The Pupil Premium was introduced in April 2011 and is funding specifically targeted at raising achievement and improving outcomes for our more disadvantaged students. The level of funding is based on the numbers of students that a school has on roll (in years 7-11) who were eligible for Free School Meals, who were Looked After Children or were from families with parents in the Armed Forces. The most recent formula for calculating Pupil Premium Grant is based on students who have been eligible for Free School Meals at any point in the previous 6 years (the ‘Ever 6’ calculation). The funding is ring fenced to ensure that it is spent on the targeted group of pupils.
Year 7 Catch-Up premium is further additional funding for pupils who have left primary school without achieving the expected level in either reading or Mathematics. This funding is to enable schools to provide Catch-Up and intervention strategies to accelerate progress and ensure that these pupils reach their expected levels for their age group in English and Maths.
We encourage all parents and carers to ensure that staff at our school know whether their child is entitled to Free School Meals or has a parent who is a member of the armed services. Parents can register their child for Free School Meals if they are in receipt of any of the following benefits:
- Income Support
- Income-based Jobseeker’s Allowance
- Income-related Employment Support Allowance
- Support under Part VI of the Immigration and Asylum Act 1999
- Child Tax Credit, provided you are not entitled to Working Tax Credit and have an annual income, as assessed by HM Revenue and Customs, that does not exceed £16,190
- Guarantee element of State Pension Credit
Quality First Teaching & Intervention
The Ursuline Academy Ilford recognises the value and uniqueness of every student, and we understand that some students need more support to ensure that the community is inclusive and equal. We ensure that all staff employed are highly trained and effective, and tailor effective CPD for all staff.
At Ursuline we are aware that the key to success for all students is ensuring that all day-to-day teaching meets the needs of each learner, rather than simply relying on interventions to compensate for teaching that is less than good. All teaching staff at the Ursuline Academy are aware of who is eligible for the PPG, and this informs their planning.
The school is committed to making sure that support and intervention (including adjustments where necessary) are made in a timely fashion. This is achieved through regular half termly monitoring, and the use of regular robust assessments which allow teacher to give students effective and timely feedback.
Pupil Premium Expenditure Priorities
- Support specifically related to enhancing access to curriculum / exam specification and achievement. e.g. 1:1 or small group support, revision guides, field trips, DT / Food Tech materials.
- Activities / resources linked to boosting success in relation to assessments but not considered essential to courses. e.g. alternative revision guides, revision conferences / lectures, trips.
- Opportunities / resources / materials designed to boost school engagement and general pastoral development in which the majority of a group or year level is participating. e.g. retreats, trips.
- Literacy & Numeracy support – basic ‘core’ skills. e.g. Software, HLTA/ Teacher support sessions.
- Items of uniform to support students ‘fitting in’ and adhering to school regulations. e.g. PE kit
- Opportunities such as instrumental lessons to further develop participation in extra-curricular activities and help students thrive at Ursuline Academy Ilford.
Despite having a guideline for expenditure, scenarios will be considered on a case-by-case basis and decisions taken will focus on what is perceived to be the most appropriate action to support academic and pastoral development.
|Numbers of students and Pupil Premium Grant received (2019-20):|
|Total Number of students on roll (11-18)||766|
|Total number of students eligible for PPG||197|
|Total amount of PPG received (2019-20)||£151,982|
|Total amount of Year 7 Catch- Up Premium received (2019-20)||£3500|
Summary of number of Pupil Premium (PP) students on role 2019-20
Pupil Premium data
|Year 7||Year 8||Year 9||Year 10||Year 11||6th Form|
|Number on roll||124||124||124||124||124||146|
Summary of progress made in Year 7 for students eligible for Year 7 Catch-up Premium
There were 8 students eligible for the Catch-Up Premium in Reading. None of these students achieved the expected standard at the end of Year 7 in English due to the Covid-19 situation.
There were 4 students eligible for the Catch- Up Premium in Mathematics. None of these students achieved the expected standard at the end of Year 7 in Mathematics due to the Covid-19 situation.
Summary of attainment between Pupil Premium students and non-pupil premium students at KS4
Rates of progress for pupil premium, low, middle and higher attainers is strong. Pupil premium students with SEN are also making good progress. 22% of students in Year 11 were eligible for Pupil Premium.
The gap in attainment between non-Pupil Premium and Pupil Premium students’ in terms of the percentage of students making expected progress in English Language and Mathematics is:
|Summary Data for English||2019-20|
|Pupil Premium Progress 8 score||N/A|
|Non pupil premium Progress 8 score||N/A|
|Pupil Premium GAP||N/A|
|Summary Data for Maths||2019-20|
|Pupil Premium Progress 8 score||N/A|
|Non pupil premium Progress 8 Score||N/A|
|Pupil Premium GAP||N/A|
The government is not producing Progress 8 data for the academic year 2019-20 due to the Covid-19 situation.
