinforcement reward system. 

6

Mental Well-Being – students developing Adolescent Childhood Experiences (ACE’s) 

7

Student Aspirations – Lack of aspirations and expectations to progress into high-quality level 3 provision. Students need to see the possibilities and be supported to achieve.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

The academy enables PP students to access the best of what has been said and written through a knowledge-rich curriculum that will prepare PP students for academic success and more holistic character and cultural capital development.  

100% of key stage 3 curriculum maps and essential knowledge rich lessons are in place and being delivered to our students.  

All students complete a key assessment each term assessments are moderated and results analysed to inform students and teachers of any gaps in knowledge. Interventions are enacted accordingly 

Termly summative assessments in place for all subjects data shared with parents and students every term. Six line of enquiry processes are completed throughout the academic year. 

All PP learners will be proactive in their approach to achieving success by having a strong attendance record 

The whole school academy attendance will be 95% with PP student in line with the academy average. 

PP students are supported holistically and academically to ensure that the have the foundations to succeed and progress. PP students’ needs are met through an extensive menu of interventions that will supportive in enabling these students to succeed.   

PP exclusion and detention rates will continue to fall and be in line with Academy average due to the proactive support interventions in place. 

All PP student IEP’s will be catered for as part of the intervention programme.  

Students are motivated to achieve and see public reward and celebration of their work and the achievements they have undertaken both in and out of lesson.    

All students receive Reward points and these are increasingly a credible ‘currency’ for all year groups. Rewards are frequently given and students have a pride in the success they achieve. 

PP students with ACE’s are supported and mentored through their barriers throughout their academy life.  

Learning time for PP students will not be lost due to SEMH issues because of the proactive intervention and resilience toolkit.   

PP students will have raised aspirations and enhanced cultural capital through a guided careers education programme. 

80% PP students in year 11 have planned level 3 provision as their next step in education.  

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ []

Activity

Evidence that supports this approach

Challenge number(s) addressed

Add or delete rows as needed.

 

 

 

 

 

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ []

Activity

Evidence that supports this approach

Challenge number(s) addressed

Add or delete rows as needed.

 

 

 

 

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ []

Activity

Evidence that supports this approach

Challenge number(s) addressed

Add or delete rows as needed.

 

 

 

 

 

Total budgeted cost: £ []

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.

If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme

Provider

 

 

 

 

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:

Measure

Details

How did you spend your service pupil premium allocation last academic year?

 

What was the impact of that spending on service pupil premium eligible pupils?

 

Pupil Premium Impact Statement 2019-2020

Desired outcome

Chosen action/approach

Impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Quality First Teaching will improve outcomes and progress for PP students in all subjects

Seating plans in lessons will reflect PP students and therefore a focus for the classroom staff. 

Work scrutiny focus on PP students across the school.

Delivery of the ‘Elevate’
programme for PP students.

Data produced after each data round and disseminated to Subject Leaders to indicate where focused intervention is required based on data outcomes.

The attainment 8 score for our pupil premium students in 2020 increased by 10.3 compared to 2019 which reduced the gap between the attainment of our PP students and other students from 12.97 to 6.14

 

 

Continue the focus on PPG students across the academy.

Elevate will not be used this academic year due to the constraints of the Pandemic and the issues relating to external providers coming into the Academy.

Improved Literacy Progress

Lexia support for identified students in Year 7 and Year 8.

Targeted students below ARE in English Y7/8 9 accessed the provision. Targeted students made progress across 1 ½ terms prior to the Spring Lockdown: 12 /16 Y7 students made progress with 3 moving at least one level within the programme; 12/16 Y8 students made progress with 3 moving at least one Level within the programme; and 5/5 of the targeted Y9 made progress with 3 moving at least one level

Lexia is to continue led by the Literacy Lead BSI for the coming academic year

 

Bedrock vocabulary introduced to Years 7, 8 and 9.

There has been an improvement in spelling and vocabulary proficiency of 28% with PPG students compared with an improvement of 23% for non -PPG students in years 7/8/9

Bedrock will continue to be used for all KS3 students for the for the coming academic year. As this is an online package and it is available in school students who do not have access to IT at home are not disadvantaged. Bedrock Club is also available for those students to undertake the learning activities in school

 

Pixl Unlock

Widespread use of the PIXL Unlock Package across the school in Years 7-11. Form Tutor time was allocated weekly to the delivery of the materials

The initiative is continuing to be used although the purchase of the PIXL Materials has ceased due to cost implications.

 

ARC5 627 Provision for targeted Y7 students significantly below ARE on entry

Following a year in the 627 provision students have integrated into mainstream lessons.

Programme to continue for the incoming Y7

Closing gap in Maths and English through mentoring and support

Identified ‘PPG Champion’ in Maths and English – to target identified students in order to raise levels of attainment in Y11

The % of PP students achieving a grade 5 in English and Maths increased from 7% in 2019 to 20% in 2020. This reduced the gap from 22% to 12%

Year 1 80% of students in yr.10 have a reading age of 15 or above, excluding EHCP

Year 2 90% of students in yr.10 have a reading age of 15 or above, excluding EHCP

Year 3 100% of students in yr.10 have a reading age of 15 or above, excluding EHCP

The positive impact staff had upon student outcomes has led directly to the ‘overstaffing’ within the English and eventually Maths Departments.

Departments have now had TA’s deployed to work exclusively with them rather than the previous multi-disciplinary.

Improved attendance

Attendance monitoring – Wise Up; Attendance rewards

2019-2020

PG Students attendance rose in 3 year groups when compared to the previous academic year – as shown below

2018-2019 

The targeting of PPG students whose attendance was significantly below 90% and were therefore PA are the most challenging to demonstrate any sustainable improvements. Those whose attendance is between 87-93% are where. Where the attendance was lowest – Y9 a programme of additional mentoring via the LCT Mentors has been implemented and several of those students whose attendance was most concerning have been placed on Alternative Provision programmes now they are in Y10

Reduce the fixed term exclusions for PP students

Use of the ARC system for the referral of students for internal and external support provision Fixed term exclusion of PP students is monitored by the ARC centre and acted on in the ARC and pastoral meetings.

Use of Alternative Provision for those identified students for whom a mainstream curriculum provision is inappropriate

FTE fell during the first term. Due to Covid the next period for review was ended prematurely but this also showed a reduction

We will be further developing the ARC system by introducing a very distinct Alternative Provision Pathway for an identified cohort of KS4 students who are at high risk of FTE or possible PEX due to their ongoing behavioural challenges.

Improved student engagement through improved welfare support and increase levels of parental contact via Student Support Manager and home

Pastoral Team restructure

The restructured Pastoral Team now offers full time Pastoral support for all year groups which is not dependent on Teachers with an allocation of time to support their identified year group. This is beneficial to students and subject teachers who are able to call on the support of SSMs throughout the day.

The addition of 2 Key stage Leaders at Leadership level has added capacity to oversee the day to day management and deployment of the SSMs and also the rewards and sanctions system that is now operating across the school

The new structure has worked well and will continue to evolve as the KSL develop in their roles.

Raised aspirations for students future career paths and reduction of NEETs

Development of Careers & IAG Hub – recruitment of Careers Lead – Head of Careers Enterprise & Aspire to Higher Education

Raised participation in HE aspire events to local / regional and national providers

Broaden access to Apprenticeship schemes for PPG students

Participation of PPG students in the WEX programme

Covid has impacted upon the time being spent of CIAG due to restrictions on in school visitors and the stopping of all out of school experiences except for those run virtually.

Catch-Up Premium Plan

 

Please see the document below for details of our catch-up funding.

Click the image to see the plan in full.