Year 7 iPads for Learning Portal Registration Letter can be found here

Kingswinford Academy, Water Street, Dudley, West Midlands, DY6 7AD
Part of Windsor Academy Trust
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kingswinford academy pupil premium

Pupil Premium

At Kingswinford Academy, all members of staff, including LAB members, accept the responsibility of ensuring that Pupil Premium Grant is used effectively to support the progress of and narrow the achievement gap for those students who qualify for this funding.

Pupil Premium Grant

The Pupil Premium Grant is allocated in addition to the main funding a school receives. It is targeted at students from disadvantaged backgrounds to help ensure they benefit from the same opportunities as students from less deprived families. From September 2016, the premium will be worth £955 per student who at any point in the past 6 years have been in receipt of Free School Meals (FSM); £2,345 per student who is in the care of, or provided with accommodation by, an English Local Authority or who has left care under adoption, Special Guardianship order, or Child Arrangements order (previously known as a Residence order); finally £310 per student whose parent/parents recorded as Ever 6 service children or are in receipt of a child pension from the MoD. 

This grant is aggregated for use in the most cost effective way to provide support for all of these children and may be spent in the following ways:

  • for the purposes of the school; that is, for the educational benefit of pupils registered at that school
  • for the benefit of pupils registered at other maintained schools or academies
  • on community facilities; for example, services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated.

Pupil Premium overview

Metric

Data

School name Kingswinford Academy
 Students in school 901
 Proportion of disadvantaged students 22.2% (200 students)
 Pupil Premium allocation in this academic year £207,476
Academic year(s) covered by the statement  2020-2021
 Publish date September 2020
Review date  September 2021
Statement authorised by  T Macdonald
Pupil Premium lead  S Fletcher 
LAB lead  TBC following LAB meeting in October 2020

Disadvantaged student performance

 

Metric DA 2019 NDA 2019 DA 2020* NDA 2020*
Progress 8 -0.42 0.17  [0.40]**  [0.55]**
Ebacc entry 42.3% 54.4%  14.3%  20.4%
Attainment 8 41.49 50.83  46.16  52.65
Grade 4+ English & Maths 57.7 75.5  64.3  74.3
Grade 5+ English & Maths 30.8 57.1  46.4

 50.7 

*National Examination Results for 2020 were gained through the use of Centre Assessed Grades due to the outbreak of COVID 19

**Progress 8 figures are estimated using 2019 coefficients and are not comparable with national performance

Review of 2019/20 impact

Priority Target Review Status
Progress Progress at KS4 is above NDA student performance nationally Although Progress 8 figures are not nationally benchmarked as a result of COVID-19, the in school Gap is significantly smaller and all estimates, following rigorous moderation processes, reflect positive progress for DA students. Achieved
Attainment Attainment at KS4 is in line with NDA students nationally from similar starting points Whilse data is generated via Centre Assessed Grades, Kingswinford took a rigorous approach to moderation and can demonstrate significant gap closing with other students in the same cohort. Significant improvements have been made. Achieved
Ebacc entry Increase Ebacc entry in line with School NDA average EBacc entry was expected to fall significantly in this cohort following substantial curriculum rearrangement and teaching availability in Languages. Following recruitment and adjustment of curriculum, performance in this area is rapidly improving and uptake is further increasing in other year groups. Target September 2022
Attendance Improve attendance in line with National NDA average COVID-19 outbreak has invalidated data relating to attendance in this academic year. Target September 2021

Strategic priorities for disadvantaged students 2020-2021

Priority Target Target date
Progress Progress at KS4 is in line with NDA Students in school, and above NDA student performance nationally September 2021
Attainment Attainment at KS4 is in line with NDA students in school from similar starting points September 2021 
Ebacc entry Increase Ebacc Entry in line with School NDA average September 2022 
Attendance Improve attendance in line with National NDA average September 2021 
Personal potential To improve engagement of DA students in enrichment, leadership, careers and other Personal Potential activities September 2021 
Accelerated learning To accelerate learning to minimise the impact of COVID-19 outbreak on DA students September 2021 

Teaching strategies

Strategic aim Activity
Focus on Five In class strategy used by all teachers: each class identifies a minimum of 5 students requiring additional strategies (seating plan, first question, pre-learning and over-learning, other focus strategies). 5 Students prioritised from underperforming DA (or SEN) students.
High Challenge for All Whole school strategy to ensure that all students are stretched in class raising expectations and culture of high challenge. Staff training and coaching on strategies to impact on High Challenge for All.
Reduced Class Size for English and Maths Additional teacher employment enables more classes for year 10 and 11 English and Mathematics teaching
Vocabulary Support
Training for staff on strategies to increase confidence in the use of Tier 2 Vocabulary
Projected Spending £88,000

Targeted academic support

Strategic aim Activity
In class/Small group intervention support Additional Assistant Teachers available to offer in class support or small group withdrawal to address Academic gaps
Mentoring

Specific role for Pastoral leader to monitor and mentor students requiring additional support.


Additional Specialist Form Tutors to offer intervention support during form time


SLT Mentors for students requiring further support in preparation for examination

Literacy Intervention

Accelerated Reader programme to raise reading age in Year 7/8 Read, then Write programme in Year 9

Online Learning Platforms Targeted online programmes for students falling behind via online platforms (Google Classroom, SAM Learning etc)
Saturday School Targeted additional classes for identified Year 7 students for English/Maths accelerated learning
Provision of iPads for Learning Provision of iPads for targetted year 7 students to support remote learning and in class learning
Projected Spending £70,000

Personal potential and welfare support strategies

Strategic aim Activity
Attendance support
  • Attendance Officer to enable home visits and track and intervene effectively when attendance drops
  • Daily Attendance tracking by Pastoral Team
  • Attendance Meetings every parents’ evening
Enrichment opportunities
  • Specific staff engaged to ensure DA representation on Student Leadership via additional encouragement; interview training; application support and guaranteed interviews
  • Student Fund established to enable increased engagement in enrichment activities
  • Financial Support for Music lessons
Unifrom/travel to school Financial support available
Projected spending £56,000
Total project spend across all strategies £214,000

Monitoring and implementation

Area Challenge Mitigating action
Teaching strategies Sufficient time is made available for staff to develop their practice. INSET sessions to focus on developing study skills for students and also adapting schemes of work, lesson plans and Online Learning tasks. Collaborative practice across the Trust. Amendment of calendar and weekly commitments to enable protected time for staff development
Targeted academic support strategies Ensuring the right students are given extra support.
  • Achieve Excellence programme to monitor progress involving all staff stakeholders.
  • Rigorous tracking and monitoring of data via ClassCharts and SISRA
  • Bi-Weekly Achieve Excellence meetings to coordinate strategies
Personal potential and welfare support strategies Some parents are unwilling to engage with the school re attendance issues.
  • Regular contact with home including home visits and support from the Pastoral Team to meet the needs of individual students.
  • Rigorous application of EIS and tracking of calls/letters to enable intervention.