The Pupil Premium is a grant provided to schools and academies for pupils aged 11 to 16 who are on Free School Meals, have been on Free School Meals at some point in the last 6 years, for Looked After Children and for Services Children. The Government provides a further £935 per child and this money is to be used in narrowing the gap between the progress of pupils who are “disadvantaged".
At Castleford Academy, any pupil who is not meeting expected progress will be given a wealth of support and it is academy policy that teaching staff, non-teaching staff and governors support pupils eligible for the Pupil Premium and ensure that they do not fall behind (or catch up if they are behind when they arrive with us).
If you feel that your child is eligible for the Pupil Premium but don’t currently claim for Free School Meals, please
click here for the application process
Students on roll (2017) in years 7 - 11||
No of pupils eligible for Pupil Premium||
Number of Looked After Pupils||
Total Amount of the Pupil Premium||
Impact (P8 scores are provisional until ASP is published)
• In the 2017 results, Castleford Academy achieved a P8 Score of +0.27 for our disadvantaged learners and 9 subjects had a positive internal gap in P8 (the progress of disadvantaged was higher than the non-disadvantaged).
• In the 2017 results, 12 of the subjects had a P8 score higher than 0 for disadvantaged pupils.
• Persistent Absence for the Disadvantaged is at 7.09% which is over 5% below National and a reduction of almost 13% on last year’s figure.
• In all 3 measure of exclusion (Fixed Term, one or more, Permanent) the Academy is significantly below national for this group.
How do we spend Pupil Premium?
As Castleford Academy receives significantly more than the national average of pupils eligible for the Pupil Premium, a lot of our interventions at both pastoral and academic level are directly focused on these pupils. We spend significantly more than the money we are allocated. Below is just some of the interventions and strategies paid for with Pupil Premium money. For more information please
for our Pupil Premium Expenditure Report 2017 and click here for our Pupil Premium Context Report 2017. Below is a brief summary of some of the interventions we use for our disadvantaged pupils.
Pupils receive intensive reading recovery if they record a reading age of less than 9 years. Reading recovery is applied until they reach a similar reading age as their peers.
Impact: 30 Pupils received Reading Recovery this year adding an average of 2.5 years over a year of recovery. Literacy Base is a well established resource that has been working with our most disadvantaged readers (Pupils with a reading age of under 9 years old who are also eligible for pupil premium) for many years. The impact of Literacy Base can also be shown in the P8 scores as it increases the pupil’s ability to access all of their subjects.
Step-Up Resource Base
A base used by our disadvantaged and vulnerable pupils for pastoral support, transition programmes, long term referrals, EBD interventions, curriculum support, KS3 Mentoring, 1 – to – 1 support, EAL support, group work, equipment support, uniform support or even a safe place to go – they even supply breakfast.
Impact: Difficult to measure but there have been over 4,000 visits to Step-up by disadvantaged pupils for some or all of the support and 352 pupils eligible for the pupil premium have received mentoring from key workers across the year. All Looked After Children (13) also receive our LAC Mentor for regular meetings.
Curriculum Support English
Disadvantaged pupils who are either below Age Related Expectations or not making expected progress receive either 1-to-1 teaching from an English mentor or group coaching from our Curriculum Support Assistant on a range of spelling, punctuation and grammar interventions. This is targeted at KS3.
At KS4 we created an English form which is a form of pupils at risk of underachieving who receive daily interventions in form time and 1 extra hour per week of English teaching from the Head of English. This was coupled with Lesson 6 and extra English revision material and access to the 5 o’clock room.
Impact: 205 pupils eligible for the Pupil Premium have received intervention this year (the support has been running for several years) and this all contributes to the 5+ figure being in line with national and a P8 score for Low Prior Attaining Pupils (most of which benefit from Curric Support) being at +0.04 (provisional).
Curriculum Support Maths
Pupils are tested each half term to track their progress and understanding throughout KS3 and KS4. Once pupils have been identified for intervention support they are given additional support during maths lessons as well as extra intervention sessions on a 1-1 basis. Both of these interventions are delivered by a Maths Mentor who is directed by the class teacher. The Maths Mentors record which topics pupils are struggling with and deliver targeted sessions to address any gaps or misconceptions the pupils may have.
Impact: 90 Pupils have currently received support from a Maths Mentor. Pupils in Yrs 7 – 11 received 1:1 intervention and average improvement at KS3 was of 0.7 steps and at KS4 at 1.27 grades. It is also reflected in the Maths P8 score of 0 meaning pupils achieved their Expected Progress.
