Biddick Academy - Pupil Premium

Pupil Premium

Strategies to Raise the Attainment of Students Supported by Pupil Premium Funding

Pupil Premium Funding Allocation 2017-2018 – £314,000

Biddick Academy has a Pupil Premium Funding allocation of £314,000 for the academic year 2017-2018. This funding is given with the specific remit being to diminish any differences between disadvantaged students and their non-disadvantaged peers. Biddick Academy works to support disadvantaged students in all areas of their education from the moment that they arrive in school. Our aim is that every disadvantaged student will achieve at least as well as their non-disadvantaged peers and be given every opportunity to excel.

Some disadvantaged students face many and complex barriers during their education which can make effective learning very difficult. Some students have very specific needs and others have few barriers at all. Outlined below are some of the key barriers faced, although it must be stated that these difficulties encountered are not unique to those who are disadvantaged.

The key barriers and challenges faced by Pupil Premium eligible students in 2017-2018 are:

  1. Some struggle to attend regularly and of these some are persistently absent
  2. Some students struggle to manage their behaviour
  3. Some students need extensive pastoral support for a variety of reasons
  4. Some students struggle with the increased complexity of organization with a secondary environment and increased demands for independent work
  5. Some students face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning
  6. Some students need additional adult support to help enable them to fully achieve their potential both during the school day and after school with managing homework
  7. Some students need individual tuition and/or teaching in small groups to enable them to achieve
  8. Some students have little aspiration for the future and are in need of additional adult support and additional careers guidance so that they do not limit their own potential
  9. Some students have low levels of literacy and numeracy which impedes their learning and their confidence
  10. Some students lack access to the internet and the use of computers to support their studies
  11. Some students lack space to study with adult support
  12. Some students need to experience a wealth of enrichment experiences in-order to widen their horizons and unlock future opportunities
  13. School uniform and transport can cause significant challenges for some families
  14. Some students do not have access to a healthy diet which impacts on their general well-being. Some do not participate regularly in sports and need proactive, individual support in order to overcome barriers
  15. All pupils need the highest quality of teaching in every classroom

Pupil Premium strategic plan for expenditure received in 2017-2018:

In light of the above data and understanding of barriers and challenges to learning, the total allocation to support students will be spent as detailed below. The list below of overall spending categories is not exhaustive. Exact details of pupil premium spending may be so specific to one student’s needs, that this cannot be published here. For this reason, a summary of overall spending in different areas is provided.

Cost Area

Estimated Cost

Disadvantaged Lead (All Barriers)

Teacher with responsibility to drive and influence the practice of others in line with the whole school disadvantaged strategy.



Accelerated Reader (Barriers 7,9,10,11)

Reading groups running for Years 7-9. Students access up to three 25 minute sessions per week facilitated by either a teacher or a student support assistant. Resources bought appropriate to the learners needs, enabling them access to the programme.



Additional Reading Interventions (Barriers 7,9,10,11)

Guided reading sessions 1:8 led by a student support assistant four times a week for 25 minutes. Each student receives a term’s worth of sessions and this is then reviewed. Students identified have immature reading behaviours. This intervention aims to model good reading habits and promote reading for pleasure. Mentoring is conducted for reluctant readers on a 1:1 basis with a lead reading teacher. One week block of four 25 minute sessions.



Additional English, Maths and Science Teachers (Barriers 6,7,15)

Additional teachers allow for capacity to:

  • Work as an extra teacher in classes with a high proportion of disadvantaged students
  • 1:1 and small group work when appropriate (reacting to individual need)
  • Increased opportunities to create bespoke disadvantaged enhancement lessons
  • Additional revision sessions for disadvantaged students
  • Clubs to engage and motivate in their subject area
  • Collaborative planning opportunities for disadvantaged provision



Assistant Heads of Year (Barriers 1,2,3,4,5,6,8,12)

Assistant Heads of Year manage the day to day needs of all learners and specifically Pupil Premium recipients who present challenges, have barriers to learning, have low aspirations or are disadvantaged because of socio-economic reasons. They also manage the pastoral Pathways 2 Progress mentoring programme which specifically targets underachieving disadvantaged students in English and maths. Assistant Heads of Year are integral to the monitoring of attendance across each year group followed by subsequent intervention where necessary.



