For full details and information about pupil premium funding for schools please visit – https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings
What is ‘Pupil Premium Funding’?
Pupil Premium funding was introduced in April 2011 by the coalition government. The additional funding given to publicly funded schools in England aims to raise the attainment of disadvantaged pupils and close the gap between them and their peers.
In 2013/14 schools were allocated £1.85 billion for children from low-income families who were eligible for free school meals, looked after children (LAC) and those from families with parents in the Armed Forces (AF). For the academic year 2014/15 this increased to £2.5 billion and saw a slight fall for 2015/16, 16/17 and 17/18 (£2.4 billion – House of commons briefing paper 6700, 17 April 2018).
This funding has been given to schools and academies at £935 per pupil at secondary and £1900 for looked after children (LAC). We track how this funding is spent and what impact this has on the performance of our students. The fund is a separate grant and is therefore largely unaffected by the introduction of the national funding formula for schools. For 2018/19 the rate for LAC pupils is to increase to £2300 and the pupils premium funding remains at £935 paid directly to the academy in four quarterly instalments.
What is the national performance picture compared to ours at DCA?
The national performance gap based upon data across England in the academic year 2015/16 remains an area of concern for the Department for Education. Sam Gyimah MP. In his forward to the department’s report entitled Supporting the attainment of disadvantaged pupils states that:
there is more to do. For example, in 2014, only 36.5 per cent of disadvantaged pupils achieved 5 A*-C including English and maths GCSEs, compared with 64.0 per cent of other pupils.
(S. Gymimah. 2015 p.3)
In March 2018, Jon Andrews, the deputy head of research for the Education Policy Institute published findings that state disadvantaged pupils on average achieve half a grade less than those from non-disadvantaged backgrounds nationally (-0.5 FSM and -0.4 Ever 6). At DCA disadvantaged pupils achieved an average P8 score of +0.42 compared with the overall P8 score average of 0.46 and gap that is rapidly closing and sat at just 0.04.
The national attainment 8 gap currently sits at 3.66 compared to our DCA data that show in 2017 the gap between disadvantaged pupils and all others had closed (43.7 for disadvantaged pupils compared to 43.6 for all).
Funding at Djanogly City Academy 2017/18
Approximately 46% of our pupil body were eligible for pupil premium funding.
For the academic year 2017/18 we had 152 eligible for free school meals (FSM) in year and a further 173 qualifying for the pupils premium funding based upon the Ever-6 criteria; that is they have received FSM in the last 6 years. As a result, our funding for 2017/18 was £303,975 and is a decrease on the 2016/17 fund of £309,252.
Since we as an academy chose to conduct a first external pupil premium review in July 2015 to support the newly appointed senior leader, we have continued to develop the framework that supports early identification and provides targeted support. We monitor progress through the whole school tracking system, class tests and discussions with individual pupils and staff. With results rising and the achievement gap closing rapidly we have continued to seek out further areas for development and completed a second external pupil premium review in January 2018. Both this an previous Ofsted reports highlighted that the funding is used wisely and effectively to support the academic progress and pastoral support of disadvantaged pupils and a wide range of tailored interventions have brought about a significant and positive effect upon overall performance.
With this in mind we are continuing to extend our interventions to target literacy, numeracy. This remains a critical element within our teaching at the academy to enable our disadvantaged cohort to access and engage fully in all areas of the curriculum and continue to raise their performance to close the gap fully on all measures.
Working with departments across the academy our senior leaders have used the pupil premium fund to bring about positive impact across the year groups and some of these interventions are summarised below.
• Further qualification opportunities to support pupils in achieving 5 or more good grades/scores at GCSE
• Small group and 1-2-1 tuition in both core and foundation subjects
• Saturday and holiday schools to support keep-up and catch-up sessions after absence or support progress
• Enhanced the learning environments to support 1-2-1 interventions, tutoring and raise aspirations
• Attendance and student welfare officer support to ensure pupils are in school and ready to learn
• Resource support to ensure pupils have the materials and equipment they need to allow them to access all aspects of the curriculum and perform to their best.
A summary of the 2017/18 spend
| Total Spend || £303.975 |
| Attendance and Safeguarding || £35265 |
| Teaching staff additional intervention || £14346 |
| Teaching/Support || £81552 |
| Attendance || £33830 |
| External Tutoring and Mentoring || £57618 |
| Translation || £47 |
| Alternative Provision || £48617 |
| Breakfast Club || £987 |
| Additional educational courses || £9928 |
| Uniform || £100 |
| Support platform licencing contribution || £2624 |
| Extra-curricular opportunities and raising aspiration || £11038 |
| Curriculum Support || £1006 |
| Subject specific resources || £7018 |
Some of the areas list above represent the total spend for the academy in that area, while others represent the contribution made by the pupil premium fund as part payment for services and interventions taken up by PP and non-PP pupils as all our intervention platforms are open to use by any pupil in need of that support.
