Pupil Premium

The Pupil Premium has been a sum of money that the school received for each student was in receipt of Free School Meals (FSM). This now includes students:

  • who have been in receipt of FSM any time over the past 6 years;
  • that were adopted from care in England (including those adopted before December 2005);
  • that left care under a Special Guardianship Order (under the Children Act 1989);
  • that left care under a Residential Order (under the Children Act 1989);

Nationally, statistics show that students who are in receipt of the Pupil Premium do less well than their peers in external examinations. The aim of this money is to try to close that attainment gap.

New College Durham has more students who are in this category when compared with all schools nationally (48%). At North Durham Academy, we view the needs of all students as important and strive to create the best opportunities and experience for all students.

Pupil Premium 2017-2018

  • There are 458  students eligible for the for the pupil premium funding.
  • 458 students in years 7,8,9,10 and 11 x £935 per pupil = £428,23
  • 1 pupil is in receipt of the Service child premium.
  • The breakdown and impact of the intervention can be viewed in an attached document. (See strategy statement)

How do students in receipt of Pupil Premium do at New College Durham?

For 2017 GCSE there were 80 Year 11 students out of the cohort of 173 in receipt of pupil premium funding – 46% of the student body. Disadvantaged students achieved an attainment 8 points score of 36.3 with 55% achieving a Level 4+ in English and 38.8% achieving a Level 4+ in Maths.

It is intended that the Pupil Premium received by the school this year will be spent on similar interventions from the previous year that were successful. However, the school will also focus on key teaching and learning strategies, which are proven to accelerate the learning of disadvantaged students. The most effective and up to date research on accelerating learning for students is the research from the Sutton Trust, the Education Endowment Foundation and John Hattie’s research. Each subject within the school has an objective to improve the progress and attainment of disadvantaged students in their subject. Their main tasks are to:

  1. Monitor and track progress.
  2. Deliver effective Teaching & Learning strategies to the department from CPD training (COMFORT)
  • Colaborative learning
  • Metacognition
  • Feedback
  • Oracy
  • Reading
  • Time

       3.   Plan interventions and measure their impact.

From the research on effective ways to progress learning, the school has identified feedback as a main driver to further learning. Therefore, every disadvantaged student will receive quality teacher feedback as well as peer, self and verbal feedback in every lesson.  In addition, career interviews and progress meetings with subject teachers will focus on the work of Carol Dweck on Growth Mindsets and focus on effort instead of attainment.

The School will also be a focus on strengthening relationships with parents of disadvantaged students so they can be guided on how to support with their child’s learning. This will be delivered through Parent’s evenings, Supporting your Child evenings and through structured conversations on a one to one basis. There is also an opportunity for parents / carers to direct some of the spend for the progress of their child as well as benefit from our enrichment fund to support students who are disadvantaged.

Students who are eligible for the Pupil premium Plus grant will have regular meetings with our Home School Liaison to set and review targets on a regular basis.

The projected costing for the interventions for 2017/2018 can be viewed on the strategy statement document.

The strategy for improving the outcomes of disadvantaged students can be found in the improvement plan.

Current progress and impact of spending in 2016-17

The in school gap between students in receipt of the pupil premium grant and others is closing over time.  The progress of disadvantaged students in the open subjects has improved and the gap has closed considerably over time (+0.54) and overall the progress 8 gap has closed and is now -0.19 which is in line with national average progress for disadvantaged students.

  • Statutory expectations are in place for reporting, tracking and planning future actions.
  • P8 data for disadvantaged students shows an improvement over the last year.
  • Outgoing Year 11 P8 data shows the gap between disadvantaged students and non-disadvantaged students is widening (-0.38). However, this is due to the non-disadvantaged student improving their outcomes at a faster rate. 
  • Outgoing Year 11 English progress data shows the largest gap of data (-0.58) between that of disadvantaged students and non-disadvantaged students.
  • Attendance of disadvantaged students was 2.28% lower than that of non-disadvantaged students nationally.
  • There are more disadvantaged students attending alternative provision to avoid permanent exclusion than non-disadvantaged students (10 students compared to 6)
  • There have been no permanent exclusions of disadvantaged students in 2016/17 academic year.

 

Student Premium Strategy Statement