De Aston School Academy Trust Pupil Premium Statement 2015-16
The government has provided additional funding to schools to support young people from disadvantaged
groups. All schools receive an allocation of funding based upon the proportion of students meeting the criteria
set by the government. This funding is known as Pupil Premium (PP) money and eligibility is dependent upon
the number of students who:
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are Looked After Children
are currently able to claim FSM
have claimed FSM in the last 6 years
have parents who are employed in the armed forces
It is for schools to decide how the Pupil Premium allocation should be spent since they are best placed to
assess what additional provision should be made for the individual pupils within their responsibility. The aim of
this additional funding is to “close the gap” between children from disadvantaged circumstances and those
above the low-income threshold – it is not linked to a specific child but is to be used for overall impact.
a) The Pupil Premium allocation for the Academy Financial Year:
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In 14/15 we received £191,811
In 15/16 we expect to receive £160,000
b) Impact on educational attainment, arising from expenditure of the previous Academy Financial
Year’s Pupil Premium.
On some measures our disadvantaged students did reasonably well and generally better than the
disadvantaged group nationally. Many of our pupil premium students made reasonable progress this year,
particularly those whose attendance was good and we were able to work with most closely. Overall, however,
progress was not good enough and improving outcomes for disadvantaged students has become a major
school improvement priority for us. Mathematics and English are key areas for improvement.
We are working hard with similar students in our current Year 11 to help them achieve the best possible
results. Many of our other planned additional interventions for the next academic year are focused on this
year group.
Although the attainment of this group is down slightly compared to last year, it should be noted that this group
was exceptionally academically weak on entry. Their APS on entry was 25.8 compared to 27.7 in 2014 and
far weaker than their non-disadvantaged peers - inevitably this makes it difficult to draw conclusions when
comparing their examination results. In addition, a disproportionate number of this particular year group had
significant medical issues that impacted upon their results.
Many disadvantaged pupils in other years are making good progress as a result of the school’s interventions
and school held data supports this.
(NB some figures may vary from RAISEonline, as the school has more up-to-date data.)
KS4 Outcomes
 100% of disadvantaged students achieved at least 5 A*-G grades.
 37% of disadvantaged students achieved at least 5 A*-C grades, including English and mathematics.
 23% of disadvantaged students achieved the English Baccalaureate suite of qualifications.
 Overall Best 8 valued added score was 990.6.
 Value added scores for all English Baccalaureate subjects are in line with the national.
 40% of disadvantaged students achieved C+ grades in both English and mathematics.
 100% of disadvantaged students achieved A*-G grades in all their examinations.
 56% disadvantaged students achieved the expected progress in English.
 43% disadvantaged students achieved the expected progress in mathematics.
As already stated, the 2015 Year 11 cohort were very different in profile to the 2014 cohort. The APS of the
2015 cohort was similar to that of the 2013 cohort, particularly when comparing 3LP in English and
mathematics. However, closing the gap on 4LP continues to improve in mathematics.
Overall, the trend on disadvantaged progress is inconsistent over time and the school has recognised this in
the school improvement priorities for the coming year. Detailed plans are already in place to improve
outcomes and will be vigorously implemented.
KS5 Results
Disadvantaged students in Year 12 made excellent progress this year. Attainment for this group has
increased and the gap has decreased from 2014 to 2015. The value added for this cohort is inline and is the
same as the national results, suggesting that the attainment gap which remains is commensurate with the
abilities of the students involved.
In Year 13 the disadvantaged group A Level value-added is inline, but slightly below the national group,
indicating outcomes were commensurate with their ability on entry.
c) Pupil Premium expenditure in the previous Academy Financial Year
The school used this money to support systems and processes which ensured the continued progress and
academic achievement for our students. The school offered a range of programmes, projects and initiatives
which supported the engagement and involvement of disadvantaged students. Specific examples of such
expenditure included:
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Easter school and out of hours classes;
the funding of intervention officers to support vulnerable students identified as underachieving
music lessons and the funding or part funding of trips and visits to prevent social exclusion;
provision of uniform;
equipment;
study guides;
PE kit funding;
funding of materials in technology to facilitate inclusion;
funding of breakfast club to ensure a nutritious start for vulnerable children;
revision programmes and study skills to maximise achievement and behaviour;
pastoral support to help young people cope with the social requirements of school;
investment in literacy support to focus on the reading skills of the Pupil Premium group;
investing more heavily in careers advice for this group, in order to raise their aspirations;
investment in professional counselling to be made available to this group;
to further broaden our extra-curricular offer to better engage this group in school life;
to part fund the employment of a member of staff – employed as an intervention officer with specific
focus on disadvantaged students. This post involved researching and creating resources that focused
on techniques recognised to be highly successful in raising the achievement of disadvantaged students
– such as collaborative learning and meta-cognition strategies;
to support transport costs in order to ensure attendance at Saturday/Easter School ‘out of hours’
lessons;
to fund a range of visits across all year groups intended to raise aspirations;
to part fund team building activities in Year 11;
to provide additional support and guidance during the trial exams for Year 11;
to part fund additional resources provided as part of Year 11 Intervention Evening;
to part fund short term home tuition for students with specific needs in order that they too have every
opportunity to maximize their achievement;
the provision of additional reward schemes for targeted students - particularly those in Year 1.
d) Intentions for the 2015-16 Pupil Premium allocation
Pupil Premium funding for the coming year will be used in part to support and continue the successful
initiatives and interventions outlined above.
In addition, it will be used to part fund the following initiatives linked to specific target areas that the school has
identified. These areas include ensuring and maintaining the good attendance of disadvantaged students (so
that it matches that of the non-disadvantaged group in school and nationally) and further supporting
disadvantaged students to ensure the completion homework. Focusing on these areas will enable the school
to further close the gap on students making 3 levels of progress and 4 levels of progress.
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To part fund the school rewards systems to encourage and motivate disadvantaged students,
specifically to ensure good attendance. Students to have specific targets such as maintaining an
attendance of 96% in line with the national average for non-disadvantaged students, attending out of
hours sessions and attending lunchtime catch up sessions.
To part fund the school rewards systems to encourage and motivate disadvantaged students to attend
the out of hours provision such as Saturday sessions and Easter School.
To part fund the school rewards systems to encourage and motivate disadvantaged students to
complete homework.
To fund the employment of a designated member of staff who will actively target disadvantaged
students with attendance below the national average and disadvantaged students who need to support
to complete homework. This member of staff will drive the schools aim that disadvantaged students
attendance matches that of the non-disadvantaged group in school and nationally.
To part fund the employment of the Intervention Support Officers who will actively target the progress
of disadvantaged students as a priority in lessons and in additional sessions.
To ensure careers support and advice is present from Year 7 onwards for disadvantaged students in
order to raise aspiration and motivation.
to part fund the counselling service provided by the school
To provide additional funding for emotional, behavioral and social support for students.
To provide bespoke out of hours support in English and mathematics.
Please also see the school’s Equality Objectives.