Year 7 Catch-up Premium
In addition some pupils enter in to year 7 with literacy and numeracy catch-up premium due to their below target attainment at primary school. This additional funding gives secondary schools greater ability to support year 7 pupils who did not achieve at least level 4 in reading or maths at the end of key stage 2 (KS2) and now need to bridge an achievement gap between themselves and their peers.
In 2017/18 the academy received £20,499.96 total funding in this area.
| Total Spend || £20,500 |
| Literacy and Numeracy licence renewal contributions & consultancy || £1,728.76 |
| Reading books and printed materials || £3,768.40 |
| Additional curriculum area equipment and resources || £2,539.37 |
| Extra-Curricular and Educational activities and travel || £168.00 |
| Reading and comprehension intervention, 1-2-1 and small group intervention || £12,295.47 |
We have teaching staff working with small groups in class and during library sessions to nurture and support pupils within this group. We use the accelerated reader programme for one lesson per week to test reading levels, set targets and support reading and comprehension in addition to their English lessons and in Mathematics we have lesson devoted to numeracy intervention supported by regular assessment. Progress in these groups is now being monitored through the accelerated Maths programme and going forward we are looking to support our primary feeder schools for those pupils at risk of achieving below target by providing booster sessions using our maths team.
Funding at Djanogly City Academy 2018/19
We are tracking interventions made and impact upon performance continuously to ensure that each intervention has a positive effect. This year we are developing an enhanced central record to address one of the development points to come from the most recent review. Where interventions are identified as not effective we take steps to adjust or change our strategies for individuals or groups. And, in line with the letter sent to schools by Sir Michael Wilshaw, Her Majesty’s Former Chief Inspector, we continue to be determined to provide a high quality education provision for all pupils at the academy. We are mindful of the performance of all our pupils and will not allow personal circumstance to disadvantage our young people. We will continue to develop our rapidly evolving systems within this area and will look to develop our support further, not just for improved performance now, but also their long term personal developments needs so that they become successful citizens, grow in confidence and make good choices for their futures.
Further information about some of the interventions currently running are presented on this downloadable information sheet: Pupil Premium 2017/18 (See attached document)
The main barriers to educational achievement faced by eligible pupils at the school:
• Low language levels – 78% of our pupils have language delay or difficulties when they arrive based on prior data which may be as a result of prior performance or/and EAL needs. This leads to social communication difficulties, and issues with reading and writing
• Broken family structures – family stress and low resilience
• Low parental engagement/parenting skills and low aspirations
• Safeguarding and welfare issues which may lead to Social Services involvement
• Loss and bereavement
• Trauma and other mental health issues in the family and/or child
• Frequent moves of country and school – some have no recourse to public funds
• Socio-economic disadvantage i.e. poverty
• Housing issues i.e. massive overcrowding, temporary poor quality accommodation and friction with other members of the community
• Poor health and diet, high level of medical needs, and low attendance
• Special educational needs and disabilities.
Education Endowment Foundation
We continue to use the Sutton Trusts Educational Endowment Foundation research and guidance to help us evaluate, reflect and plan further to ensure the gap between our disadvantaged pupils and those non-disadvantaged pupils continues to close. Further information can be found on their website at the following link:
Using this research resource has allowed us to make well informed decisions and target specific interventions in each year group to help maximise impact without the need for conducting our own longitudinal research with others in our academy group. Strategies such as MyTutor use in years 11 and 10 have in part been based upon evidence that 1-2-1 tuition over a period of time has significant impact when coupled with quality first teaching. Similarly our literacy interventions early in years 7 and 8 using pupil premium and our year 7 catch-up premium are best placed here to support the building block pupils need as they then progress through GCSE courses in years 9, 10 and 11.
In 2018/19 40% of our whole school cohort are pupil premium. This means that our projected funding for this year is £261,800.
Our projected spend in each of the key areas is listed in the table below.
| Total Spend || £261,800.00 |
| Attendance and Safeguarding || £37,000 |
| Teaching staff additional intervention || £12,500 |
| Teaching/Support || £68,000 |
| Attendance support contribution || £24,000 |
| External Tutoring and Mentoring || £54,000 |
| Translation || £500 |
| Alternative Provision || £38,000 |
| Breakfast Club || £1,100 |
| Additional educational courses || £8,000 |
| Uniform || £200 |
| Support platform licencing contribution || £2,500 |
| Extra-curricular opportunities and raising aspiration || £10,000 |
| Curriculum Support & Subject specific resources || £6,000 |
Updated Nov 18
- Primary school Sports day at DCA
Our fellow primary schools come to DCA to compete in the termly sports hall athletics (Whole School - 27/03/2019)
- Year 7's Exhibtion at Nottingham Contemporary
Scholars produce textile artwork and a drama video performance (Whole School - 08/03/2019)
- Big well done to our Year 8s!
Our Year 8 rugby team beat Trinity School yesterday afternoon! (Whole School - 07/03/2019)
- Midlands U16 Rugby
Well done to Tommy and Abdul! (Whole School - 23/02/2019)
- Year 11s move to our Sherwood Rise site
In preparation for their exams! (Whole School - 08/02/2019)