Pupil Premium

What it is

Reynolds Academy receives additional funding called the Pupil Premium to support efforts to ensure that all groups of children have the opportunity to achieve well. Funding is allocated to those pupils who are eligible for free school meals, are in the care of a local authority, or are members of service families.

The Academy uses the pupil premium funding to accelerate the progress of these groups so that the gap between their achievement and that of their peers is narrowed.

What we receive

In 2013-2014 the academy received £102,162 Pupil Premium funding.
In 2014-2015 the academy received £164,000 Pupil Premium funding.
In 2015-2016 the academy received £154,440 Pupil Premium funding.
In 2016-2017 the academy received £146,520 Pupil Premium funding.
In 2017-2018 the academy has received £143,280 Pupil Premium funding.

What we do with it

This money was and will continue to be used by the Academy to:

  1. Reduce class sizes to improve opportunities and outcomes.
  2. Organise one-to-one sessions and small group teaching for some students, to support their progress in English and Mathematics.
  3. Holiday booster group sessions in Maths and English.
  4. Training for all staff and resources to launch a new writing scheme – Talk 4 Writing – to engage and support all pupils.
  5. Provide smaller classes for those pupils with greater needs.
  6. Increased support to address shortfall in Maths and English skills.
  7. Provide free music tuition.
  8. A wide range of intervention groups to support pupils.
  9. Subsidise educational visits to broaden horizons and raise aspirations.
  10. Fund specialist teachers in Music, French and P.E.
  11. Enable free access through the academy's VLE to e-books to encourage and support home reading.
  12. Increase pastoral support for vulnerable children.
  13. Provide additional resources, including a full package of revision materials for KS1 and KS2 pupils.
  14. Provide a wide range of additional extra-curricular clubs.
  15. Increase enrichment opportunities within the academy to engage and support pupils with their learning.
  16. Provide new programme to support those children with emotional and behavioural needs.

How we monitor the progress of our Pupil Premium pupils and measure the impact of expenditure

  • Improving outcomes for pupil premium children continues to be a key priority on the academy's Business Plan.
  • All staff are fully aware of who their pupil premium children are.
  • All staff are fully aware of every pupil's prior attainment.
  • The attainment and progress of pupil premium children is tracked on a half-termly basis and analysed against the progress of other groups by every teacher and SLT.
  • Termly meetings are held with all teachers and SLT to analyse and discuss the progress of pupil premium children and to provide suitable intervention where required.
  • Certain individuals have their own mentor to support them; liaise with parents and help to monitor their general progress.
  • The progress of pupil premium children is built into to the performance management targets of all teachers and all teachers are required to provide evidence of provision made for pupil premium pupils on a termly basis.
  • The Educational Visits and Enrichment co-ordinator tracks the participation of pupil premium children in after school clubs, including sports, and actively targets pupils to attend.
  • The attainment and progress of pupil premium children is reported to governors on a termly basis.
  • Whole school training has been and will be provided for staff to support the progress of the children.
  • Barriers to learning have been discussed with all staff and strategies to combat these barriers have been discussed and shared with all staff. Meetings take place throughout the year to monitor and address any potential issues and to share good practice - at least one weekly staff meeting a term is dedicated to discussion and sharing good practice.

How funding is allocated

  • Quality Of Teaching For All
Scroll right to view the table.
Item/Action Cost Desired Outcomes Outcome For Children Eligible For Pupil Premium Funding
Maintain additional teachers in order to reduce class sizes and improve opportunities and outcomes.

The focus on improving outcomes for disadvantaged pupils continues to be a key priority on the academy business plan.

Purchase resources to develop English and Mathematical skills, especially in key year groups.

Provide extra classes to target pupils with extra needs.

Ensure staff with management and leadership responsibilities all strive to improve progress and outcomes for pupils.

Ensure the academy Business Plan drives improvement in key areas, for example, improving outcomes in reading. Purchase resources to develop English and Mathematics skills, such as Talk4Writing materials and revision materials.

Ensure performance management targets are purposeful and rigorous in continuing to improve progress and outcomes for disadvantaged pupils.

Regular training in place to ensure teachers are able to teach maths and English to the best of their abilities.

Ensure teaching engages and motivates all children, but in particular PP children.

