Pupil Premium & Catch-up Premium
Pupil Premium at Lynch Hill Enterprise Academy
The Pupil Premium Grant (PPG) provides funding for two policies:
- Raising the attainment of disadvantaged pupils and closing the gap with their peers.
- Supporting children and young people with parents in the regular armed forces.
The amount of PPG received by the school per student is as follows:
Pupils in years 7 to 11 eligible to receive Free School Meals (FSM) - £935
For any academic year, this will be based on the previous January census and include pupils who are known to have been eligible for FSM in any of the previous 6 years, as well as those first known to be eligible at the January census.
Looked-after children - £1,900
For any academic year, this will be based on the previous January census and include pupils who were looked after by an English or Welsh local authority immediately before being adopted, or who left local authority care on a special guardianship order or child arrangements order.
Pupils in years 7 to 11 with parents in the regular armed services - £300
For any academic year, this will be based on the previous January census and include pupils who were eligible for the service child premium in any of the previous 4 years as well as those recorded as a service child for the first time at the January census.
The grant may be spent in the following ways:
- For the purposes of the school. That is, for the educational benefit of pupils at LHEA.
- For the benefit of pupils registered at other maintained schools or academies.
- On community facilities e.g. services whose provision furthers any charitable purpose for the benefit of pupils at the school or their families, or people who live or work in the locality in which the school is situated.
The grant does not have to be completely spent by schools in the financial; some or all of it may be carried forward to future financial years.
Pupil premium strategy statement 2017/18
To download our strategy document please click here.
Funding and Number on Roll
For the academic year 2016-2017, Lynch Hill Enterprise Academy has been granted £54,698. This contribution is made towards 51 students identified as being eligible to receive the Pupil Premium Grant (PPG). In comparison, the figure in 2015-2016 was £42,153 towards 45 students.
The figure does not take into account any eligible students within the new Year 7 intake and we have identified a further 28 students within this cohort who we believe are eligible to receive the PPG. This gives a total of 79 students on roll eligible to receive the Pupil Premium.
During the Summer, intensive analysis has identified precisely which of these individuals are underachieving in which subject areas and most in need of urgent targeted support. Subsequently, a Curriculum Improvement Group meeting was held, comprising the Senior Leadership Team, Heads of Department, Pastoral Leaders, and the SENDCo. The sole agenda item was improving the outcomes for these individual students.
Utilising the experience, skills and expert knowledge of the staff, and referring to the Education Endowment Foundation’s toolkit, we will identify the strategies most likely to be effective for individual students across the EBACC subjects (English, Maths, Science, Geography, History, French), and plan a coherent strategy tightly focused on this small group of pupils.
In addition to the strategies resulting from this focus group, the appointment of a teacher with specific responsibility and time for supporting disadvantaged students in English will help us to support a slightly larger cohort.
Further to the range of strategies likely to receive funding detailed previously, it is likely that students in Year 9 eligible for the PPG will receive greater independent careers advice and guidance as they approach making their choices for GCSE Options. Disadvantaged students in all years will likely benefit from an extended programme of enrichment activities and subject immersion sessions to ensure they are exposed to a broad and balanced curriculum.
Literacy and Numeracy Catch-up Premium
Funding and Number on Roll
For the previous academic year, Lynch Hill Enterprise Academy received £4,500 aimed at supporting the needs of 9 identified students who attained below the expected level in either Reading and/or Maths at the end of Key Stage 2. This figure is based on a sum of £500 per student. In 2014-2015, this figure was £4,000 towards 8 identified students.
The funding arrangements for the forthcoming academic year dictate that schools will receive the same amount as they did in 2015-2016, adjusted to allow for an increase or decrease in the number of students on roll.
At the time of writing, the number of students on roll in Year 7 has increased by 12% compared to last year, so we should receive 12% more funding, or £540 resulting in a total of £5,040.
At the same time, the number of students in the new intake who attained below the expected level in either Reading and/or Maths at the end of Key Stage 2 is 45.
