School overview
Metric
|
Data
|
School name
|
Easington Academy
|
Pupils in school
|
761
|
Proportion of disadvantaged pupils
|
32%
|
Pupil premium allocation this academic year
|
£238951
|
Academic year or years covered by statement
|
2020-2021
|
Publish date
|
October 2020
|
Review date
|
October 2021
|
Disadvantaged pupil performance overview for last academic year (2019-2020)
Progress 8
|
+0.25
|
Ebacc entry
|
3%
|
Attainment 8
|
44.39
|
Percentage of Grade 5+ in English and maths
|
34.78%
|
Strategy aims for disadvantaged pupils
Aim
|
Target
|
Target date
|
Progress 8
|
Disadvantaged students P8 matches that of national non-disadvantaged students
|
September 21
|
Attainment 8
|
Achieve equivalent attainment to national non disadvantaged
|
September 21
|
Percentage of Grade 5+ in English and maths
|
Considering prior attainment – increasing the proportion of disadvantaged students obtaining 5+
|
September 21
|
Other
|
Improve pp attendance to national average
|
September 21
|
Ebacc entry
|
Increase number of disadvantaged students achieving EBACC
|
September 21
|
The current year 2020-2021
The Academy is aware that some disadvantaged students face many complex barriers during their education, which make effective learning very difficult. Other students have very specific needs and others, have few barriers at all. Some of the main difficulties faced by disadvantaged students that pertain to the Academy are identified below, although it must also be said that this is not an exhaustive list and that the difficulties encountered are not unique to those who are disadvantaged.
The main barriers faced by eligible students in 2020-2021 are:
-
Some struggle to attend regularly and of these some are persistently absent.
-
Some students need extensive pastoral support for a variety of reasons.
-
Some students struggle with the increased complexity of organization with a secondary environment and increased demands for independent work.
- Some students struggle to manage their behaviour.
- Some students face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning.
- Some students have low levels of literacy and numeracy which impedes their learning and their confidence
- Some students with high prior attainment need additional help to enable them to fully achieve their potential.
- Some students need targeted support to understand and use extended forms of spoken English.
- Some students have little aspiration for the future and so do not understand why they need to do well in their exams and so limit their own potential.
- Some students lack access to the internet and the use of computers to support their studies.
- Some students lack space to study with adult support.
- Some students need to experience a wealth of enrichment experiences in-order to widen their horizons and unlock future opportunities.
- School uniform can cause significant challenges for some families as can transport.
- Some students do not have access to a healthy diet which impacts on their general well-being.
- All students need the highest quality of teaching in every classroom.
Teaching priorities for current academic year 2020-2021
Measure
|
Activity
|
Priority 1
|
High quality teaching and learning across the curriculum including additional curriculum time via a well-structured intervention timetable
|
Priority 2
|
SMART activities to consolidate prior learning and ensuring that staff have high expectation with respect to the quality and return rate of homework set.
|
Barriers to learning these priorities address
|
Disadvantaged students have variable parental support, influencing outcomes.
|
Projected spending
|
£159200
|
Targeted academic support for the current academic year
Measure
|
Activity
|
Priority 1
|
Numeracy and literacy interventions across KS3 for low to middle attaining disadvantaged pupils
|
Priority 2
|
Ensuring that support is in place so that the disadvantaged fully achieve their potential
|
Barriers to learning these priorities address
|
Ensuring that the school is fully staffed by well qualified teachers to help support the development numeracy and literacy skills and the progress the disadvantaged make.
|
Projected spending
|
£27550
|
Wider strategies for the current academic year
Measure
|
Activity
|
Priority 1
|
Ensuring more regular attendance for PP including those who are persistently absent
|
Priority 2
|
Raising aspirations
|
Barriers to learning these priorities address
|
Improving attendance is key to raising the academic success of disadvantaged students.
|
Projected spending
|
£60614
|
Monitoring and implementation
Area
|
Challenge
|
Mitigating action
|
Teaching
|
Ensure all students have access to high quality teaching and learning across all curriculum areas.
|
Robust process of monitoring teaching and learning in place. A CPD programme that reflects/highlights current pedagogical thought.
|
Targeted support
|
Ensuring that the curriculum allows for intervention to take place within the normal school day. Ensuring that identification of students who need support is robust.
|
Extra staffing to ensure intervention can take place with small groups. Smart use of data to ensure early identification of those students who are likely to fall behind
|
Wider strategies
|
Engaging with families that are the hardest to reach. Trying to change the culture so that education is valued.
|
Working closely with other agencies to help improve attendance. Use of links with university and other to raise aspirations.
|
Review: last year’s aims and outcomes
Aim
|
Outcome
|
Achieve the national average P8 figure for all schools
|
Achieved, the school disadvantaged P8 (+0.25)
|
Achieve national average for attainment for all schools
|
Achieved, the schools disadvantaged A8 (44.39).
|
Achieve average English and maths 5+ scores for similar schools
|
Awaiting publication of these National results.
|
How pupil premium was allocated last year
62% was allocated to actions focussed on teaching and learning in the curriculum.
26% was allocated to actions focussed on social, emotional and behavioural issues.
5% was allocated to actions focused on enrichment beyond the curriculum.
4% was allocated to actions focused on families and communities.
3% was allocated to actions focused on alternative learning pathways.