Pupil Premium Statement 2022-23

• Universal Design for Learning (UDL)
  A focus has been the integration of Universal Design for Learning (UDL) to encourage greater autonomy, motivation and freedom for students to choose and take risks in their learning. As the Academy follows the International Baccalaureate Middle Years Programme at KS3, UDL combines well with the learning aims. In making the learning more tailored to the needs of pupils the gap in attainment between PP and NPP will narrow over the next three years. 
• Literacy
  To close the reading gap the following approach is being followed in each department. NGRT reading tests will be given to pupils at two points in the year (beginning and end of year). This will allow the Academy to measure the impact of the literacy interventions for all pupils. This is partially significant for PP pupils who have lower average reading ages compared to their non-disadvantaged peers. 
• Personalised learning based on student needs within the class
  Specific phonics training was undertaken for selected SEND and English department staff in July 2022. The training was a response to the 33 % and growing numbers of students whose reading ages are two years (2+ years) below their chronological age or EAL DfE category A and B – rendering them not secondary ready or unable to access the curriculum due to language needs. The majority of this cohort of students are PP with some SEND needs. If EAL, some of them are in care after the Ukrainian war with a growing number being from Afghanistan. As a result of the training, we have literacy intervention classes taught by the SENCo, who is an English teacher. The other classes are taught by the Literacy coordinator who is literacy trained, whilst the EAL classes are taught by an MfL teacher (ESOL trained) and supported by the Lead practitioner for English/Literacy. 
• Within the academy we have our disruption free learning policy which is designed to maximise the learning in each classroom by keeping disruption to a minimum. When teachers are planning lessons they take into account the needs of the class and design their seating plans accordingly with a focus on students who are PP and their position within the class. Any student who is removed from the class for disrupting learning continues to have access to the lesson material and resources via Google Classroom and the use of their chromebook. 

• The importance of consistent high quality teaching is regarded as one of the most significant factors in pupil attainment (Hattie, 2003). In curriculum areas where there was a need for improvement Lead Practitioners have been employed. There have also been appointments of new Directors of Learning in English and Science. This demonstrates the Academy’s commitment to improving and raising the standards of teaching and learning. Furthermore, the expansion of the Senior Leadership Team (SLT) reflects an additional investment in developing the quality of education provided to all pupils. The impact of these additions will be seen in the externally published results but through a narrowing of the gap in attainment between PP and non-PP pupils within each year group.

• Disciplinary Literacy has been the focus across the Leigh Academy Trust meaning that all teachers have been given multiple CPD on this priority topic. The sessions are aimed at helping teachers improve their practice through improved pedagogical knowledge and approaches to teaching literacy in all subjects. 
• Internally, a core focus for staff development has been on the formation of interdisciplinary literacy across the academy where teachers have provided opportunities for students to enhance their language acquisition in subjects through Bedrock at KS3 and academic reading in tutor time. Additionally, the Frayer Model is used in all Year 7 lessons to help improve pupils’ understanding of key tier two and three vocabulary; as well as DARTs strategies to support reading in lessons
• The importance of effective feedback and marking has been a focus for CPD with teachers aiming for greater consistency in their approach towards marking. When combined with the subject mastery assessments at KS3 this has improved the cycles of learning an assessment across the Academy. Subsequently, it is easier to intervene (both within and outside of the class) in a more targeted manner from earlier in the pupils’ development through the school. 
• The skills and competencies taught in the Middle Year Programme and the sequences of the curriculum at KS3 helps to consider both the local context and cultural capital of the pupils. In following a targeted and specific curriculum the impact from lessons and modules of work will enable pupils to achieve the best possible outcomes each year.

