The DfE holds schools to account on their use of the PPG through performance tables which include data on:
• The attainment of the students who attract the funding
• The progress made by these students
• The differences in attainment between disadvantaged students and their peers.
PPG is allocated to the Academy for students who have either registered for Free School Meals at any point within the last six years (£935 per student), Looked After Children (£1900 per student) and children of services personnel (£300 per student). For the academic year 2018/2019 28.2% of students of Monkwearmouth Academy students are eligible for PPG and we received £216,900 in funding.
Destinations for disadvantaged students continue to demonstrate the impact of high quality CEIAG and aspirations. In 2018, 96 % of disadvantaged students in Key Stage 4 progressed to further study. There were 2 disadvantaged students leaving the Academy NEET.
Pupil Premium at Monkwearmouth Academy
At Monkwearmouth Academy ensuring that all day to-day teaching meets the needs of each student, rather than relying on interventions to compensate for teaching that is less than good is central. This is line with recent research from NFER into the most effective ways to support disadvantaged students’ achievement. It is for this reason that some resources are targeted towards whole school teaching and learning strategies, whilst closely tracking and monitoring the progress of the disadvantaged groups.
All teachers know exactly which students are eligible for the pupil premium and take individual responsibility for ensuring their progress. Teachers plan specific individualised interventions for any disadvantaged student making limited progress.
The Academy also provides well-targeted support to improve attendance and behaviour where these are barriers to a student’s learning.
Identifying the gap
• Detailed analysis of data to investigate individual detail on identified whole school issues.
• Termly analysis of data to identify any trends occurring and share these with staff
• Raising staff awareness of the issues faced by PP student at Monkwearmouth Academy
• Ensure that all staff have the highest expectations particularly for ‘disadvantaged students’.
• Ensure that all staff have a thorough understanding of the issues faced by disadvantaged students and build moral purpose.
Focus on the gap
• Students closely tracked to ensure maximum progress and eradication of obstacles to progress.
• Ensure teachers are planning specific targeted interventions for disadvantaged students, particularly those who are making less than expected progress to diminish differences.
• Academic Team – Termly meeting to review PP students individually, evaluate action taken and plan interventions to maximise their progress.
• PP Lead
• Use range of evidence to track and monitor the interventions planned by teachers in subject areas.
• Develop small group academic and character interventions.
• PP Champions (Heads of School, HODs)
• Track and monitor the interventions planned by teachers in their subject/ areas, closely monitoring the progress of underachieving students.
• PP Champions (Teachers)
• Planned individualised interventions, holding disadvantaged students more rigorously to account.
• Lead small group interventions for identified cohorts of students.
Evaluating the gap
• Regularly track and monitor the impact of identified interventions, including actions identified through Academic Team.
• Regularly review the impact of these strategies through conversations with students and staff as well as through data analysis to ensure that differences do not grow.
• Research the destinations and inherent social mobility of disadvantaged cohort to proactively eradicate barriers to learning and raise aspirations.
• Review the impact of departmental strategies already in place and use findings to support planning for further intervention.
• Identify specific strategies in specific classes which will support and enable disadvantaged students to progress.
