At The Edge Academy we believe that every pupil should be given the best opportunity to achieve their full potential irrespective of barriers to learning that may have previously existed. Our vision is to deliver alternative provision that recognises that all pupils are individuals with differing strengths and weaknesses. We will deliver personalised learning programmes in a new modern environment to enable all our pupils to flourish and succeed in core subjects whilst managing personal behaviour, thereby giving them the opportunity to improve their employability skills and life prospects. Within this core purpose, we maintain a clear focus on disadvantaged young people in our academy. Improving the teaching and learning for all across the academy is a primary focus for disadvantaged pupils as evidence suggests that this is singularly most beneficial to the outcomes of disadvantaged young people.

The Government provides pupil premium funding which is additional to our main school funding. Its purpose is to help address national inequalities between the achievements of young people eligible for free school meals or children in care when compared with their peers.

In the 2017-2018 financial year schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • 935 for secondary aged pupils
  • 1900 for each looked after pupil who has been looked after for one day or more, was adopted from care, or left care under a special guardianship order or a residence order.

 

We are held accountable for the use of the Pupil Premium through:

  • performance tables which show the performance of disadvantaged pupils compared with their peers
  • the Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium
  • the report for parents that schools have to publish online
Summary 2017
Academic year 2017-18 Number of pupils eligible for free school meals / PP 31 Number of CIC students / PP 2
Number of students 58 Total Budget 28,143 Total Budget 3,800

 

 

Barriers to Attainment
i. Quality of teaching
ii. Limited literacy and communication skills
iii. High rate of absence
iv. SEMH needs which result in days lost through exclusion
v. Poor resilience and personal confidence
vi. Limited cultural capital

 

Quality First Teaching
Action Intended Outcome Rationale Monitoring/implementation Staff Lead Review Cost
Focused staff CPD sessions to improve identification and differentiation for PP and CIC students Accelerated PP & CIC student progress.

 

Quality first teaching to improve results. Quality assurance calendar.

Learning walks

Review of the teacher progress grades.

AW Half Termly 0
Regular work scrutinies to focus on PP students. More consistency of student response to feedback for the PPG students. Teacher Toolkit research suggests that this is an effective way to raise standards. On- going QA and then end of year PM work scrutiny. AW Termly 0
Student tracking An accurate view of how effective the daily offer for targeted students is. To give SLT a strategic view of the teaching and learning offer for students. Calendared AW Termly 0
Student Voice Student voice and how they view aspects of their learning. To give SLT a strategic view of the teaching and learning offer for students. Calendared AW Termly 0

 

Limited literacy and communication skills
Literacy Intervention Programme and Reading Recovery Programme Increase over chronological age of <6month in one year. Low reading ages are hampering PPG student progress. Interventions schedule DB Yearly reading test 1,000
Numeracy Intervention Programme Increased numeracy age. To ensure that students with low starting points/specific difficulty in Numeracy/Maths have access to an age appropriate resource in order to develop their numeracy skills across curriculum areas. Numeracy catch up data SH Regular numeracy tests 500
Attendance
Attendance Plan for PP students To increase the average % attendance of PP students from 68% (current) each half term to 90% by half term 4.

 

To ensure that students at risk of becoming PA are regularly monitored and have access to appropriate preventative support in order to reduce likelihood of attendance issues. Improved attendance figures evidenced by half termly data. AW Weekly attendance reporting 0
Introduce attendance rewards To increase the average % attendance of PP students from 68% (current) each half term to 90% by half term 4. To ensure that students at risk of becoming PA are regularly monitored and have access to appropriate preventative support in order to reduce likelihood of attendance issues. Improved attendance figures evidenced by half termly data. AW Weekly attendance reporting 500
Behaviour
Behaviour Management Support (Behaviour Lead) To decrease days lost to fixed term exclusion amongst PP pupils.

 

To ensure that PP students with specific behaviour issues have access to support from a specialist behaviour member of staff in order for pupils to develop positive strategies to cope and manage their emotional/behavioural issues. Reduced behavioural incidents evidenced by half termly data.

Increased positive rewards/points evidenced by half termly data.

JB Weekly behavior data for PP 13,200
Develop a range of therapeutic interventions To decrease negative behaviours and days lost to exclusion amongst PP pupils. To ensure that students with SEMH difficulties have access to appropriate therapeutic support. Reduced behavioural incidents evidenced by half termly data.

Increased positive rewards/points evidenced by half termly data.

HM Half termly

 

5,350
Introduce regular reward trips To decrease negative behaviours amongst PP students. Provide motivation for students to make the right choices. Monthly KPI report and weekly tracker. AW Weekly and monthly. 4,000
Social Skills
Offsite vocational learning experiences 100% of identified PP students on appropriate work based learning programme. To ensure that students have access to appropriate work based qualification and learning opportunities to support transition to Post 16 provisions. Monthly KPI report. DB Monthly 6,885
Develop a range of therapeutic interventions Negative behaviour incidents in the identified group reducing by 50% by the end of the of HT5. To ensure that students with SEMH difficulties have access to appropriate therapeutic support. Reduced behavioural incidents evidenced by half termly data.

Increased positive rewards/points evidenced by half termly data.

JB Monthly 4,000
vii.
A range of enrichment activities including the Princes’ Trust Project. Increase number of positive behaviours amongst PP students. To improve students’ social skills and understanding, resilience for learning and personal confidence. Weekly tracker. KSL Half Termly 3,900