Monitoring, Tracking and Targets
A suite of computer programs bought in and used to analyse data, set targets and make predictions. SIMS is used to track progress at micro teacher level and monitor progress across the year in relation to targets. 4matrix is used to analyse data with Subject Leaders and Interventions to measure impact and further target crucial areas. A Data Management team is also highly effective in providing up to date data and this provides time for teachers and intervention groups to spend their time teaching and intervening.
Impact: ALL pupils eligible for the pupil premium receive a more aspirational target to ensure they make more progress than non-disadvantaged pupils. All pupils eligible for the Pupil Premium pupils receive a slightly stretched target. Last academic year saw the establishment of a "minimum expectations target" and an "aspirational target". This is to stretch our disadvantaged pupils even further. The impact of our target setting can be found in our P8 figure for 2016 being +0.39 and provisional 2017 figure of +0.27.
There is a very successful full Literacy Strategy in place across the academy and has been for many years that has a huge amount of impact (as can be seen in our English results and the performance of disadvantaged pupils in English). The Literacy strategy includes a lot of intervention on disadvantaged pupils such as Reading Buddies, Formtime spellings, Shared Reading, Accelerated Reader and our Lexia program.
Impact: Y7 have improved by 9 months, Y8 by 8 months, Y10 by 8 months and Y9 reading ages have improved by a massive 11 months on average for disadvantaged pupils accessing literacy intervention. 228 million words have been read on the accelerated reader program. Again the impact can be found in the overall P8 figure for disadvantaged in 2016 being +0.39 and provisionally in 2017 at +0.27.
A simple intervention with a program bought in (and co-developed by our Data Manager – we have been using a prototype for years) that allows a teacher to create a seating plan and highlights the pupils eligible for the pupil premium and updates itself in conjunction with data changed on SIMS.
Impact: Teachers are able to differentiate much more effectively and it also frees up time for them to teach and intervene. The impact for this is that teachers can provide an extra level of support to their Pupil Premium pupils. The impact for this can be shown in our outstanding Subject performance in relation to expected progress. 12 of our subjects have a P8 figure for the disadvantaged at higher than +0. Impact can also be shown in our Progress 8 score for disadvantaged pupils being +0.27.
Assertive (KS4) Mentoring
Pupils eligible for the Pupil Premium are allocated a full time mentor. Following each report cycle, pupils receive an intensive meeting where interventions are put into place (extra workshops, boosters, liaising with teachers, etc.,).
Impact: All pupils eligible for the Pupil Premium receive a full-time mentor (Sandra, Jacqui, Jason or Tracey) who follow an intensive assertive mentoring program. Again, the performance of the disadvantaged pupils in Y11 in 2016 was +0.39 which placed us in the Top 13% of schools nationally and the provisional score of +0.27 for 2017.
Pupils where it is clear that a standard curriculum is not appropriate are offered a wide range of offsite courses (focus training, early college transfer, firefighters, hair and beauty, etc.,). Mentors support pupil progress and English and Maths intervention is continued through lesson 6s and 1-to-1 coaching to ensure no time is lost.
Impact: 30 disadvantaged pupils received an alternative curriculum this year across Y9, 10 and 11. Programs such as Motor Vehicle, Hair and Beauty, Construction and Firefighters. These pupils passed their courses and the Y11s had a guaranteed college place for progression.
Boosters/Half Term Workshops
A range of boosters and half-term workshops held for pupil premium pupils where any underachievement is evident or where a teacher is concerned underachievement may occur.
Impact: The impact of these interventions can be found in our P8 figure for the disadvantaged in 2016 at +0.39 and provisionally in 2017 at +0.27.
An Assistant Headteacher appointed with overall responsibility to diminish the difference between the progress of Disadvantaged and Non-Disadvantaged Pupils nationally.
Impact: The impact of this appointment can be shown by us closing the gap to National Others for the second year running on 5ACEM, 5AC, 5A*/A, 3LP English, 4LP English, 3LP Maths, 4LP Maths, Progress 8, Attainment 8 and our Value Added score of 1032.5 in the 2016 results and through the provisional P8 score of +0.27 in 2017.
The attendance officer has worked closely with students, families and education welfare officers to reduce absence.
Impact: Persistent Absence for the Disadvantaged is at 7.09% which is over 5% below National and a reduction of almost 13% on last year’s figure.
Our disadvantaged pupils received a revision pack including equipment, books, subject specific materials, etc.,
This impact can be shown across the board in the performance of the Academy results in 2017.