Staffing, Resourcing and Learning Pathways for ‘At Risk’ Students (‘The Bridge’ and ‘Steps’) (Barriers 1,2,3,4,5,6,7,8,15)

Staff committed to working with students ‘at risk’ of dropping out of  school (poor attendees or behaviour) along with the staffing and resourcing of SEND-specialist provision aimed at providing a qualification pathway that enables success for those at risk.



Staffing and Resourcing for Social, Emotional and Behavioural Needs (Barriers 1,2,3,4,5,6)

Supporting the needs of vulnerable students, many of whom are disadvantaged, across the academy.



Specialist Student Support Assistant (Barriers 4,6,7,8,11,15)

Working with identified disadvantaged students to provide bespoke support to individuals or groups across the academy.



Pupil Premium Funding External Review of Provision (All Barriers)

A review on the school for Pupil Premium outlining successes and identifying areas for development.



Aspirational and Motivational Intervention Work (Barriers 8,12)

  • Simon Clarkson – coaching targeted groups across school to develop an understanding of how we learn and learning behaviours.
  • Enterprise Academy
  • ESH (aspire programme) – careers
  • College/University visits and workshops
  • Careers mentoring
  • Mock interviews
  • SLT mentoring
  • Work experience
  • STEM activities
  • Access to visits
  • Right Choice University Mentoring


Social Skills (Barriers 2,3,12,14)

SEND students identified as requiring additional support and development in social skills. Bespoke intervention as appropriate to the individual.



Communication with Parents (All Barriers)

Designated member of staff updating the platforms keeping content interesting and relevant, providing key information to parents. All disadvantaged students linked to a member of the SLT from Year 9 onwards. A series of meetings helps to engage parents and have a better understanding of how they can support individual learning needs.





Review of Impact

The impact of our actions above are reviewed termly and in every meeting with both our Pupil Premium Link Governor and the Provision of Quality Education (PQE) Governor Committee. Some of the impact is qualitative (for example: the impact of educational visits) but some is quantitative (for example: the number of behavioural incidents, achievement data, attendance figures). This data is gathered during regular meetings with the Senior Leadership ‘Achievement’ Team and relevant middle leaders as well as the analysis of termly assessment points. Individual students are monitored daily where needed, to ensure actions to support them are taken swiftly.

The over-arching impact of this work is to raise the standards reached and improve the progress made by our school’s disadvantaged students and prepare them for the next stage of their education, employment or training. We adapt our support and our plans for further work in light of this evaluation.  Ultimately, the impact of our actions over time are seen as pupils reach the end of Key Stage 4. The impact for each child at an individual level is monitored carefully during each academic year as they progress towards their external examinations.


Literacy & Numeracy Catch Up Funding 2017-2018

Pupil Premium Strategy Statement 2017-2018

Pupil Premium 2017-2018

Pupil Premium

The government introduced pupil premium funding to tackle underlying inequalities between children on free school meals and their peers. In 2016/17 we received £319,028 of pupil premium funding; the information below details how we spent this, the impact it had and our plans for next year's allocation.

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.

The Year 7 catch-up premium is a fund to support pupils who did not achieve the expected standard in reading and/or maths at the end of Key Stage 2. It is based on the amount received in 2015/16. Biddick Academy received £15,000, a figure that was replicated in 2016/17 and 2017/18.

Strategies to raise the attainment of pupils supported by the pupil premium funding- 2016/17 allocation: £319,028



Cost Allocation

Disadvantaged Lead

  • Member of staff to focus on this agenda and promote and coordinate across the Academy.
  • Organise support for specific staff
  • Monitor the effectiveness of strategies in place to gain accelerated progress of disadvantaged learners


Small groups in core subjects in KS3/4


Additional classes in KS4 English, mathematics & science.


Targeted intervention at KS3/4

  • Aim to maintain class sizes of 25 in core subjects including nurture classes of 12 max for the most vulnerable learners
  • Analysis of data at KS4 shows additional and specific support is needed to ensure pupils in year 10/11 reach their target grades (which will in turn close gaps and significantly raise attainment).
  • Additional lessons after school during enhancement, and on Saturday mornings (English only)
  • Students highlighted through assessment receive sharp intervention with specialist teachers to close their gaps in learning


Lead Practitioners

  • The teaching and learning coaches work with individual staff to improve the quality of their teaching and so the quality of learning in the classroom.
  • The focus of their work is to lead on the development of staff in terms of developing effective learning strategies to help those that are disadvantaged.


