We are pleased to announce that our Summer 2017 Provisional Progress 8 data indicates that the 2016-17 Pupil Premium Strategy ensured our disadvantaged students made even more progress than non-disadvantaged students nationally. This represents the impact of our strategies that focus on both literacy/numeracy interventions and wider skills sets; ensuring success throughout the curriculum.
The government has provided pupil premium funding for schools in proportion to the number of students who have claimed Free School Meals (FSM) in the last 6 years, commonly known as ‘Ever 6’. Funding is also provided for children of military service personnel and Looked After Children. The term “disadvantaged” is now used nationally to describe this group of students and to track their progress and achievement.
The rate in 16/17 is £935 per pupil in Years 7 – 11. Schools are free to decide how best to spend this funding, with a clear intention from the government that it should be used to support the learning of the target group of students and to close the attainment gap between these and other students.
Ormiston Venture Academy Pupil Premium allocation for 2016/17 is £299,200.
This year we have approximately 43% of Ormiston Venture Academy Students eligible as “Ever 6” and have implemented a wide range of strategies to ensure that personalised support is provided to every individual in their learning.
Venture’s Pupil Premium Strategy
At Venture we believe that every student, can and must achieve. We acknowledge that there may be barriers that may affect achievement and use Pupil Premium funding alongside the latest research (for example via The Sutton Trust) to provide personalised support to address these (see below). The educational challenges facing disadvantaged students can be varied, hence Venture’s approach to personalised learning. However challenges may include:
- Underperformance at an earlier key stage resulting in a need for rapid and targeted intervention
- Self-esteem which is tackled through Venture’s Learning Cultures including high aspirations for all
- Limited awareness of the wide variety of further and higher educational opportunities which is addressed through a highly developed careers programme and links with Sutton Scholars, universities, the development of Venture Alumni and the Gresham’s scholarship
- A more limited academic vocabulary which is addressed as a major strand of the National Literacy Trust project
- A space to learn addressed through staffing of rooms to complete extended learning and study support
Venture’s aspirational culture, college structure and involvement in projects such as with the National Literacy Trust are all designed to ensure that our students succeed in all aspects of their time at the academy. As a result of the available evidence we have amongst other things:
- Refined our Creative Dialogue process as we know that regular, effective feedback can increase learning by 8 months
- Invested in TLRs to develop whole academy approaches to metacognition and self-regulation strategies as a part of the academy’s focus on active learning. Research suggests this can add up to 8 months to learning
- Set up early intervention in key skills through the Success Centre (Literacy), the Master Maths Centre and Titan sessions (Sutton Trust CEM research suggests 6 months progress can be added through these strategies)
- Integrated new technologies (Sutton Trust CEM research 4 months)
- Ensured Period 6 teacher led interventions are available alongside HLTA and mentor support
- Tracked the academic progress of students receiving Pupil Premium as a distinct group alongside attendance, engagement in clubs, trips and other initiatives and events offered within the academy, providing additional support as needed. 2017 results indicate this group will make progress greater than all students nationally
- Provided breakfast clubs with an additional focus on academic support
- Fund a summer school to enhance the transition of Year 6 students into the academy for two weeks each summer. In 2017 94% pupil premium students attended
- Provided a Youth club each Friday at the academy for students to attend
- Supported vulnerable students during unstructured periods of time with break and lunch clubs
- Ensured all staff personalise learning for groups of students, including those in receipt of the Pupil Premium and modify these plans to respond to the latest assessment information
- Funded a late bus to support attendance at after school sessions
- Provide at least one residential a year for Year 11 students in the run up to external examinations with a focus on English and mathematics (3 residentials across 2016-17)
Supporting Disadvantaged High Prior Attaining Students
Students are identified and tracked each half term with personalised strategies put in place to ensure progression to target grades. Additionally students are nurtured via access to programmes such as the Sutton Scholars, the Gresham’s Exchange and the Gresham’s Scholarship whereby students are approached and encouraged to consider such opportunities. Funding is used to provide cover for staff to conduct interviews, lead trips and organise additional extra-curricular events eg debating and through developing leadership activities.
Staff recognise the potential of those disadvantaged students who may have underachieved in KS1/2 SATs and ensure additional stretch opportunities within lessons and beyond the curriculum. Additional staffing has ensured all learners from Years 7-11 can access a staffed and resourced learning space for at least an hour a day outside of lessons to support extended learning. The academy has invested in new tracking modules to ensure that the extended learning of students can be easily monitored and to further improve communication with parents and other stakeholders.
Targeted funding includes:
Travel and trip support for aspirational opportunities
Cover for staff to accompany students on aspirational trips
Targeted after school supported study areas
Venture’s approach to personalisation for all learners has ensured through outstanding learning and teaching we have achieved high engagement of students within the academy enabling gaps to be narrowed. The impact on Pupil Premium student outcomes in 2016 is outlined below. Please note that at this point comparisons with national standards refer to 2015 data and will be updated in due course.
In English 74% of disadvantaged students achieved an A*-C grade which is just 2% below other students nationally and 21% higher than similar students nationally. Progress for pupil premium students is anticipated to be significantly above that of other pupils nationally.
In mathematics 45% of disadvantaged students achieved an A*-C. Although this is in line with similar pupils nationally (49%) this is a targeted area of priority for the academy this year.
The gap in mathematics has had an impact of the gap between disadvantaged and other students achieving the Basics measure (English and mathematics at a C grade or higher). 41% of disadvantaged students achieved the Basics measure which is 3% higher than similar students nationally. The gap between disadvantaged students at Venture mirror the national gap (27%).
It is anticipated that progress overall (progress 8) for disadvantaged students will fall less than 0.1 below students nationally from the same starting points.
In addition to final examinations the impact of the pupil premium is measured every half term in a variety of ways including:
- Internal academic data tracking including the success of intervention programmes every half term
- Engagement in after school interventions, clubs and trips
- Tracking attendance
- Participation of disadvantaged students in leadership programmes and in all student voice consultations
- Through Governor’s meetings, education advisor days and OAT scrutiny
- Through Principal’s reviews
- Through a Pupil Premium Review (to take place in Spring 2017)
Pupil Premium funding has been allocated using research from the Sutton Trust and best practice to ensure it has a significant impact. The following outlines a number of principles we have used to implement an effective strategy:
- Academy focus on quality of regular effective feedback invested in through whole Academy and personalised CPD, reinforced through Sutton trust CEM research, effective feedback gain 8 months
- Metacognition and self-regulation strategies are developed through Active Learning Academy focus and reinforced through Personalised Learning groups, reinforced through Sutton trust CEM research gain 8 months
- Early intervention in key skills through Success Centre and A-Team, reinforced through Sutton trust CEM research, gain 6 months
- Academy integration of new technologies to deliver curriculum and learning opportunities, reinforced through Sutton trust CEM research, gain 4 months
- All interventions currently in place across the Academy are also in place for FSM students with “live” data of groups regularly monitored
- Support provided to engage in curricular/Academy activities
- FSM students are identified in assessment data, lesson plans and tracking/intervention
- Breakfast clubs with an additional focus on academic support
- Hardship fund to support access
- Vulnerable children structured break and lunchtime sessions
Reviewed and approved by the Governing Body 6th December 2016