A group set up for the most vulnerable pupils on transition from primary to secondary. Pupils receive targeted lessons focused on Literacy and Numeracy amongst other topics to help transition them into secondary school and catch-up where they are behind.
Impact: 52% of core skills are disadvantaged pupils.
Since Y9, University Trips have been allocated to those pupils eligible for the pupil premium and for those pupils who have no history of university in their family through a range of outside trusts (Future Scholars Trust, Thomas Transition group with Leeds University, University of York, Leeds Beckitt University etc.,)
Impact: NEET Figures of 5.1% last year which is 3% below the National Average. Predicted NEET figure of 3.2% this year which would be 5% below national figure.
|% of Year Group||67% ||65% ||63% |
|% of homework attendees who are PP||39%||30%||32%|
|% of PP pupils who attend homework club||73%||63%||69%|
A range of CPD is delivered to staff around strategies for improving the progress of pupils eligible for the pupil premium through Friday morning briefings, whole school CPD, subject meetings, external providers and attendance of staff on courses and conferences.
Impact: Improvements in teaching and intervention and impact is reflected in the P8 figures. It is also reflected in the 12 subjects with P8 scores higher than 0.
Y7 Writing Experience Workshop
Through a staff consultation on Pupil Premium, it was identified that many pupils eligible for the Pupil Premium struggled with imaginative writing as well as basic SPAG. It was also found that these types or pupils didn't have a lot of opportunities to have life enriching experiences. The English department took all of the pupils in Y7 to the theatre to see a play. They taught a series of pre-lessons and post-lessons to create a detailed and accurate piece of imaginative writing. This meant that pupils received life enrichment, opportunities to develop imaginative writing and also opportunities to work on extra SPAG skills.
62 pupils attended both the theatre and the workshop and 27 pupils improved by a whole step. Over half of the pupils improved their accuracy by a significant margin.
Maths Revision Hotel
Consultations with pupils and parents who were eligible for the Pupil Premium showed that pupils struggled to have a place to revise, to sleep well, to eat well and to know how to revise. It was decided that carefully selected Y11 pupils would spend 5 days at a hotel immediately preceding their first maths exam. They were taken to and from school, received free meals, had use of the gym and pool and received extra lessons after school at the hotel in conference facilities and extra workshops. Study sessions were also put on.
Of the pupils eligible for the Pupil Premium who attended the hotel a score of +0.59 was achieved overall and +0.07 for Maths.
Pupil Premium Phonecalls
Attendance was analysed for our pupils eligible for the pupil premium and it was found that Y10 attendance was the weakest. A pilot program was set up for pupils to receive intervention. The highest attendance was rewarded to ensure they sustained it. Pupils above 95% were offered a reward for perfect attendance for the next 4 weeks. Those under 95% received a "wake-up" call. A member of staff was allocated that pupil and a phonecall made at around 8am each day (or as and when needed) to ensure the pupils was up and ready. They were also congratulated during the day for attending.
Average Pupil Premium attendance for Y10 moved up 0.3%. The pilot was tried out on a sample of 22 pupils and average attendance moved up 0.2% so far. Verbal feedback from Pupils and Parents reports are positive but it is early days.
Pupil Premium Parent Evenings
Parents reported through consultations that they did not know how to assist their child with revision. A Y7 Maths Parent Event was held for pupils eligible for the pupil premium and a parent or carer to attend. There was a 50% turn out and some pupils attended without their parents. Feedback was very successful (90% approval) so a Maths and English Parent Event for other yeargroups is proposed for this year.
20 parents from Y7 PP pupils attended a Parent Morning with English and Maths and 25% exceeded their target at the end of the year with 58% meeting.
Rise to Read
Pupils who are pupil premium and have a low reading age are asked to attend school from 8am until 8.30 to complete a Lexia computer program. This program improves reading and writing skills.
33 pupils attended every session and there was a growth in average reading age of +26 months for these pupils.
Proposed Pupil Premium allocation spend 2017 / 18
All Pupil Premium funded interventions have been thoroughly audited, evaluated and decisions made on whether to continue them. This information can be found in the Pupil Premium Expenditure Report (there is a link at the bottom of this page) We aim to continue to spend our Pupil Premium allocation for the year 2017/2018 on the interventions that have the most impact. This gives us the option to trial new innovations such as Tutoring Vouchers, extending the Pupil Premium Parent Events and Revision Workshops and exploring how we can further assist our most disadvantaged pupils with basic numeracy and revision. Please also see this year's Pupil Premium report for more details.
Pupil Premium Documentation