Pupil Premium Government Grant

We receive a grant from the government every year which we use in order to meet these key objectives

• Raise progress and narrow and close the gap between the achievement of these students and their peers (measured in gap between PP and non-PP, particularly in English and Maths)

• Increase social mobility, add cultural capital, and address any underlying inequalities between children eligible for the pupil premium and others, thereby improving engagement with education and making a significant impact on students’ education and lives.

We get the grant from the government for children who are in one of these categories:

• If you get free school meals, either at the moment or at any point in the last six years.

• If you are a Looked After Child.

• If you are adopted from care or have left care on a special guardianship order or child arrangements order (previously known as a residence order).

• If you are a service child, or have a parent who was in the services from January 2011.

Mr Bell is the member of staff in school who oversees the way in which we use this money. If you have any questions about this, please email him at jbell@acb.beds.sch.uk 

If you think you may be entitled to free school meals, please contact your local authority.

 

Part A: Pupil Premium Strategy Plan Statement of intent

The primary focus is PP student progress in their core subjects in years 7-11. Ensuring that Quality First Teaching (QFT) is effective for PP students is the number one focus for our Core subject leads. The Education Endowment Fund suggests that 50% of PP funding should be directed to improving QFT. CPD at the academy is focused on teacher practice that improves students’ recall, metacognition, and self-regulation. Particular focus is made to create positive PP student engagement towards any curricula intervention, extra-curricular clubs, trips and enhanced support to raise aspirations. Key stage 3 – All students have a broad and balanced curriculum offer when commencing their studies at The Academy of Central Bedfordshire. The curriculum is a blend of knowledge and vocational skills to ensure academic progress and enable opportunities to experience option subjects that will be available from year 10 onwards. PP students are supported by the Senior Leadership Team (SLT) and guided, regardless of prior attainment or current performance, with raising their aspirations in mind. Key Stage 4 – Our KS4 curriculum starts in September of year 10, with most students completing core GCSEs in English language, Mathematics and Science (Biology). During the options process, students will choose three further qualifications from a range of 8 options. Additional support – All PP students - Core leads to ensure that any subject-related barriers are identified and removed so that finance is not a barrier to options choices. Students are surveyed to identify digital poverty and are supported by being provided with a Google Chromebook and a Wi-Fi dongle where required. Students have access to the Maths support package, Times Tables Rock Stars, and Maths Pad. Literacy interventions and support consist of a KS3 Reading fluency project, phonics for teens books, as well as timetabled interventions through our individual pathway option. Seneca learning is also utilised across all subject areas. Students are also offered specific subject support through an invitation to our intervention lessons as part of our individual pathways curriculum. Nurture provision is also put in place for KS3 students and is aimed at project-based learning and preparing students to go back into regular classes. PP students have priority access to career guidance from an external agency (4YP) to raise aspirations before making post-16 decisions. EEF research establishes that developing positive relationships with disadvantaged students allows barriers to learning to be identified and solutions to be put in place to mitigate these. This is offered through pastoral support from our dedicated support workers, Pastoral Manager and Director. The Manager and Director are responsible for monitoring behaviour and SEMH needs with targeted interventions used when required. Heads of Key Stage (Hoks), who monitor attendance, achievement and behaviour, will have half-termly meetings with keyworkers to monitor attendance calls and interventions. 

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.