Pupil Premium Grant Statement - The Harefield Academy
The Harefield Academy is an inclusive school with a culture of high expectations for progress of all of our students irrespective of academic or social disadvantage. We seek to provide an educational experience that is high quality, enjoyable and inclusive for all. Pupil Premium is additional funding provided by the Government to promote provision for disadvantaged students which gives them equity with their non-disadvantaged peers. In the Academy, funding is used to ensure parity of provision for academic progress or enrichment, where opportunities or experiences may be limited in the absence of educational or financial support.
The grant is provided for the following groups of students;
- Pupils with an entitlement to free school meals (FSM)
- Pupils who have been entitled to FSM in any of the last 6 years (Ever 6)
- Those pupils in care or adopted from care (LAC)
Additional funding is also available for children of parents serving in the military.
Who Is Responsible for Effective use of Pupil Premium?
At The Harefield Academy all staff effectively contribute to the positive progress of our disadvantaged students through; clear focus on students with disadvantage, robust faciliatation of high attendance, CPD highlighting use of best practice, areas of concern etc., highly effective pastoral communication systems, including supportive communication with parents/carers.
Key to our expectation to maximise outcomes is the provision of high quality teaching informed by the use of data which is scrutinised by staff at all levels; teacher, departmental, SLT and Governors.
All of our Governors receive timetabled feedback reports on progress for the disadvantaged cohorts throughout the year. We have a lead Governor whose visits focus primarily on daily provision and planned actions for students with disadvantage. All of our linked Governors are expected to make active enquiry in respect of disadvantaged student progress when meeting with relevant leading staff e.g. Communication faculty. Mrs. Monaghan (Assistant Headteacher – Inclusion and SENDCO) leads on the monitoring of provisions and outcomes for our disadvantaged cohorts.
Some examples our use of the Pupil Premium grant 2019-20
- Attendance Team; aspect of teamwork has been expanded to include all staff involved with a student to provide a holistic approach to identifying students at risk of underachievement socially and academically due to Persistent Absence. Using lower triggers to achieve a relentless pursuit approach with early intervention and support of the students and family to remove barriers for attendance, is aimed at further progress with the sustained improvement in both attendance and punctuality previously achieved. Such improvements inevitably improve progress.
- Continuation of the Independent Learning Centre ensures facilitation of a bespoke timetable for some of our most disadvantaged students. Supporting and enabling their curriculum or literacy based study outside of the mainstream classroom, developing resilience and improving progress and attendance.
- Screening of all learners for literacy based barriers using Lucid exact and more detailed further tests and the introduction of Red Box/Fresh Start literacy interventions is designed to improve progress by increasing literacy skills and confidence for all identified learners, irrespective of previous history.
- Dedicated member of staff to allow identification of normal working practice for students at an earlier stage which then feeds in to evidence for Exam Access Arrangements and expertise for the student to allow efficient use of assistive technology under exam conditions
- Classcharts rewards and behaviour monitoring system underpinned by a clear and concise behaviour policy with a high emphasis on opportunities to gain rewards and clear recognition where reasonable adjustments are required to support students with additional needs. Strong emphasis on communication with parents who can access the data independently, facilitates earlier intervention where challenges are identified. Giving voice to both parent, student as well as school.
- Accelerated Reader program; has been used to improve literacy across Years 7 and 8, reading fluency and comprehension through guided reading choices, STAR tests and staff feedback. Students with lower reading ability in any of these areas are actively targeted.
- Additional careers support and guidance via EDT; additional hours have been allocated to provide repeat appointments for disadvantaged students to have careers guidance and support in Years 10 and 11. Active development of provision of opportunities in each year group to all students to career opportunities.
- Where students are offered the opportunity for a trip to enhance their studies and future aspirations we offer a positive selection process for disadvantaged students to attend. This is designed to broaden student experience of the opportunities in the world of work, give them direction and focus and raise their personal aspirations.
- Dedicated funding for students to ensure that they are not prevented from full participation in school and school based opportunities due to financial constraints. These include funding for; enrichment or curriculum based activities, school uniform, revision guides or textbooks, ingredients or specialist equipment for practical based subjects such as Food Technology.
- Availability of academic support; targeted extra-curricular intervention programmers for support and revision as well as support with homework via the Independent Learning Centre both before and after school.
- High emphasis on communication with home for information on events, interventions, praise, sanctions, attendance, personal telephone invitation to parents evenings and 1:1 meetings with senior staff at parents evenings.
- Offsite placements at The Jubilee Academy to support our most challenged learners either for respite or full time placements.
- Provision of an independent educator to work with students on behavioural or emotional aspects which form barriers to their learning.
Planned Provision and Allocation of Spending on Pupil Premium Students
The Harefield Academy had £109,395 allocated from Pupil Premium funding for 2019 – 2020.
The school has approximately 29.5% of the student body eligible for Pupil Premium funding. (18.9% fall within the category of white British disadvantaged.) This is above the national average of 28% (IDSR 2017). When other deprivation factors are also considered deprivation is more widespread within our school population. The focus of use of the Pupil Premium grant is therefore with an emphasis on raising outcomes for all students with some bespoke provisions available for or targeted towards those eligible for the grant.
Methodology for provision using the Pupil Premium utilises guidance from Ofsted alongside tried and proven interventions cited by EEF. This is further enhanced by our participation from summer term 2019, with Hillingdon’s project; ‘Improving the Achievement of White Disadvantaged Pupils.’ This involves the use of high quality teaching at the center with a range of provision, types of activities and resources selected to ensure the best possible support for our Pupil Premium pupils. These interventions and the amount of funding allocated have been cited on our; ‘Action Plan to Support Disadvantaged Student 2019-20’
A multi-level approach to tracking and monitoring progress against provision - teacher, middle leaders, lesson observations, SLT analysis of data capture and feedback etc. - employs the rationale that we secure a shared and distributive model by broadening the profile of the pupil premium strategy, and raise awareness of the national agenda to diminish the effect of gaps and prevent them from increasing, within school groups.