Pupil Premium Statement 2015-2016

Pupil Premium is an additional payment from the Department for Education to the academy for each student that meets set criteria. Students attract Pupil Premium funding if they are;

  1. in receipt of free school meals (fsm) or have been in receipt of fsm in the last six years
  2. looked after by the local authority
  3. children of armed service personnel

As part of the funding agreement between Green Spring Education Trust and the Department for Education, the academy is required to publish on its website information relating to Pupil Premium funding. This includes;

  • How the funds were spent in the previous academic year (2015/16)
  • The impact of that spending in the prior year (2015/16)
  • The amount of pupil premium funding the academy will receive in the current academic year 2016/17
  • How the academy intends to spend the funding in 2016/17

Pupil Premium Statement 2015-2016

Pupil Premium Statement
Green Spring Academy Shoreditch

2015/16 Funding

Green Spring Academy Shoreditch is a school with a very high proportion of students that attract Pupil Premium funding. The most recent data showed that 70% of students at the academy were classified as requiring Pupil Premium funding. For the academic year 2015/16 the academy received £567,000.

Use of Pupil Premium allocations 2015/16

Use and Impact on Educational Attainment – Year 11

Historically, the academy has successfully implemented strategies to make the most effective use of Pupil Premium funding to support a variety of interventions and activities. For 2015/16 this included:

Focus Detail
Breakfast Club Providing a free hot breakfast to all students from 7.30am until 8.10am
Homework Club Running two evenings a week from 3.30pm until 5.00pm
Daily after school club Saturday School and Holiday Club for new to the country students to develop their English language skills
Tutoring Academic tutoring in English, Mathematics and Science before school, after school, on Saturdays and during school holidays
Residential visits Mathematics residential trips for targeted students
Increased staffing Staffing in the core subjects to reduce class sizes
Additional support Staffing in the areas of Literacy and English as an Additional Language Departments
Arts & Culture Arts and culture programme for students from all year groups

Out of 145 students in last year’s Y11 cohort, 100 students (69%) attracted the pupil premium compared to a national of only 28%.

Disadvantaged and other students made progress (Progress 8) from their starting points at a similar rate (there was no statistically significant in school gap):

Disadvantaged Progress 8 =  0.65

Other Progress 8 = 0.82

Disadvantaged students made progress (Progress 8) from their starting points at a rate which is above the progress rate of all students nationally

Gaps remain, both in school, and compared to other (non disadvantaged) students nationally but these are closing fast. The gap in school between disadvantaged and non disadvantaged students was dramatically smaller (-0.17) when compared to a national gap in maintained schools of -0.48.

Disadvantaged students classified as low or middle attainers made progress in line with their non disadvantaged peers. Their progress was significantly above national progress of non disadvantaged students, putting their progress well within the top 10% nationally. In school the gap in progress for high attainers between their disadvantaged and non disadvantaged peers was slightly larger, however high attaining disadvantaged students still achieved significantly high levels of progress than non disadvantaged students nationally.

For the vast majority of subjects disadvantaged students made progress in line with their non disadvantaged peers. In Geography, Hospitality and Spanish disadvantaged students have made particularly strong progress compared to their non disadvantaged peers within the school. Compared to all students nationally disadvantaged students made particularly strong progress in English Language (+0.5), English Literature (+0.76), Maths (+0.41), Latin (+1.83) across all science subjects; Science Core (+0.78), Science Additional (+0.71) and Further Additional (+1.05)

Last year, 82% of the academy’s disadvantaged students achieved GCSEs at A*-C in English and Maths compared to a national average of 43%. 35% of disadvantaged students at the Academy achieved the EBACC which is almost 3 times higher than the national (12%) for disadvantaged students, and still significantly higher than the national (29%) for all non disadvantaged students.

Impact on Educational Attainment – Year 10

Out of 181 students in the 2016 Y10 cohort 120, (66%) attracted the pupil premium.

In core subjects in 2015/16 there was no significant difference in the progress of disadvantaged students when compared to their non disadvantaged peers. In English 70% of disadvantaged students had made at least 3 levels of progress by the end of year 10 which was in line with their non disadvantaged peers. In Maths 63% of disadvantaged pupils had made at least 3 levels of progress by the end of year 10 which was in line with their non disadvantaged peers, in addition 24% had made at least 4 levels of progress which actually outperformed their peers, of whom only 15% had made 4 levels of progress.

Impact on Educational Attainment – Year 9

Out of 177 students in the 2016 Y9 cohort 113, (64%) attracted the pupil premium.

In English in 2015/2016 26% of disadvantaged pupils had made at least 3 levels of progress by the end of year 9 compared to 21% of non disadvantaged pupils. However, in maths the gap was larger which 40% of non disadvantaged pupils making at least 3 levels of progress compared to 28% of disadvantaged pupils, however, the overall value added score for disadvantaged pupils was higher (954.5) compared to non disadvantaged (939.7).

Impact on Educational Attainment – Key Stage 3

Care needs to be taken when drawing conclusions around key stage 3 data due to the potential lack of comparability between subjects (some examinations are likely to be have been set at a more challenging standard than others)

Progress and attainment across key stage 3 for disadvantaged students, was on average slightly higher than that of their non disadvantaged peers. For core subjects such as English and Maths attainment and progress were broadly similar with disadvantaged performance being slightly higher (although not significant).

2016/17 Funding 

Pupil Premium funding is allocated by the Department for Education from April to March each year. Funding is currently known only up to March 2017. The funding for this academic year (September 2016 – up to March 2017) is £334,000. Funding for April 2017 onward will be calculated by the Department for Education during 2017.

Planned use of Pupil Premium allocation 2016/17

Focus Detail
Breakfast Club Providing a free hot breakfast to all students from 7.30am until 8.10am
Homework Club Running two evenings a week from 3.30pm until 5.00pm
Daily after school club Saturday School and Holiday Club for new to the country students to develop their English language skills
Tutoring Academic tutoring in English, Mathematics and Science before school, after school, on Saturdays and during school holidays
Residential visits Mathematics residential trips for targeted students
Increased staffing Staffing in the core subjects to reduce class sizes
Additional support Staffing in the areas of Literacy and English as an Additional Language Departments
Arts & Culture Arts and culture programme for students from all year groups

Year 7 Catch up Funding 2015-2016

Year 7 Catch up Funding 2015/16

Year 7 catch up funding is allocated to each student for which key stage 2 assessment data shows them as not having achieved level 4, 5 or 6 in reading or mathematics. Funding is £500 per student. In 2015/16 the academy received £10,000.

The academy spent the funding on;

The English department targeted support for those who needed it to meet their projected targets. In both of the set 3 groups there was a second member of staff to assist the class every lesson who worked specifically with a group of students to help them access the current lesson or to improve literacy skills. This was either in class or in a breakout area within the school. We used ‘Renaissance Place- Accelerated Reader’ and ‘Star Reading’ tests to monitor the students’ reading age in baseline tests then throughout KS3 to ensure progress.

The maths department undertook initial baseline tests on each year 7 student. The most underachieving students were then targeted to be part of a support programme to bridge these gaps. The tasks for each student were based around their baseline assessment and areas of apparent weakness highlighted and targeted.

Year 7 Catch up Funding 2016/17

Year 7 catch up funding is allocated to each student for which key stage 2 assessment data shows them as not having achieved level 4, 5 or 6 in reading or mathematics. Funding for 2016/17, received in March 2017, is £9,135.The academy has been and will continue to spend the funding on the same initiatives as in 2015/16.