Lea Valley Academy

Pupil Premium

At Lea Valley, we are committed to reducing inequalities in outcomes for our students irrespective of their social background.

In accordance with the Equality Act 2010, we are committed to promoting an inclusive learning environment where all students, including students for whom English is an additional language (EAL), students with Special Educational Needs and students with disabilities (SEND) are successfully prepared for their future pathways.

Contextual Information: 2016 2017 academic year

Year

Student Numbers

Number of students eiligible for PP funding

FSM

LAC

Children of service personnel

7

190

129: 68% of the cohort

64

1

0

8

210

123: 59% of the cohort

52

1

0

9

190

111: 58% of the cohort

50

1

0

10

185

115: 62% of the cohort

53

2

0

11

212

117: 55% of the cohort

51

0

0

6th Form

180

116: 64% of the cohort

31

0

0

Total

1167

711: 61% of students

321

5

0

In 2016/17 Lea Valley received £587,000 to support our pupil Premium students.

This budget was spent on implementing the following strategies:

Strategies / Initiatives

Rationale

1. KS3 Literacy Programme:

Year 7 and 8 (Reading programme)

Raise levels of literacy for identified groups of pupils, in a small group setting, using the Ruth Miskin Literacy programme

2. High Quality Teaching and Learning

Use high quality teaching and learning to narrow the gaps in attainment, including setting high expectations for all students in every lesson

3. Improved literacy within the classroom through LILAC strategies

A consistent approach to literacy across the school will improve the literacy level of all students, especially those eligible for Pupil Premium funding.

4. Meta-cognition and self-regulation strategies

These are teaching approaches aimed at making students think about what they are learning in the classroom more explicitly. Students are taught to plan, monitor and evaluate their own learning through discussion. Self-regulation refers to students’ ability to manage their own motivation / attitude to learning. Developing these strategies within the classroom will not only develop students’ cognitive thinking and reasoning, but are instrumental to developing students’ confidence, skills and understanding.

5. Use of Teaching Assistants / Learning Support Assistants

To work alongside core subjects (numeracy, literacy and science interventions) in order to support the learning of students eligible for Pupil Premium funding, especially students identified as underachieving in these areas. Such support will include 1:1 and small group sessions bringing targeted students up to expected levels of progress in a focused learning environment.

6. Information and Communication

Technologies (ICT)

To support learning (e.g. problem solving or more open ended learning) through the use of digital technologies both within and outside the classroom environment. In some cases, the school may have to issue individualised laptop or iPAD to some Pupil Premium students to enhance access to learning materials in school and outside of school.

7. One‐to-one tutoring:

(Intensive remedial tuition for individual or small groups of students)

Aimed at improving overall progress and attainment for identified Pupil Premium students (s) in a specific subject area (i.e. Maths, English or Science).

8. Alternative Provision: Modified Curriculum Individualised sessions for small groups of identified students over a 6 to 12 weeks period)

This initiative is aimed at identified Pupil Premium students in Key Stage 3 and 4 who are underachieving in a number of curriculum areas Maths, English and Science inclusive. In a small group setting, learning is broken down in ‘chunks’ and potential barriers to learning (e.g. students’ social and emotional needs) are addressed. At the end of the agreed period of intervention, the initiative is reviewed and impact on students’ overall progress evaluated. Students will then be reintegrated back into classrooms to continue with full time education. This initiative should help to improve pupils’ confidence and resilience.

9. Peer tutoring / Peer-assisted learning strategies

Using these strategies to enhance normal teaching, students are given the opportunity to work in pairs or in small groups in order to provide each other with explicit support under the guidance of the teacher. If Cross-Age tutoring is adopted, an older students becomes responsible for tutoring a younger students or students during set times (e.g. form time). When implemented within the classroom, students are taught to take responsibility for aspects of the learning process and for evaluating the success of the lesson. In cross-age tutoring, the benefits are apparent for both the tutor and the tutee: enhanced confidence, skills and knowledge.

10. Departmental Bids

By providing curriculum areas with additional resources, they are able to design and implement targeted interventions for Pupil Premium students (e.g. Revision guides, ICT based resources, subject equipment, learning booklets …). This will provide targeted Pupil Premium students further access to resources in specific areas within the curriculum in order to enhance their knowledge and skills. Targeted interventions often result in improved understanding and progress.

11. After school subject specific revision programme / Master classes / Saturday classes

Tailored intervention sessions to address the learning needs of Pupil Premium students across the Key Stages, in various curriculum areas, in order to enhance classroom learning, improve students’ skills and knowledge and overall progress.

12. Parental engagement and workshops

Active involvement of parents in the education of their children through agreed workshops (e.g. parents’ information evening …). Through these workshops, vital information are provided to parents/carers to enable them support the learning of their children at home.

13. Attendance

Targeted interventions and support (e.g. attendance clinics …) for pupils with low attendance record (persistent absenteeism) will result in improved attendance of target students. Links formed to improve relationships between families and the school through home visits and regular parental meetings will improve trust and confidence.

14. Effective collaboration with other agencies (e.g. Health professionals, CAMHS, EWO, BSS / Counselling …)

We will continue to work with external agencies to bring in additional expertise to support the education of our Pupil Premium students when required.

15. Educational visits: university visits, UCL widening participation programme and PSHE sessions (e.g. external speakers …)

To raise aspirations, boost the confidence and self-esteem of students eligible for Pupil Premium funding across the Key Stages so that they engage more fully in school life and improve attendance records.

 Outcomes

Year 11 Attainment 8 - Pupil Premium Analysis 2014-17

 

Whole Year

PP

Non-PP

Gap

2014/15

45.3

42.2

48.75

6.55

2015/16

47.2

44.7

53.3

8.6

2016/17

38.64

36.98

40.66

3.68

 

 

Whole Year

PP

Non-PP

Gap

Year 7

45.19

44.88

45.83

0.95

Year 8

46.54

45.48

48.03

2.55

Year 9

34.27

33.69

35.04

1.35

Year 10

29.42

30.31

28.05

-2.26

Year 11

38.64

36.98

40.66

3.68