Pupil Premium strategy statement
1. Summary information
School
Beaumont Hill Academy
Academic Year
2016-2017
Total PP budget
£148,895
Date of most recent PP Review
June 16
Total number of pupils
254
Number of pupils eligible for PP
153
Date for next internal review of this strategy
Jan 17
2. Current attainment
English
Pupils making expected / (exceeded) target progress – Current results based on Summer data 2016
Pupil Premium
Judgement
Non Pupil Premium
Judgement
Gap
KS1
100% (67%)
Outstanding
100% (83%)
Outstanding
0%
KS2
98% (68%)
Outstanding
92% (42%)
Outstanding
+6%
KS3
88% (48%)
Outstanding
89% (58%)
Outstanding
-1%
KS4
81% (46%)
Outstanding
87% (57%)
Outstanding
-6%
Whole school
89% (53%)
Outstanding
91% (55%)
Outstanding
-2%
Maths
Pupils making expected / (exceeded) target progress – Current results based on Summer data 2016
Pupil Premium
Judgement
Non Pupil Premium
Judgement
Gap
KS1
100% (92%)
Outstanding
100% (50%)
Outstanding
0%
KS2
90% (58%)
Outstanding
92% (67%)
Outstanding
-2%
KS3
76% (42%)
Outstanding
84% (74%)
Outstanding
-8%
KS4
67% (38%)
Good
79% (50%)
Outstanding
-12%
Whole school
79% (51%)
Outstanding
85% (60%)
Outstanding
-6%
Pupil Premium strategy statement
3. Barriers to future attainment (for pupils eligible for PP including high ability)
In-school barriers (issues to be addressed in school, such as poor literacy skills)
A.
Rates of progress in Maths for Key stage 3 and 4 pupils eligible for Pupil Premium.
B.
All LAC and PP pupils to have access to specialist services to enable instant access to the curriculum and learning.
C.
Rates of progress of KS4 cohort of SEMH pupils linked to attendance.
External barriers (issues which also require action outside school, such as low attendance rates)
D.
Attendance of cohort of KS4 pupils
4. Outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve attainment and achievement, particularly in KS3 and 4 Maths.
Pupils eligible for PP make more progress than
expected. This will be evidenced by data.
B.
Support for social and emotional wellbeing
Early intervention identified for students so targeted
support is provided. All LAC and FSM pupils to have
access to specialist services to enable instant access
to the curriculum and enhance learning.
C.
Ensure learning activities are accessed outside of the curriculum to enhance
holistic learning of students to well equip them for their next stage of learning.
Students accessing wide curriculum offer that equips
them with skills for life. Fewer behaviour incidents
recorded for these pupils on the school system (without
changing recording practices or standards).
5. Planned expenditure
Academic year
2016-17
Pupil Premium strategy statement
The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide
targeted support and support whole school strategies.
i. Quality of teaching for all
Desired outcome
Chosen
action/approach
What is the evidence and
rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation
?
A. Improve
attainment and
achievement
To support the
development of
Mathematical skills
with targeted
teaching through
interventions.
To enhance the progression in
Maths we will provide daily
individual sessions in addition to
standard lessons.
Data tracking of these students to
show impact of the programme.
Analysis of results from
‘Mathletics’ programme.
Maths
lead
Termly report
throughout year
We will embed the use of
‘Mathletics’ within the curriculum
to reinforce targeted skills. This is
a programme that has been
evaluated showing effective use
in other settings.
Engage with parents and pupils
before intervention begins to
address any concerns or
questions about the additional
sessions and to provide support
for parents to encourage
reinforcement at home.
To support the
development of
literacy skills with
targeted teaching
through
interventions.
We will provide daily individual
sessions in addition to standard
lessons. Some of the students
require targeted support to
achieve their individual targets.
Notably for our SLD cohort, we
will be embedding SEN apps such
as ‘See and Learn’.
Organise timetable to ensure staff
delivering provision have
sufficient preparation and
delivery time.
A. Improve
attainment and
achievement
English lead to monitor student
progress through BHA assessment
system and using analysis of
performance on applications.
(£500)
English
lead
(£500)
Termly report
throughout year
Pupil Premium strategy statement
Consult other special schools who
use these apps to identify any
potential barriers to good
implementation.
A. Improve
attainment and
achievement
A.Improve
attainment and
achievement
B.Ensure learning
activities are
accessed
outside of the
curriculum to
enhance holistic
learning of
students to well
equip them for
their next stage
of learning.
To support
curriculum delivery
through the
targeted use of
specific activities,
such as residential
opportunities.
We would like to target
proprioceptive development and
sensory exploration opportunities
for some students, as well as
improving the development of
core strength and balance.
These skills are key to attainment
and achievement to a cohort of
our pupils.
Alternative
curriculum - to
support alternative
educational
provision for those
students requiring
more vocational
opportunities.
We would like the opportunity for
targeted individuals to access
vocational courses with other
providers, such as mechanics
and bike maintenance.