Attendance Officer

  • Full time attendance officer to support Heads Of Year
  • Attendance planning meetings with parents and appropriate support put in place to bring about improvements.


Assessment and intervention

Pathways To Progress

  • Assessment data is used to drive additional intervention work that is needed at an individual level.
  • Heads of Year provide mentoring and support for disadvantaged students so that they achieve their potential each academic year. Each will have bespoke plans for their academic development and identify where additional support is needed. The plans are regularly amended to ensure that they are fit for purpose.
  • Subject leaders feed into the process above so that actions taken carefully support individuals.


To develop a specialist team to support the SEMH of students

Specialist roles created to support students and enable them to succeed include:

  • Health and Wellbeing professional – with a full counselling background can support specific students in need and help them access and cope with the demands of school life and beyond.
  • Anxiety and School refuser professional supporting students back into school and classes as quickly as is appropriate to receive quality first teaching.
  • Leader of Learning alternative curriculum – supporting students at risk of exclusion to enable them to succeed and gain qualifications that otherwise would not be attainable.


Teaching assistants

  • Learning support assistants will be deployed appropriately to support students so that they can fully engage with lessons and make outstanding progress.
  • This includes a specialist teaching assistant to provide bespoke support for our most vulnerable learners.



  • The SENCO has a specific focus on ensuring that pupils with SEN who also qualify for the pupil premium, make excellent progress and have access to a wide variety of personalised opportunities at an appropriate level. This personalisation is key as the range of our pupil premium students is extensive. Some require additional learning support for a variety of factors, others, a significant stretch and challenge and work on raising personal aspirations.


Accelerated Reader

  • An intervention programme to raise the reading ages of disadvantaged students across the academy
  • Training staff to use the programme effectively
  • Intervention groups delivered to through enhancement for the most at risk students. Tutors to support on watch students in whole school reading sessions.


Specific work to raise the aspirations of disadvantaged learners

  • Using external speakers to work with specific groups to inspire and engage
  • ESH programme – careers
  • Mock interviews
  • Right Choice University
  • Sutton Trust summer school application
  • College visits
  • Careers mentoring


Equipment and resources

  • Provision of needed equipment and resources so that pupils are able to attend lessons and complete homework with the resources they need.


Transport and Enrichment

  • Provision of transport costs and access to enrichment events that take place beyond the normal school day.



Pupil Premium Review

  • To seek external support to ensure our strategies are fit for purpose and offer value for money

£ 750

SLT links

  • Disadvantaged students linked to member of SLT. Including parental meetings, ongoing academic mentoring programme to provide specific support for individual learners.





Impact of expenditure

Based on internal data for Key Stage 3 and 4 and the national results for year 11 in 2017, the following is evident:

GCSE Examination Results 2017

Attainment 8 for disadvantaged students is 2.6 points above national average. However, there still exists an internal gap between disadvantaged and non-disadvantaged students which is of concern

Pupils eligible for PP (non-PP)

Basics (EM) Grade 5 or above     13% (35%)

Progress 8 score average   -0.58 (+0.06)

Attainment 8 score average 34.47 (49.5)

Attendance 93.1% (96.4%)

English  -0.88 (-0.41)

Maths   -0.79 (-0.12)

EBacc     -0.70 (+0.10)

Open     -0.18 (+0.44)

Internal Assessment Data

In Key Stage 3, the current ‘on target’ proportion gap between disadvantaged and non-disadvantaged students is as follows:

Year 7

Year 8

Year 9

English = 0%

Maths = 12%

Science = +1%

English = 3%

Maths = 12%

Science = 13%

English = 1%

Maths = 10%

Science = 8%

Attendance Data

Data over time shows that although the attendance of disadvantaged students remains below that of their non-disadvantaged peers, there has been an improvement over the last five years shown as follows. This evidences that ongoing strategies are having a positive impact:

2013 - 2014 = 91.4%

2014 - 2015 = 91.7%

2015 - 2016 = 92.1% (94.6% excluding PA)

2016 - 2017 = 92.6% (94.9% excluding PA)

2017 - Jan 2018 = 93.2% (95.8% excluding PA)

Intervention groups show that they are beginning to make a difference for less able learners. More are now on target within core subject areas. This progress needs to be accelerated in order to begin to close the gap already present on entry to the academy.