Ensure children have a say in what they want to learn.
£84,455 Progress rates of disadvantaged pupils at the end of FS2, KS1 and KS2 are closer in line with non-disadvantaged pupils

The proportion of pupils achieving the expected standard in reading, writing, maths is closer in line to non-disadvantaged
Additional teachers continued to work with pupils, for example, three teachers in Year 6 and an additional teaching assistant in Foundation Stage 2.

Resources purchased and distributed throughout the academy, for example, a full set of revision resources for all year 6 pupils.

Extra classes were provided, for example, intervention classes across all key stages to support small groups and individuals.

Extra sessions were provided, for example Easter revision sessions, at no cost, for all pupils; in addition, weekly evening sessions for all Year 6 pupils and their parents to attend.

A full enrichment programme, with pupil premium children specifically targeted and catered for, leading to a very high level of turn-out for these pupils.

The wider curriculum offering, funded through the pupil premium, provides experiences that nurture interests and talents. Children, for whom the school receives pupil premium, leave the academy with ambitions and aspirations not dissimilar to those of their peers.

Pupils, generally, made good progress.

On-going training was provided.

Reading and comprehension opportunities have increased pupils love of reading.

The number of pupils meeting the reading challenge, i.e. reading at home at least three times a week, improved significantly.

The outcomes in Reading improved in all key stages.

In Foundation Stage 2, those reaching a Good Level of Development, increased again, to 76%, continuing to remain above the national average.

In Foundation Stage 2, six of the nine disadvantaged children reached a good level of development.

In FS2, the progress of disadvantaged pupils was largely in-line with non-disadvantaged pupils for reading, writing and space, shape and measure, though there was a wider gap for number.

In Year 1, Phonics outcomes were vastly improved, with 87% of pupils attaining the national standard and were above the national results for the first time.

At the end of Year 1, all of the disadvantaged pupils met the national standard in Phonics.

By the end of Year 2, 11/14 disadvantaged pupils met the national standard in Phonics.

At the end of KS1, attainment improved in Reading and Writing, and though it was slightly less than the previous year in Maths, outcomes were still higher than the national average.

At the end of KS1, the proportion of disadvantaged pupils attaining the expected standard or better in reading, writing and mathematics is lower than the proportion of non-disadvantaged pupils and is reversal on last year.

At the end of KS2, attainment improved in all areas – Reading, Writing, Maths and Grammar; and those achieving the expected national standard in Reading, Writing and Maths improved by 7%.

In Reading the proportion of disadvantaged pupils attaining the expected standard is below that of others, though the gap is narrower than last year's national figure.

In Writing the proportion of disadvantaged pupils attaining the expected standard is below that of others, though higher than the figure for the previous year and slightly closer to the national figure of 2016.

In Mathematics, the proportion of disadvantaged pupils attaining the expected standard is below that of others, though higher than the figure for the previous year and slightly closer to the national figure of 2016.

In Grammar the proportion of disadvantaged pupils attaining the expected standard is below that of others, though higher than the previous year; the gap is narrower than the previous year and narrower than the national figure for 2016.
  • Targeted Support
Item/Action Cost Desired Outcomes Outcome For Children Eligible For Pupil Premium Funding
External training was attended by a senior member of staff focusing on engaging and inspiring pupil premium children.

Maintain additional support staff to provide support to disadvantaged pupils

Train staff and purchase resources to provide support for disadvantaged pupils who have emotional and behavioural needs

Offer 1:1 targeted support to Y6 disadvantaged pupils through the mentoring programme

Provide catch up support for those disadvantaged pupils falling behind

Provide a wide range of intervention programmes to support pupils with their learning.

Test children using GL assessment diagnostic tests to identify gaps in knowledge and understanding, in conjunction with the academy's internal assessment and tracking system.

Organise 1:1 sessions and small group teaching for some pupils to support their progress in English and Mathematics.
£19,992
Progress rates of disadvantaged pupils at the end of FS2, KS1 and KS2 are closer in line with non-disadvantaged pupils

The proportion of pupils achieving the expected standard in reading, writing, maths is closer in line to non-disadvantaged
A full range of strategies were employed, following the attendance by a member of SLT on a training course, aiming to engage pupil premium children. This included an intervention group for targeted children using practical resources, such as Lego, to design and produce a football stadium; linked to this was liaison with the local football team, Grimsby Town, where the children went to the ground to discuss and show professionals their plans.

