Pupil premium (PP) strategy statement
School overview
| Metric | Data |
|---|---|
| School name | Aston Manor Academy |
| Pupils in school | 1,009 |
| Proportion of disadvantaged pupils | 72% |
| Pupil premium allocation this academic year | £492,780 |
| Academic year or years covered by statement | 2021-22 |
| Publish date | October 2021 |
| Review date | September 2022 |
| Statement authorised by | Jill Sweeney (HT) |
| Pupil premium lead | Stacey Lander (DHT) |
| Governor lead | Karon Malcom |
Disadvantaged pupil performance overview for last academic year (TAG)
| Progress 8 | 0.49 |
| Ebacc entry | 17% |
| Attainment 8 | 4.58 |
| Percentage of grade 5+ in English and maths | 33% |
Performance of Disadvantaged students in relation to 2020/21 targets
PP gap has grown this year
| Year | Progress gap | Attainment Gap |
|---|---|---|
| 2018/19 | 0.2 | 0.58 |
| 2019/20 | 0.11 | 0.16 |
| 2020/21 | 0.36 | 0.47* |
| *This equates to half a grade Nationally the gap is 1.44 |
The impact of Covid-19 has meant that the gap for PP students against non-pp students has increased. Covid-19 was a challenge for the PP students due to lack of equipment and lack of data. Also, they lacked the space to work or had a lack of adequate housing. We have more students than ever who are now living in temporary housing. These are all factors which impact on student attainment.
Our strategies last year included providing all PP students with laptops where they were available. Providing Wi-Fi was an ongoing issue for some students. When students returned, it was largely apparent that our PP students had been significantly disadvantaged in their learning due toa lack of teacher/student face-to-face interaction.
Strategy aims for disadvantaged pupils
| Aim | Target | Target date |
|---|---|---|
| Progress 8 | To maintain the significantly positive progress made by disadvantaged students, ensuring P8 scores remain in line with our non PP students | Sept 2022 |
| Attainment 8 | Achieve national average for attainment for all PP students | Sept 2022 |
| Percentage of Grade 5+ in English and maths | Achieve above national average for English and maths 5+ scores, in line with similar schools | Sept 2022 |
| Other | Maintain and improve attendance to above national average | Sept 2022 |
| Ebacc entry | Maintain significantly above national average Ebacc entry for students – in line with our non-PP students | Sept 2022 |
Teaching priorities for current academic year
| Measure | Activity | Cost |
|---|---|---|
| Priority 1 | Recruitment, retention and CPD for English, maths and science department, ensuring smaller teaching groups for students who are underachieving | 3 x UPS teacher = £210,000 (including. on-costs) |
| Priority 2 | One to one/small group tuition and extra-curricular sessions provided by expert staff (internal and external) in English, maths and science | £5,000 |
| Barriers to learning these priorities address | Retaining key staff in the core subject areas. Ensuring the quality of outside agencies | |
| Projected spending | £215,000 |
TERM DATES & INSET DAYS
AUTUMN 2023
2023-2024
September 4, 2023 October 27, 2023 November 6, 2023 December 23, 2023SPRING 2024
2023-2024
January 8, 2024 February 9, 2024 February 19, 2024 March 22, 2024SUMMER 2024
2023-2024
April 8, 2024 May 24, 2024 June 3, 2024 July 22, 2024June Teacher Training Day
June 16, 2023PARENTS EVENINGS
Parents Evening dates for the 2023/2024 academic year will be published soon
Wider (non-academic) staffing priorities for current academic year
| Measure | Activity | Cost |
|---|---|---|
| Priority 1 | Employment of Educational Psychologist to work closely/support the mental health and wellbeing of disadvantaged students. Additional pastoral staff employed to support students in line with managing impact of Covid-19 on students | EP: £50,000 YW: £50,000 |
| Priority 2 | Employment of an attendance officer and family support worker to increase attendance and provide family support for disadvantaged students | FSW/AT: £45,000 |
| Barriers to learning these priorities address | Low levels of family engagement/support influencing persistent absence | |
| Projected spending | £145,000 |
Targeted academic support for current academic year
| Measure | Activity | Cost |
|---|---|---|
| Priority 1 | Literacy/English and numeracy/maths interventions for low attaining disadvantaged students (Lexia/ sound training/ Lucid/ reading/ writing support/ Accelerated Reader) | £30,000 |
| Priority 2 | Staff resources dedicated to setting up and distributing laptop and data packages for disadvantaged students to support their learning in and outside of school. | £5,000 |
| Barriers to learning these priorities address | Improved parental engagement and increased home learning, IT infrastructure when using a blended learning approach | |
| Projected spending | £35,000 |
Wider strategies for current academic year
| Area | Challenge | Mitigating action | Cost |
|---|---|---|---|
| Teaching | Ensuring enough classroom space is given for English and maths, and smaller teaching groups | Working closely with local establishments to provide additional rooms (Mount Zion, The Lighthouse) | Screens for additional classrooms (£3,000) Mount Zion (£6,000) |
| Targeted support | Ensuring enough time is given for staff CPD | The use of DDT time on a Thursday afternoon (shorter school day to accommodate this) to provide the academic and pastoral training for all staff | |
| Wider strategies | Engaging the families facing extreme challenges | Working closely with outside agencies/stakeholders to provide outreach for these families (including placements/ managed moves to re-engage disadvantaged/ underachieving students) | COBs: £5,000 Placements: £30,000 |
| Additional resources and support | Providing students with additional learning resources | Revision guides Revision resources/ incentives Bespoke motivational/ intensive revision sessions and trips | £5,000 £10,000 £40,000 |
| Total: 494,000 |
Review: last year’s aims and outcomes
| Aim | Outcome |
|---|---|
| Achieve national average for progress made by disadvantaged students | No national data available for progress |
| Achieve national average for attainment for disadvantaged students | Achieved National average: 40.3 AMA: 45.9 |
| Achieve national average in English and maths 5+ scores | Achieved National average: 31.7 AMA: 33.0 |
What worked well?
Smaller group teaching, additional after school classes, and classes on weekends and in the holidays.
Adaptability and flexibility of staff to help with workload, and planning for changing the curriculum according to the needs of students.
Use of external agencies to support with non-academic issues.