The school was in receipt of a pupil premium award for 2014, in recognition by the DfE as one of the highest achieving schools in the country for attainment and value-added progress of disadvantaged pupils since 2011 as well as performance at GCSE and KS2-4 value-added.
Impact of Pupil Premium Funding:
The strategies to support pupils in receipt of the Pupil Premium grant are chosen for their effectiveness based on cost and outcomes, many of the strategies used have been successful in previous years, while others have been adopted because of other schools’ successes, empirical evidence or research undertaken by staff.
Our £151,036 of Pupil Premium Funding in 2019-20 was used to support these activities:
|Small class sizes (average class of 24) Enhanced Maths and English staffing to increase flexibility of deployment of staff to enable targeted interventions, small group and personalised provision||School has year group roll of 120 – 4 forms of entry. Teaching groups in English Maths and Science are split into 5 to ensure smaller teaching groups and flexibility of movement. Flexible strategy to ensure the creation of two more sets in Maths and English, therefore allowing struggling students more targeted intervention||Reduced class sizes enabled improved differentiation, targeted teaching and flexible groupings in response to pupil needs.
% 9-4 well above national average in almost all subjects.
|Provision of two staffed ICT Clubs every day||To encourage all students to engage in extracurricular activities||All students have access to ICT.|
|Employment of additional support agencies on site: – School counsellor||Provide specialist support services for pupils at risk of underachievement||Rapid and targeted support for increased numbers of pupils at risk of under achievement due to social emotional circumstances|
|Homework club/Learning Resources staffing after school||Staffing in Library after school fosters independent learning and literacy and increased access for pupils.||Increased usage of Library by pupils and opportunities for reading, homework support and mentoring|
|SEN Clubs (HLTA staff costs)||To provide support for students at lunchtime in a supervised environment to complete homework||Increase in number of students completing homework.|
|121 tuition for PP students||Maths tuition for students to ensure that they progressed as (or better) than expected||Increase in attainment for PP students|
|Widening Participation Programme||Higher achievers identified and supported to raise aspirations through targeted Gifted & Talented programme and visits to Universities.||Expansion of provision for more able pupils leads to increased self-esteem, revised aspirations and understanding of higher education programme|
|Training for staff focused on raising attainment / closing the gap||To ensure staff are fully trained and aware of differentiation strategies.||Increase in attainment for PP students.|
|Creative art events, STEM activities, Sports Leadership Programme and other competitions.||To support social skills, self-esteem, engage pupils, raise aspirations and enrich provision and opportunities||Pupils’ engagement and enjoyment enhanced. SMSC outstanding|
|Laptop loans||To support CLA students who do not have access to computers at home||Students were able to access computers for coursework and revision purposes. Independent learning and access to internet for most vulnerable pupils improved and addressed.|
|Year 11 Graduation Prom||Year 11 Graduation Prom to celebrate success and recognise individual achievements||Pupil achievement celebrated and aspirations enhanced.|
|Provision of instrumental lessons||To encourage all students to engage in extracurricular activities||PP students participated alongside their peers in activities|
|Data tracking||Data tracking to identify underachievement, and to assess whether interventions and strategies are working||All staff able to identify and support students in a timely way|
|Financial support for students (curriculum)||Providing funding for uniform, books, refreshments and travel.||Increased confidence and self-esteem and improved attendance and punctuality|
|Financial support for students (enrichment activities) e.g. purchase of music equipment||Providing funding for enrichment activities so that students are not prohibited from events or trips.||Pupils’ engagement improved|
|Revision materials, on-line support etc. (including My Maths and Lexia reading scheme)||Encourage independent study to enhance examination performance||Pupils enabled and encouraged to revise independently at home and consolidate in-class learning.|
|Year 7 retreats provided by School chaplain||To develop the Year 7 community and support with transition to secondary school.||All students were able to attend the retreat, which had a positive impact on the relationships in the year group and supported many with their secondary school transition.|
Impact of Year 7 catch-up funding:
Students eligible for the Year 7 catch-up funding benefit from many of the strategies outlined above. We have also developed more targeted strategies for this group.
|Literacy and reading screening for all Year 7 students||To identify students who may need more support with reading and literacy||We were able to identify students who may have come into school without prior data or narrowly achieved the expected standard in reading at key stage 2|
|Targeted Reading group||To support the development of literacy for low ability students through bespoke programme||Increased confidence in, and enjoyment of, reading|
|CAT testing in September||To identify those students who may need support and to effectively assess progress.||The tests allowed staff to better identify areas for support|