Equipment selected using
evidence need in order to
enhance student skills.
Complex
needs
lead
(£4000)
Stephens
on lead
(£7465)
Jan17
June17
Pupil Premium strategy statement
A. Improve
attainment and
achievement
B.Ensure learning
activities are
accessed
outside of the
curriculum to
enhance holistic
learning of
students to well
equip them for
their next stage
of learning.
A.Improve
attainment and
achievement
B.Ensure learning
activities are
accessed
outside of the
curriculum to
enhance holistic
learning of
students to well
Outdoor Education
leader – we wish to
support the delivery
of outdoor
education provision
to provide an
experiential
curriculum for all our
students.
We value the inclusion of outdoor
education sessions and activities
in the outdoor environment within
the curriculum diet. This also
provides residential opportunities
and the delivery of after school
specialist provisions (such as
canoe club). These provisions
enhance independence and
self-help skills as well as promoting
self-esteem, confidence,
teamwork, leadership and
communication in our students.
,
Educational
Psychology Services
- we want to
employ the services
of an Educational
Psychologist to
target the
assessment and
intervention of
strategies for
children who need
support in order to
We wish to improve diagnosis so
that provision is better matched
to individual need.
EHCP information will be more
closely aligned to the description
of the child.
Improve referral time to specialist
services.
Reduce incidents of
inappropriate behaviours.
Increase in individual pupil
progress
Outdoor
Educatio
n leader
(£44,670)
Fully qualified and
recommended service.
PP co-ordinator to oversee
smooth communication of
information between service and
school staff.
(£4,085)
Termly
Pupil Premium strategy statement
equip them for
their next stage
of learning.
access the
curriculum.
Provide staff development and
training.
A. Improve
attainment and
achievement
Speech and
Language Therapist
We wish to provide students with
the opportunity and expertise to
develop communication and
interaction skills for use in a range
of settings including the
community.
We will improve referral times for
pupils.
School staff will develop their
strategies through a programme
of training- instructional
language, signing, PECs and
vocab to access and support the
curriculum
Enhanced levels of advice re:
dysphasia and independent
feeding skills
Social groups formed focusing on
health and well being
Increased pupil use of ACC and
communication books for
students used to support
curriculum.
Progress in communication and
social skills
Data with show improved
attainment in speaking and
listening and in PHSE.
Complex
Needs
lead
Total communication policy
developed
(£12,069)
Care pathway and flowcharts
developed
Fully qualified and
recommended service.
PP co-ordinator to oversee
smooth communication of
information between service and
school staff.
Termly review
Pupil Premium strategy statement
Development of staff skills in PECs
and sign supported
communication
B.Support for
social and
emotional
wellbeing
Occupational
Therapist
A. Improve
attainment and
achievement
We would like to support pupils to
access specialist OT services to
facilitate learning, motor
development, social skills and
facilitate the acquisition of the
correct equipment in a time
effective manner.
To deliver OT services to student
within a rapid time frame.
To provide advice and guidance
to staff on sensory processing and
proprioceptive skills.
To build collaborative
relationships with parents
School staff will develop their
strategies through close liaison
with this specialist service.
Relationships with parents will be
enhance
To support access to the
curriculum with targeted use of
resources.
Fully qualified and
recommended service.
Complex
needs
lead
PP co-ordinator to oversee
smooth communication of
information between service and
school staff.
(£12,120)
(Resourc
es £500)
Total budgeted cost
ii. Targeted support
Termly
Pupil Premium strategy statement
Desired outcome
Chosen
action/approach
What is the evidence and
rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation
?
A. Improve
attainment and
achievement
To support
curriculum delivery
through the
targeted use of
specific resources
and activities, such
as residential
opportunities.
We would like to target
proprioceptive development and
sensory exploration opportunities
for some students, as well as
improving the development of
core strength and balance.
These skills are key to attainment
and achievement to a cohort of
our pupils.
Equipment selected using
evidence need in order to
enhance student skills.
Complex
needs
lead
Jan17
June17
Educational
Psychology Services
- we want to
employ the services
of an Educational
Psychologist to
target the
assessment and
intervention of
strategies for
children who need
support in order to
access the
curriculum.
We wish to improve diagnosis so
that provision is better matched
to individual need.
EHCP information will be more
closely aligned to the description
of the child.
Improve referral time to specialist
services.
Reduce incidents of
inappropriate behaviours.
Increase in individual pupil
progress
Provide staff development and
training.
Fully qualified and
recommended service.
A.Improve
attainment and
achievement
B.Ensure learning
activities are
accessed
outside of the
curriculum to
enhance holistic
