Bede Academy is one of the most improved schools in the country in terms of attainment and value added progress of disadvantaged students since 2012. This resulted in winning the local Key Stage 4 category of DfE Pupil Premium Awards in 2016.
In 2016 Bede Academy was the top performing school in Northumberland for disadvantaged students both in terms of Progress8 and Attainment 8. The Academy ranked 2nd in terms of the proportion of students successfully achieving the EBacc. Nationally this places Bede Academy in the top 14% of all schools for disadvantaged Progress8 and in the top 17% for disadvantaged Attainment8.
Destinations for disadvantaged students continue to demonstrate the impact of high quality CEIAG and aspirations. In 2017, 88% of disadvantaged students in Key Stage 5 progressed to University, and in Key Stage 4 92% of disadvantaged students went on to further study. There were no students leaving the Academy NEET at any Key Stage.
In 2017 Bede Academy became the Regional Champion in the National Pupil Premium Awards, as a result of the impact of the high quality intervention and provision for disadvantaged students.
Destinations for disadvantaged students continue to demonstrate the impact of high quality CEIAG and aspirations. In 2017, 88% of disadvantaged students in Key Stage 5 progressed to University, and in Key Stage 4 92% of disadvantaged students went on to further study. There were no students leaving the Academy NEET.
The Pupil Premium allocation for the current (and previous) academic year.
The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged students and close the gap between them and their peers.
In the academic year 2016-2017 Bede Academy received £275,825 for this purpose. A breakdown of how this allocation was spent is included below alongside the impact of interventions.
In the academic year 2017-2018 Bede Academy will receive £285,450 for this purpose. This funding will continue to be spent on addressing 8 identified barriers to progress, with the continued provision of interventions to accelerate progress and inclusion of strategies to enhance parental engagement and support
Details of how the pupil premium will be spent can be found here.
Details of how the pupil premium was spent in 2016-2017 and the impact of this spend can be found here.
In April 2015 Bede Academy requested a Pupil Premium Review. The conclusions of this review can be found at the bottom of this page.
Pupil Premium at Bede Academy
At Bede 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, from entry in EYFS, 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.
Drawing on a wide range of research evidence (including the Sutton Trust toolkit) and evidence from experience, the Academy does allocate funding to those small group (wave 2) and individual (wave 3) interventions that are most likely to have an impact on improving achievement for pupil premium students at Bede Academy. In 2015-2016 analysis showed the most successful wave 3 interventions included academic mentoring individual students and strategic effort monitoring. These will both be extended in 2016-2017.
Bede Academy take a strategic and systematic approach to ensuring maximum impact of the pupil premium finding.
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 Bede
- 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 close the gap.
- 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 (HODs)
- Track and monitor the interventions planned by teachers in their identified 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 the gap does not widen.
- 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.
Pupil Premium Review April 2015
In April 2015 Bede Academy requested a Pupil Premium Review. The conclusions of this review are shown below:
- The leadership team and staff of Bede Academy is clear on what the barriers are for the disadvantaged students in their care and have put in place appropriate plans to address these, all of which are demonstrating effectiveness.
- The progress of all disadvantaged students is rigorously tracked by all levels of leadership down to individual class teachers. There are clear systems in place at every level and these are understood and acted upon swiftly.
- Interventions are therefore timely and appropriate with clear evidence of disadvantaged students making expected and better than expected progress in the KS3 classes visited.
- Interventions are being targeted appropriately in both KS3 and KS4 to ensure gaps are closed early in Year 7 and 8.
- The standard of work, presentation and quality of feedback in all books sampled was excellent and again demonstrated disadvantaged students making above expected progress.
- Internal data indicates that the gaps are closing for these students across all year groups.
- All of the interventions are accounted for financially and impact is being tracked effectively.
A copy of the full Pupil Premium Review Report can be found here.
The next Pupil Premium Review at Bede Academy will take place in April 2018.