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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.
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:
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 |
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
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 |
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 |
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 |
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.
|
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 |
Strategic aim | Activity |
---|---|
Attendance support |
|
Enrichment opportunities |
|
Unifrom/travel to school | Financial support available |
Projected spending | £56,000 |
Total project spend across all strategies | £214,000 |
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. |
|
Personal potential and welfare support strategies | Some parents are unwilling to engage with the school re attendance issues. |
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