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Pupil Premium

Pupil Premium Funding

Every child who leaves school without the right qualifications faces a far more difficult path to fulfilling their potential and finding employment. We owe it to all our young people to ensure they are given every chance to succeed.  Sir Michael Wilshaw, Her Majesty’s Chief Inspector of Schools, 2012.

 

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

 

Sheffield Park Academy operates within the City of Sheffield, in a catchment area with high levels of disadvantage.  More information about the neighbourhood in which the school is located (and in which a proportion of our pupils reside) can be found here:

https://www.sheffield.gov.uk/dms/scc/management/corporate-communications/documents/government-politics-admin/ward-profiles/neighbourhood-profiles/Manor-Health-and-Wellbeing-Profile-2012/Manor%20Health%20and%20Wellbeing%20Profile%202012.pdf 

In the 2016 to 2017 financial year, Sheffield Park Academy is eligible to receive Pupil Premium of an additional £935 for 56% of our pupils.

 

In order to maximise the impact of this funding upon progress and attainment, the academy has adopted a highly individualised approach to supporting the ‘pupil premium cohort’, which is based on the rigorous use of data at 6 ‘assessment points’ throughout the year.  We supplement bespoke interventions for individuals, targeted towards addressing the deficiencies in their learning (identified through their ‘AP Assessments’ and from ‘question level analysis’ in mock examinations) with ‘overarching strategies’ that are designed to impact upon larger groups of pupils.

 

The academy has enjoyed significant success in using the Pupil Premium to support disadvantaged pupils in the past few years and was honoured to be recognised in the 2015 Pupil Premium Awards, being cited as ‘one of the most improved schools in the country in terms of the attainment and value-added progress of disadvantaged pupils since 2011.’  In addition, the school was recognised as being ‘one of the top 90 in England showing the greatest sustained improvement in the percentage of pupils achieving 5 or more A*-C grade GCSEs (or equivalent), including English and mathematics GCSEs.  Further to this, the academy was also recognised as being ‘one of the top 100 non-selective state funded schools in England based on the key stage 2 to key stage 4 value added measure.

 

In 2016, the academy continued to build upon these foundations of success and was placed 9th out of all state schools in England according to our Progress 8 score of 0.94.  Over 55% of the Year 11 cohort were eligible for pupil premium.

 

We believe that it is good practice to focus on ensuring that every pupil receives a consistent diet of high quality teaching rather than relying on interventions to compensate.  The academy’s ‘STEPs’ Assessment Model ensures that there is a systematic focus on clear pupil feedback and advice for improving their work and that any underperformance is quickly identified and interventions are both dynamic and quickly put into place.

 

In addition to the Pupil Premium spending outlined below, the academy has invested a significant amount of money in order to be able to provide all KS4 and KS5 pupils with an ‘extended’ timetable (28 hours of contact time as opposed to 25 hours previously).  The academy also provides KS4 and KS5 pupils with additional opportunities for 1:1, small group and whole group tuition both before school from 7:30 am and after school until 18:00 each day.  In addition to this, Saturday school operates from 8:30am until 12:30pm each Saturday and is attended by an average of 80 pupils each week.  The academy’s creative and rigorous approach to deploying and assessing the impact of the pupil premium has meant that since its introduction in 2011, disadvantaged pupils at the academy have frequently outperformed both their peers nationally and within the academy.

A detailed breakdown of the academy's Pupil Premium spending for the 2016-17 academic year along with an analysis of the impact of the academy's Pupil Premium spending for the academic year 2015-16 can be found here (Pupil Premium funding 2016 - 2017).

The Pupil Premium strategy is reviewed annually, the next review will take place in September 2017.

Pupil Premium - Additional Statement

Following a review of the 2016 RAISE Online (Unvalidated Nov 2016), the academy has identified a number of areas where ‘disadvantaged’ pupils are still being outperformed by their peers (in some instances even where their progress and / or outcomes are in line with the national averages for ‘all’ pupils or significantly exceeds those of ‘disadvantaged’ pupils nationally).  Following this review, we have added the following priorities for ‘disadvantaged’ pupils to the Academy Development Plan.

 

  • Progress 8 and Attainment 8 for ‘disadvantaged higher attainers’ are both below national average

    Progress 8 for disadvantaged pupils with high attainment upon entry was 0.02.  This fell short of the achievements of ‘other’ pupils nationally (0.07) by -0.05

    Attainment 8 for disadvantaged pupils with high attainment upon entry was 64.86.  This fell short of the achievements of ‘other’ pupils nationally (65.00) by -0.14

     

  • Improve progress and outcomes in English for all pupils with a particular focus on ‘disadvantaged’ with high prior attainment

    Progress 8 for disadvantaged pupils with high attainment upon entry in English was -0.53.  This fell short of the achievements of ‘other’ pupils nationally (0.05) by -0.58

    Attainment 8 for disadvantaged pupils with high attainment upon entry in English was 12.00.  This fell short of the achievements of ‘other’ pupils nationally (13.10) by -1.10

 

  • Improve progress and outcomes in maths for those pupils with high prior attainment who are ‘disadvantaged’

    Progress 8 for disadvantaged pupils with high attainment upon entry in maths was -0.40.  This fell short of the achievements of ‘other’ pupils nationally (0.06) by -0.46

    Attainment 8 for disadvantaged pupils with high attainment upon entry in maths was 12.29.  This fell short of the achievements of ‘other’ pupils nationally (13.14) by -0.86

     

  • Improve progress in science for those pupils with high prior attainment who are ‘disadvantaged’

    Progress 8 for disadvantaged pupils with high attainment upon entry in science was -0.40.  This fell short of the achievements of ‘other’ pupils nationally (0.06) by -0.46

    Improve progress in the humanities subjects for those pupils with high prior attainment who are ‘disadvantaged’

    Progress 8 for disadvantaged pupils with high attainment upon entry in humanities was -0.45.  This fell short of the achievements of ‘other’ pupils nationally (0.04) by -0.53

 

  • Headline attainment figures for micro-populations, even those making excellent progress such as: 

 

- ‘disadvantaged’, who achieved P8 of +1.01 but STILL only achieved 60% E&M Basics Measure

 

- SEND pupils with statement or EHC Plan, who achieved P8 of +1.34 but STILL only achieved 50% E&M Basics Measure (1 out of 2 pupils)

 

- SEN Support, who achieved P8 of 1.19 but STILL only achieved 29% E&M Basics Measure (17 pupils)

 

To address these areas, the academy has put in place the following actions to support pupils’ progress and attainment:

 

 

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