learning of
students to well
equip them for
their next stage
of learning.
(£2000)
PP co-ordinator to oversee
smooth communication of
information between service and
school staff.
(£8,000)
Termly
Pupil Premium strategy statement
B.Support for
social and
emotional
wellbeing
D. Increased
attendance
rates for pupils
eligible for PP
B.Support for
social and
emotional
wellbeing
A. Improve
attainment and
achievement
Family liaison worker
employed to
strengthen homeschool links and
improve
attendance.
Occupational
Therapist
We cannot improve attainment
for students if they aren’t actually
attending school. We want to
develop close working
relationships between home and
school and, when necessary,
support parents and carers. The
family liaison worker will work to
improve attendance and support
the LAC co-ordinator in oversight
and attendance at multi agency
meetings. We will ensure the
needs of vulnerable groups are
met, particularly FSM and LAC.
We will also reduce the number
of PAs.
Through briefing support worker
about existing absence issues.
We would like to support pupils to
access specialist OT services to
facilitate learning, motor
development, social skills and
facilitate the acquisition of the
correct equipment in a time
effective manner.
To deliver OT services to student
within a rapid time frame.
To provide advice and guidance
to staff on sensory processing and
proprioceptive skills.
Fully qualified and
recommended service.
Ensure family support and
standard school processes work
smoothly together.
Welfare
and
behaviou
r lead
Fortnightly
reviews with
department
heads.
Fortnightly
pastoral
meetings.
Complex
needs
lead
Termly
Family support to visit all persistent
absentees to discuss attendance
and explore barriers.
PP co-ordinator to oversee
smooth communication of
information between service and
school staff.
(£12,120)
(Resourc
es £500)
Pupil Premium strategy statement
To build collaborative
relationships with parents
School staff will develop their
strategies through close liaison
with this specialist service.
Relationships with parents will be
enhance
To support access to the
curriculum with targeted use of
resources.
A. Improve
attainment and
achievement
Speech and
Language Therapist
We wish to provide students with
the opportunity and expertise to
develop communication and
interaction skills for use in a range
of settings including the
community.
We will improve referral times for
pupils.
School staff will develop their
strategies through a programme
of training- instructional
language, signing, PECs and
vocab to access and support the
curriculum
Enhanced levels of advice re:
dysphasia and independent
feeding skills
Social groups formed focusing on
health and well being
Data with show improved
attainment in speaking and
listening and in PHSE.
Complex
Needs
lead
Total communication policy
developed
(£12,069)
Care pathway and flowcharts
developed
Fully qualified and
recommended service.
PP co-ordinator to oversee
smooth communication of
information between service and
school staff.
Termly review
Pupil Premium strategy statement
Increased pupil use of ACC and
communication books for
students used to support
curriculum.
Progress in communication and
social skills
Development of staff skills in PECs
and sign supported
communication
A. Improve
attainment and
achievement
To support
curriculum delivery
through the
targeted use of
specific activities,
such as residential
opportunities.
We would like to target
proprioceptive development and
sensory exploration opportunities
for some students, as well as
improving the development of
core strength and balance.
These skills are key to attainment
and achievement to a cohort of
our pupils.
Equipment selected using
evidence need in order to
enhance student skills.
Complex
needs
lead
Jan17
June17
(£2000)
Total budgeted cost
iii. Other approaches
Desired outcome
Chosen action /
approach
What is the evidence and
rationale for this choice?
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation
?
B.Support for
social and
Administration
support required to
ensure a clear and
In order to record and effectively
monitor the resources spent on
each pupil premium student we
Accurate data produces for
impact measurement to be
taken.
Edwina
Stansbie/
Termly report
throughout year
Pupil Premium strategy statement
emotional
wellbeing
A. Improve
attainment and
achievement
comprehensive
tracking of pupil
premium resources.
Classroom support
assistant to assist
with personal care
of students.
C.Ensure learning
activities are
accessed
outside of the
curriculum to
enhance holistic
learning of
students to well
equip them for
their next stage
of learning.
require admin support. This
support provides the information
which then enables impact
measures to be implemented.
Trich
Sharkey
For students who require
assistance with personal care, the
staff member is essential in the
smooth and efficient transition
to/from lessons, significantly
removing the time taken for this
and to ensure support staff
remain focused on curriculum
assistance at all times. This also
gives the opportunity to develop
independence and self-help skills,
self-esteem and confidence, and
improve communication skills of
students.
Pupil
Premium
Coordina
tor
(£4000)
(£5,000)
Total budgeted cost
6. Review of expenditure
Previous Academic Year
2015-2016
Report on Pupil Premium Outcomes 2015 – 2016