While this may seem like a sharp increase, it is important to note that this is the first cohort of students who completed the reformed Key Stage 2 tests. Additionally, the results of this cohort reflect favourably on our new cohort compared to the national picture, with larger percentages of students attaining at or above the expected level than the National average in both Grammar and Maths, and a comparable result in Reading.
LHEA percentage at or above expected %level
This equates to a hugely reduction in the amount of funding per student from £500 to £112 per student.
Such a significant fall in funding has the potential to restrict the progress and attainment of some of our most in need students. Lynch Hill Enterprise Academy will continue with our plans for an intensive, structured support programme for these students starting from their enrolment. The programme will be extended during the academic year in order to provide support to identified students while they are still in Year 6, helping them to recover lost ground much sooner.
The funding detailed above will contribute to sums already being spent to support these students:
- Through direct 1:1 tuition in the target subject.
- Provide additional support materials, staff and training.
- Increase in staff involved during and after transition to enable earlier support and intervention.
- Release of subject specialists for more effective liaison activities with the Partner Primary schools.
- Additional sessions at the secondary school while the student/s is still in Year 6, and a clear programme of study to support the parents through the Summer.
Funding in the academic year 2015-2016 has been used for
- financial support for families with particularly challenging circumstances and whose children have limited opportunities
- activities to improve the attendance of disadvantaged pupils in order to close any attainment gap
- the use of literacy and numeracy initiatives to raise attainment
- EAL support
- the development of personalised interventions to raise attainment and remove barriers to learning
- the provision of extra-curricular and holiday activities
- additional support and events at transition from primary school into Year 7
- external support courses at Herschel Pupil Training College
- reading programmes to improve the reading ability of pupils
- parental engagement meetings including assessment, behaviour and e-safety
- targeted provision from a family support worker
- the use of specialist provision to support students with complex needs
Further to the above, funding in the academic year 2015/16 has been used to provide a percentage of the services provided by the school in terms of the
- Family Support Worker
- Special Educational Needs (including Learning Support Assistants)
- Pastoral Leaders
- Attendance Officer
- Extra-curricular activities
- Reading support programmes
- Additional academic staffing
- Transport to and from school and school events
- Educational visits
- Opportunities identified for specific learning scenarios
- Uniform provision
- Guest speakers such as workshops led by children’s author Sue Hampton
- Residential activities to build resilience and develop aspirations such as Astronaut School
Specific Intervention Funding on an Individual Student Basis
At LHEA we believe that every student is an individual. Targeted interventions raise attainment for disadvantaged students and increase opportunity and support educational experience and personal development. With a total cost per pupil ranging from £23.81 to £1,888.75, these interventions have directly supported the forty-four students involved and raised attainment, and have also benefitted their peers. Funding in excess of £11,000 has been used to implement the following courses:
- Aik Saath Self-Esteem course for 14 girls in years 7 and 8 - £333.00
- Aik Saath Conflict Resolution course for seven boys in years 7 and 8 - £166.00
- Momentum (HTPC) course for two pupils* at risk of permanent exclusion - £800.00
- Specialist training and support from Educational Psychologist aimed at improving the progress and attainment of 12 specific pupils - £5,804.00
- Specialist one to one support from Emotional-Behaviour Support Workers for 15 targeted pupils - £3,982.00
*Both pupils are still at LHEA
Student Progress and Attainment
The progress made by students eligible for the Pupil Premium Grant is not yet equal to that made by those students who are not disadvantaged, however, the gap is narrowing.
Where the gap appears more noteworthy, for example in Year 8 Mathematics, it would require a further six students (Who are eligible for the PPG) to be making at least expected progress in order for the gap to be removed. Five such students are only one sub-level short of making expected progress.
Similarly in Year 8 English, analysis of the percentage of students attaining at NC Level 5 or above reveals that the perceived attainment gap between students eligible for the PPG and those who are not disadvantaged would not exist if one additional PPG eligible student currently working at a 4a, was working at a 5c.
These differences are typical of the progress and attainment gaps evident between these groups of students across the school, and careful analysis has allowed us to identify precisely which individual students, in which subjects, require personalised support to ensure they can fulfil their potential.
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