A full range of intervention sessions were put in place throughout the year, led by teaching staff and support staff. These included one to one sessions and small group sessions.

A mentoring system was in place to support vulnerable pupils e.g. 29 Year 6 pupils had an individual mentor, including virtually all of the pupil premium children, offering advice and academic and emotional support. This included liaising closely with parents and working with parents during regular pupil/parental SATs workshops.

GL Assessments were purchased and gaps identified, in conjunction with the academy's internal assessment and tracking system and gaps identified; appropriate interventions put in place.
  • Other Approaches
Item/Action Cost Desired Outcomes Outcome for children eligible for Pupil Premium Funding
Continue to employ the learning mentor to support emotional and educational needs.

Subsidise all educational visits to ensure disadvantaged pupils have been offered the same opportunities as the other children.

Provide free music tuition to engage and motivate disadvantaged pupils.

Enhance curriculum enrichment by inviting more visitors to school and arranging more visits, relevant to the curriculum, in order to motivate children to learn.

Provide a wide range of after school clubs free of charge in order to give disadvantaged children the opportunity to try different sports.

Use the EVC to actively engage and encourage pupils to participate in enrichment activities.

Provide enrichment opportunities to ensure disadvantaged have high aspirations and can achieve in different fields.

Visits and visitors are being used to promote aspiration and to motivate learning by broadening horizons.

Specialist teachers in French and music are used to promote positive attitudes and aspiration.

VlE provides all pupils with access to on-line books at home.
£30,736
The self-awareness and confidence of disadvantaged pupils has improved.

Their self-esteem has improved.

This is turn supports them with their academic knowledge and skills and ultimately, improves outcomes for all pupils.
Children, for whom the school receives pupil premium, leave the academy with ambitions and aspirations not dissimilar to those of their peers.

Opportunities for visits and visitors have inspired and motivated pupils to learn. These were subsidised by the academy. The wider curriculum offering, funded through the pupil premium, provides experiences that nurture interests and talents. For example, the children's author, Abi Elphinstone was invited to the school to deliver workshops which proved incredibly inspiring for the children; a theatre company performed, 'The Friendly Giant' which again led to some wonderful work, and importantly, helped to engage and enthuse the children.

Other speakers included a WWII veteran who worked with the year 5 children which led to various projects, including a significant input to the BBC's national listening project. Also linked to this, was the recruitment of a local radio broadcaster who produced radio broadcast of the children. Each activity providing essential emotional development for all pupils, including the pupil premium pupils.

The enrichment programme, including extra-curricular activities continued to increase with a very full and wide-ranging variety of clubs on offer to all pupils, with no charge e.g. Horrible Histories Club; Boys' Team-building club; chess club; Science club; Book Club; choir; and a full range of sporting clubs throughout the year.

Sport has continued to be a key focus – the EVC has targeted and tracked pupil premium to engage in enrichment activities and has encouraged participation in sporting events, both internal and external, resulting in 75% of all pupil premium children engaging in extra-curricular activities. This has had massive benefits for individual children.

All educational visits were subsidised for all pupil premium children.

Free music tuition was made available to all pupil premium children.

Attitudes to learning continue to be very good.
Track attendance of disadvantaged children daily.

Absences of disadvantaged children are challenged where appropriate, including the use of EWO.

Incentives are introduced for good attendance.

Termly rewards for 100% attendance.

Link improved attendance to teaching assistant's performance management targets.
£11,337 Attendance is closer to national There was an increase in the range and scope of positive rewards and incentives for good incentives, including weekly prizes, as well as termly prizes.

Teaching assistants monitored and encouraged good attendance through strategies linked to their performance management targets.

Attendance of pupil premium children was tracked on a daily basis and suitable strategies implemented here necessary.

Attendance of disadvantaged pupils was lower than non-disadvantaged pupils but will continue to be a key focus for the Principal, Attendance Officer and EWO on a daily basis.

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Reynolds Academy Principal

Andrew Clark
BA.

Tollbar MAT Chief Executive

David J Hampson
OBE, BSc, BA.
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