Our objectives for disadvantaged pupils are to be able to provide them with the same opportunities, experiences and chances of success as their non-disadvantaged counterparts. We believe that no child should be prevented from achievement and progress due to their socio-economic background. This includes academic achievement and progress, accreditation and qualification, exposure to social and cultural experiences, good physical and mental health, and development of social and emotional literacy.
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
| Detail | Data |
|---|---|
| School name | Ormiston Bridge Academy |
| Number of pupils in school | 33 |
| Proportion (%) of pupil premium eligible pupils | 86.4 |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 1 |
| Date this statement was published | 13.9.21 |
| Date on which it will be reviewed | 13.9.22 |
| Statement authorised by | K Raphael |
| Pupil premium lead | K Raphael |
| Governor / Trustee lead | Rvn. Ross Gunderson |
| Detail | Amount |
|---|---|
| Pupil premium funding allocation this academic year | £33,425 |
| Recovery premium funding allocation this academic year | £5,075 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £38,500 |
Our pupils face some of the greatest challenges – many are from complex backgrounds, have underdeveloped literacy/numeracy skills and a lack of engagement with education, a lack of emotional literacy and under developed social skills, a lack of exposure to social and cultural experiences, poor physical and mental health, as well as other localised issues pertaining to our pupils’ background, including exposure to violence, gang related activities and domestic abuse. In order to address these wide and varying needs, our pupil premium strategy plan is multifaceted. For example, in terms of addressing academic needs such as literacy development, we have invested in the lexonic program, a whole school reading initiative, CPD for staff and a time for guided/supported reading across the curriculum. We continue to develop our work with outside agencies such as Wormwood Scrubs Pony Centre, The Wetlands Centre, The Fulham Reach Rowing Club, Nuffield Gym and St Eth’s Church, providing enrichment opportunities for learners outside of the conventional school day as well as exposure to cultural experiences. We also continue to invest in valuable work with NHS practitioners, Educational Psychologists, Art Therapists and the Safer Schools Officer to address behavioural, physical and mental health needs, as well as community issues that are specific to our learners’ contexts. Our key principles of Achieving More Together is based on our values of Resilience, Compassion and Innovation. With these in mind, we need to ensure that pupils can achieve both currency and character. Our pupils must be able to achieve good qualifications that will support life chances, whilst being able to develop as individuals who have the characteristics that will allow them to integrate successfully into a Modern Britain.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Attendance |
| 2 | Adverse Childhood Experiences |
| 3 | Literacy |
| 4 | Social and Emotional, Mental Health Needs |
| 5 | Lack of enrichment experiences that provide learners for the world outside of school |
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| Attendance | Attendance in line or better than non PP learners attending the Academy |
| Adverse Childhood Experiences | Reduced exclusion rates, and behaviour tracking for pupils. Clear interventions that are measurable, tracked and regularly reviewed for sustained impact, pupils in school making progress in their lessons. |
| Literacy | Reading assessments will indicate that pupils will make rapid and sustained progress in reading age. Bespoke Literacy assessments will be utilised to chart developments in written ability. |
| Social and Emotional, Mental Health Needs | Reduced exclusion rates, and behaviour tracking for pupils. Clear interventions that are measurable, tracked and regularly reviewed for sustained impact, pupils in school, making progress. |
| Lack of enrichment experiences that provide learners for the world outside of school | Tracking through measurable evidence, including: student voice, attendance at clubs, trips and visits and intervention data outcomes |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Budgeted cost: £9,250
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Educational visits | Weekly exposure to social and cultural experiences that support learning in the classroom and develop social skills for experiences within the community | 5 |
| Reading: An Academy wide approach to reading adopted, through Lead Teacher for Reading | Progress in lessons, faster reintegration rate, progress in Yarc tests annually. | 3 |
Budgeted cost: £9,250
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Literacy | Reading assessments will indicate that pupils will make rapid and sustained progress in reading age. YARC assessment to be used to target specific pupils for Literacy interventions and measure/track progress made | 3 |
| Educational visits | A year long enrichment program planned to ensure exposure to social and cultural experiences, attendance and student voice will demonstrate success of the program | 5 |
Budgeted cost: £20,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Breakfast club to improve attendance | Ofsted criteria to ensure that leaders consider attendance relentlessly to ensure attendance is improving in line with national average. | 1 |
| Improve the behaviour of pupils (SEMH) | Behaviour interventions including counselling, mentoring and lego therapy. The EEF Toolkit suggests that targeted interventions matched to specific pupils’ needs or behavioural issues can be effective, especially for older pupils. | 2 and 4 |
| Enrichment | Enrichment to engage pupils and raise aspirations, data suggests that these experiences support young people’s life chances both in and outside of school. | 5 |
Total budgeted cost: £38,500
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
Despite the challenges faced by pupils in light of Covid-19, the academy achieved some of its best ever GCSE outcomes as a result of the pupil premium strategy working in tandem with a robust and rigorous assessment and moderation process undertaken as part of the TAG process in Summer 2021. In Summer 2021, 75% of our pupil premium students achieved 5 or more GCSE (or equivalent) qualifications. Additionally, 38% of our pupil premium students achieved a grade 4 or above and English and Maths. With 19% of PP students achieving 5 GCSEs grades 4 and above. We adopt a wrap-around approach to our pupils, starting with the provision of a hot breakfast from 8.30am, snacks at break time and a hot meal at lunchtime. We aim to create a cohesive climate of support for all, therefore pupils and staff share meal times in our school canteen to create a sense of community. Our approach to determining who benefits from our range of interventions is based on need and is planned in advance for academic and mentoring sessions wherever possible. Dynamic intervention also takes place daily as and when the need arises.
We have a policy of providing pupils with the equipment they need in order to be successful in their learning. This includes ensuring all pupils have the correct uniform, equipment and home learning tools needed to feel ready for learning and therefore to make progress academically.