MENU YR 11 PARENTAL SUPPORT MOD 2 REVISION SCHEDULE PUPIL PREMIUM GRANT 2021-22 This page outlines the pupil premium funding for the academic year 2021-22. The total budgeted for this year is £175,858. SCHOOL OVERVIEW School name Wilmington Academy Number of pupils in school 1351 Proportion (%) of pupil premium eligible pupils 252 (19%) Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2021-2024 Date this statement was published October 2021 Date on which it will be reviewed October 2022 Statement authorised by MGO Pupil premium lead CQU Governor / Trustee lead DLI FUNDING OVERVIEW Pupil premium funding allocation this academic year £145,318 Recovery premium funding allocation this academic year £30,540 Pupil premium funding carried forward from previous years (enter £0 if not applicable) £0 Total budget for this academic year £175,858 STATEMENT OF INTENT Quality of education To enhance ‘The Wilmington Way’ so that it contains UDL strategies to ensure more effective use of appropriate pedagogies, for example: questioning, collaborative learning and independent learning. To ensure robust SEND/Wellbeing support is available for students with SEMH (Social, emotional and mental health) issues and Specific Learning Difficulties in particular year 8 and continued clear support strategies for disadvantaged students. Behaviour and attitudes To continue to improve attendance figures for disadvantaged pupils and reduce persistent absence of Disadvantaged students. Leadership and management To close the gap between DA and ‘Other’ student attainment at Wilmington Academy across all key stages. CHALLENGES This details the key challenges to achievement that we have identified among our disadvantaged pupils Academic Challenges External Challenges INTENDED OUTCOMES This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved. Intended outcome Success criteria To improve student attainment for disadvantaged students through high quality teaching and learning. The quality assurance of lessons will show effective teaching and learning with evidence of highly effective teaching over time. This will be monitored through observations, learning walks, Record of Progress folders and student voice. The attainment gap diminishes between DA and others. The 2022 attainment score will show an improvement from 2021 and inline with national average (non-selective schools in Kent). Higher expectations of DA students will show that DA students are making equivalent or better progress compared to their non-DA peers and have improved ATL scores over time. To effectively use data tracking points to identify disadvantaged students for interventions. Effective data analysis will result in interventions being allocated to DA students that need it the most. The quality assurance and tracking of interventions will show progress of DA students. To improve the literacy, oracy and reading scores of disadvantaged students so that the gap diminishes between DA and their non-DA peers. Years 7 and 8 DA students will show improved reading scores. The gap diminishes between DA and their non-DA peers. Observations, learning walks and students’ work illustrate that all teachers consistently model and promote high standards of literacy. There is a consistent approach to the teaching and marking of literacy across the curriculum. To increase the number of disadvantaged students accessing extracurricular activities, trips and experiences. Enrichment activities will develop cultural capital within students and increase well-being. Opportunities for DA students to visit higher education establishments will increase the number of students at KS5 and numbers attending university. To reduce attendance gap for DA students. Improved attendance of DA pupils across all year groups. Persistent absence is in line with non-DA peers. To improve resilience and engagement of DA students. Behaviour log shows a reduction in the number of behaviour incidents for DA students and an increase in the number of merits. To increase parental engagement. Increase in parental satisfaction in parents’ evening survey. Increase in parental attendance to parents’ evenings across all year groups. To improve metacognitive, self-regulatory and study skills of disadvantaged students. Observations and learning walks show that all teachers are effectively modelling metacognitive and self-regulatory strategies. Improved rates of independent learning. Reduction in the attainment gap between DA and their non-DA peers. ACTIVITY IN THIS ACADEMIC YEAR This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above. TEACHING TARGETED ACADEMIC SUPPORT WIDER STRATEGIES TEACHING (FOR EXAMPLE, CPD, RECRUITMENT AND RETENTION) Budgeted cost: £55,000 Activity 1 Activity 2 REVIEW OF ACTIVITY FROM THE LAST ACADEMIC YEAR This details how we spent our pupil premium (and recovery premium funding) last academic year to address the challenges from the year 2020/21. The total allocated was £337,384. TEACHING TARGETED ACADEMIC SUPPORT WIDER STRATEGIES TEACHING (FOR EXAMPLE, CPD, RECRUITMENT AND RETENTION) Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Designed & Developed by Leigh Academies Trust Web Team e: webdesk@latrust.org.uk Wilmington Academy is Part of Leigh Academies Trust Copyright 2021 © Leigh Academies Trust. Leigh Academies Trust is a registered company, registration no. 2336587. Privacy Policy | Cookie Policy