Pupil Premium Strategy Statement 2016-17: Staffordshire University Academy
Rationale
At Staffordshire University Academy, all members of staff including the Local Academy Council accept the responsibility of ensuring that Pupil Premium
funding is used effectively to support progress and narrow the achievement gap for those students who qualify for it.
Information about the Pupil Premium funding
Pupil Premium provides funding is allocated on top of the main funding a school receives. It is targeted at students from disadvantaged backgrounds to
ensure they benefit from the same opportunities as students from less deprived families. From September 2016, the premium will be worth £935 and goes
to students who at any point in the past 6 years have been in receipt of Free School Meals (FSM); £1,900 goes to any student who has been continuously
looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special
Guardianship or Residence Order; finally £300 goes to students whose parent/parents are currently serving in the armed forces or are in receipt of a
pension from the MoD.
The proportion of Year 7 to 11 students on roll (2016-2017) who qualify for the additional Pupil Premium funding is 43%.
The Pupil Premium Allocation is £205,700
Current attainment
Students eligible for PP
Students not eligible for PP
5 achieving 5A*-C incl EM (2015/16 only)
21.9%
59.6%
Progress 8 score average (from 2016/17)
-0.55
0.08
Attainment 8 score average (from 2016/17)
37.34
51.26
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.
Pupil Premium students enter Year 7, on average, with lower basic skills (literacy)
B.
High attaining pupils who are eligible for PP do not make enough progress
C.
Low aspirations
External barriers (issues which also require action outside school, such as low attendance rates)
D.
Although higher than national, attendance rates for disadvantaged students are lower compared to other students.
Outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improved progress and achievement of disadvantaged students.
Improving year on year trend in performance of disadvantaged students.
B.
Improved rates of progress and engagement by higher ability disadvantaged students
Higher ability disadvantaged students achieve in line with ability and ‘other’
students.
C.
Disadvantaged students engage with range of support strategies
Improving year on year trend in performance of disadvantaged students
D.
Increased attendance rates for pupils eligible for FSM.
Gap narrowing further between FSM and other students (working towards 1%
decrease).
Planned expenditure 2016/17
Focus
Cost
Attendance &
behaviour for learning
£85,699
What is the evidence and rationale for this choice?
Intended outcomes (targets)
How will you ensure it is
implemented well?
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Contribution to pastoral co-ordinators support year groups
across the academy, providing support to students and their
families.
Above provision overseen by line manager (SLT).
Use Attendance Officer, minibus (and driver) to support
specific attendance strategies.
Breakfast Club – provides a healthy start to the day, improved
concentration and meet and greet strategy.
Hardship Fund – a support fund for provision of essential
learning equipment
NFER briefing for school leaders identifies addressing attendance
as a key step. Ofsted (2014) states the most successful schools
offer support, where necessary, to improve…attendance’.
Breakfast Club ensures students are fit for learning. Student voice
is positive.
EEF months impact = +1 for mentoring
EEF months impact = +4 for behaviour interventions
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Disadvantaged attendance
continues to rise from 93.5%PP
and 92.9 FSM (Nat FSM 92.8%)
Disadvantaged PA to continue to
reduce or at least be in line with
national
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Regular attendance data
review
Regular behaviour data review.
Analysis of behaviour focus
areas.
Analysis of student voice
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Barriers to Learning.
£55,323
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Pupil Premium mentors support specific Year 11 students and
an identified target cohort of disadvantaged boys, reviewed
termly.
Apprentice TA employed to specifically support lower year
students.
Progress Centre support for learning.
Literacy software subscriptions and librarian to support
interventions
Specialist TAs deliver English and maths
Provision of Dedicated Individual Reflection Time (yellow
boxes) provides sustained improvements through
individualised feedback.
Provision of equipment to departments to support students to
ensure no hardship hinders learning
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Progress 8 score for
disadvantaged students shows
improving picture year on year.
Reading age data demonstrates
above chronological gains.
Work scrutiny feedback
acknowledges impact of DIRT.
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All PP extra-curricular
attendance is monitored.
Work experience placements
supported and student voice will
demonstrate positive impact
Baselines completed and
reviewed; impact demonstrated
through case studies.
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Progress 8 score analysed at
each Yr11 progress check.
Reading progress checked
three times per year.
EEF months impact= +1 for mentoring
EEF months impact= +2 for individualised instruction
EEF months impact= +4 for behaviour interventions
EEF months impact= +5 for reading comprehension strategies
EEF months impact= +4 for social and emotional learning
EEF months impact= +4 for phonics support
EEF months impact= +4 for digital technologies
EEF months impact= +1 for teaching assistants.
EEF months impact= +8 for feedback
Ambition & Aspiration,
Enrichment
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£35,070
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Encouragement and financial support for participation in
extra-curricular activities, residentials and trips.
Contribution to support work experience
Sixth form mentoring programme and tutoring.
Social, emotional and mental health support; provision of
counselling and contribution to multi-agency hub.
EEF months impact= +1 for peer mentoring
EEF months impact= +5 for peer tutoring
EEF months impact= +4 for social and emotional learning
EEF months impact= +2 for participation
EEF months impact= +5 for mastery learning
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Regular analysis of
participation
Student voice
Leadership
£29,608
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Raised profile within the academy. Prominent in the ADP. PP
lead SLT.
Staff training to raise profile of PP, knowledge of the strategy
and understanding of how to deliver it.
Regular reports to governors and meeting with lead governor.
Attend national PP conference and training to ensure strategy
is relevant, up to date and offering impact.
Total budgeted cost £205,700
For review of 2015-16 please see the impact report.