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Pupil Premium funding
The pupil premium is additional money given to publicly funded schools in England. The purpose is to raise the attainment of disadvantaged pupils by supporting them to reach their potential. Research shows that students from deprived backgrounds underachieve compared to their peers. The premium is provided to enable these students by supporting them to reach their potential. The Government has used students entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and have provided a fixed amount of money for schools per student based on the number of students registered for FSM over a rolling six year period. 

At The Lancaster Academy we believe that every student should be ambitious to succeed irrespective of their background. We are committed to raising their aspirations and supporting them on their path to success. We are passionate about providing meaningful and enriching learning opportunities that inspire our students both in and beyond the classroom, while recognising that the diversity of our students’ needs necessitates a personalised approach. It is our aim to challenge all students to be the best that they can be and staff at The Lancaster Academy work hard to close the gaps and ensure that students are equipped to achieve their potential.

Please find a more detailed plan of interventions and costings by opening the attached link.

Pupil Premium Profile 2016 - 2017

 

Literacy and Numeracy ‘Catch–Up’ Premium

The literacy and numeracy ‘catch-up’ premium is additional funding given to schools from the Department of Education to support Year 7 students not achieving the Expected Standard set by the government in reading and/or mathematics at the end of KS2. In 2016-2017 The Lancaster Academy received £15,000 additional funding for Year 7 students, which matched the amount the government had awarded the previous year.

At The Lancaster Academy we assess the individual needs of each student in receipt of the Year 7 ‘catch-up’ premium to decide the best way to use the funding. We then provide a range of appropriate interventions to meet students’ needs, monitor progress and review and refine the interventions as and when appropriate. Some of the interventions that the students can benefit from include:

  • screening using a diagnostic reading test      
  • tutor time reading interventions with specialist tutors
  • mentoring opportunities
  • private tuition bought into the school to provide further targeted specialist support
  • 1:1 support to improve literacy skills out of the classroom
  • phonics programme (RML) to support students with their reading and writing skills
  • literacy activities, clubs and trips beyond the classroom to improve engagement

Impact for 2016-2017

  • 75% of students arriving below the Expected Standard in English have made significant progress during year 7
  • 58% of students arriving below the Expected Standard in maths have made significant progress during year 7

2016-17 allocation:

Cost

 

Impact

£1350

13 students gained access to small group maths intervention through an external tutor.

  • 85% of these students made good progress in maths from their KS2 starting points and 62% made excellent progress.

£2000

18 students gained access to small group intensive RML tutoring for one hour every week.

  • 78% of these students made significant progress and 55% improved their reading age within the region of 20 to 40 months

£9,000

Tutor time reading intervention.

  • All students received reading intervention during tutor time daily and a significant number improved in their reading age as a result.

£2000

TA support in English or maths curriculum time

 

  • Students in receipt of the funding gained additional TA support in and were taught in smaller class sizes. This impacted positively on both their engagement and attainment.

£1500

All students were targeted for literacy enrichment activities including author visits, reading clubs and external events.

  • Students in receipt of the funding engaged with the opportunities, gaining a positive literacy based experience which improved confidence and self-esteem.