Pupil Premium is used to improve learning achievements and life opportunities for targeted students.
Pupil Premium strategy statement

Pupil Premium is a fund provided by the Department for Education to enhance the education of students who are currently in receipt of
Free School Meals or have been in the past 6 years, Looked after Children and Children with Parents in the Armed Forces.

The question is often raised about whether PP should be used exclusively for Pupils on FSM. It is difficult to spend PPF on the improvement
of teaching and learning without the benefits impacting on other pupils. It is also morally difficult to exclude a child who is not on FSM
from accessing any initiatives if they could clearly benefit from them. However, we are also clear in that interventions are targeted to
ensure that FSM pupils benefit from PPF. Recent correspondence from HMI have advised that as long as schools have narrowed the gap
between eligible pupils and others that PPF may also have an impact on non-eligible pupils.

The amount of Pupil Premium allocated to the Beaumont Hill Academy during 2014 -2015 was £123,425

The amount of Pupil Premium allocated to the Beaumont Hill Academy for 2015 - 2016 is £134,790
Pupil Premium allocation for Beaumont Hill
Total number of pupils on roll
248
Total amount of PPG received (£)
£134,790
Current numbers of students who attract
Pupil Premium
153
62% of total school NOR
In Beaumont Hill we have analysed our pupil achievement and identified the barriers to learning which will be used to drive forward the
interventions to improve outcomes and reduce the gap in attainment.
Pupil Premium strategy statement
Following this analysis we have used the Sutton Trust Teaching & Learning toolkit and cross referenced it to the diagram below indicating
value for money. Where possible we have identified high impact strategies.
The following covers some of the strategies and interventions we have used to achieve
 Achievement
 Opportunities outside of the classroom
 Social and Emotional Wellbeing:
Strategy
Student Cohorts
Actions focussed on Achievement
No
LAC
EYFS
KS1
KS2
KS3
KS4
Maths interventions


English interventions


Pupil Premium strategy statement
Additional literacy support
Provision of equipment
Homework activities

Actions focussed on learning
opportunities are accessed out of the
classroom
After school clubs
Funded cultural experiences
Funded curriculum visits
Home – School Support though FSW
Rewards for attainment, attendance
and positive behaviour
Residential trips
Horse riding
EYFS
Support for Social and Emotional Well
being
TAs for each year group
Alternative Education
Ed. Psychologist Assessment &
Guidance
SALT Assessment & Guidance
OT Assessment & Guidance
Support for Key Stage Transitions
Parents’ meetings
Induction days
Individual Transition Plans
EYFS

KS1


KS2
















EYFS



KS1



KS3



KS4

















KS2
KS3
KS4











KS1





KS2





KS3


KS4




Pupil Premium strategy statement
Annual Review meetings
Funded Raising Aspiration visits
Funded College visits
PP
95%







Expected Progress in English Spring 16 for whole cohorts (Pupil Premium).
Non PP
Gap
LAC
Non LAC
Gap
92%
+3%
100%
93%
+7%

The Pupil Premium Gap is insignificant in English, with Pupils making similar rates of progress from a year on year basis. There is a +3%
gap between FSM and non FSM pupils and a +7% gap with non LAC children.

Expected Progress in Maths Spring 16 for whole cohorts (Pupil Premium).
PP
Non PP
Gap
LAC
Non LAC
Gap
93%
92%
1%
92%
92%
0%

The Pupil Premium Gap is insignificant in Maths, with Pupils making similar rates of progress from a year on year basis. There is +1% gap
between PP and non PP pupils. There is no gap with LAC children.
Attendance Data
LAC
Non Pupil
Premium
Summer 15 80
89.23
Autumn 15 84.24
91.61
Spring 16
90.3
90.6
Summer 16 85.48
89.04
Gap
-9.23
-7.37
- .6
-3.56
Pupil
Premium
83.51
88.35
88.7
88.21
Non Pupil
Premium
89.23
91.61
90.6
89.98
Gap
-5.72
-3.26
-1.9
-1.77
Pupil Premium strategy statement




Please note that the figure for summer 16 is a current rate based on June 16 figures. It is anticipated that our final attendance
figure will be higher.
For both LAC and Pupil Premium the remains a negative comparison with non-Pupil Premium children, with the attendance of
these children slightly lower than their peers, however this trend is falling.
The trend for LAC children shows an increase in attendance of 6% over the year
The trend for Pupil Premium children shows an increase in attendance of 6.09%
Impact Data from Multi-Professional Involvement
Enhanced opportunities for multi-agency involvement
Referrals processed faster than previously
Enhanced relationships with parents as wait times are reduced
Targeted in class support




The provision of service from the multi-agency team is highly effective as these professionals are based in the school.
Referrals are fast and links with parents stronger
Follow up work with teaching staff is more focussed and timely.
The multi-professional group provide on-site training to school staff
7. Additional detail
In this section you can annex or refer to additional information which you have used to inform the statement above.