• All schools within the Leigh Academy Trust provide pupils with a Google Chromebook. This helps to minimise the differences between PP and non-PP pupils in terms of access to technology. It also allows pupils to have access to a wide range of online homework resources such as Sparx Maths, Tassomai and Seneca to help further improve the outcomes of all pupils. 
• Digital learning has been promoted since April to support all pupils to access the curriculum and build independence. All pupils now make use of electronic resources in lessons alongside ubiquitous use of  google classroom.  
• Staff and pupils have been trained on how to use the Google ‘read and write tool’ to help support pupils with understanding of key vocabulary. Furthermore this tool also helps to provide additional support for EAL learners and those with lower reading ages. 
• The purchase of Sparx and Tassomai at KS3 is aimed at helping to develop the impact of independent and home learning due to the structure these online programmes provide. Additionally, this helps to minimise the need for parental support due to the self-guidance and tuition provided by the artificial intelligence  within these online platforms.

• Specific KS3/KS4 EAL interventions
  Run twice weekly by the qualified language teacher who has additional training and certification in ESOL teaching 
• Small group literacy intervention
  Designed to make accelerated progress with reading ages run in KS3 is run by qualified English teachers.  Precision teaching based intervention designed to reinforce and over teach core literacy skills, which a lack of acquisition of, poses the most significant barrier to progress.
  
• Dyscalculia and numeracy intervention
  Delivered through Sparx Maths.  Additional capacity in the maths department is used for small group withdrawal from maths lessons in Year 7.  Precision teaching based intervention designed to reinforce and over teach core maths skills, which a lack of acquisition of, poses the most significant barrier to progress.
  
• Phonics programme
  1:1 and small group sessions to support those students who do not have a sound understanding of phonics upon entering secondary school, or whose barrier is due to EAL.
• Fine motor and handwriting intervention
  Weekly sessions to reinforce the acquisition of bi-lateral movement and refine fine motor skills in order to support handwriting and other associated activities requiring fine motor skills.
• Speech and language therapist sessions
  Working with students and providing CPD to staff. 
• Tassomai quizzing software
  Runs in KS3 English, Maths and Science and KS4 English, Maths, Science, Geography, History and Computer Science to help accelerate progress. 
• MyTutor
  Weekly online tuition sessions delivered to Year 11 PP pupils across English, Maths and Science. The purpose of these sessions is to ensure the most disadvantaged pupils are accessing effective consistent weekly tuition irrespective of their parents’ income and capacity.

• To meet the specific needs of disadvantaged pupils with SEND the Academy has an Assistant Principal who provides additional capacity and support to the SENCo to identify and provide support to disadvantaged pupils

• Within class, discreet support to embed strategies and support personalised targets that students are working towards, in line with diagnosis and need.
• One to one and small group tuition, working in conjunction with class teachers, as based on the EEF TA deployment recommendations. 
• Morning meet and greets to develop resilience and confidence in students in order to promote a sense of self-worth and confidence. 
• Homework support: bi-weekly sessions to support those students who need more bespoke guidance with homework and to reinforce key skills. 
• Learning Support Assistants (LSAs) also deploy specific interventions, overseen by the SENCo and SALT.

The on site Endeavour Programme within this wider approach within the Academy offers: 

• Lego Therapy
  A social development program that uses LEGO activities to support the development of a wide range of social skills within a group setting.
  What is LEGO-based therapy? Expert Advice 

• Talkabout for Teenagers
  Group work intervention that offers a hierarchical approach, to assist teaching social and relationship skills specifically to older children and young adults.
  Talkabout for Teenagers : Developing Social and Emotional Communication Skills 

• PEERs Intervention
  14-week evidence-based and parent-assisted social skills intervention for teens and young adults with Autism Spectrum Disorders who are interested in learning ways to help them make and keep friends.
  The UCLA PEERS Programme three-day Training Course 

• Think Good, Feel Good
  Cognitive Behaviour Theory (CBT) based intervention programme that focuses on the core principals in a way that is accessible to young people, utilising real life situations. Concepts are introduced to students so they can be applied to their own issues through a series of practical exercises.
  Think Good – Feel Good : A Cognitive Behaviour Therapy Workbook for Children and Young People 

• Art Therapy
  A therapeutic approach that can be used to help people improve cognitive and sensory motor function, self-esteem, self awareness, and emotional resilience. It may also aid in resolving conflicts and reduce distress.
  Drawing and Talking

External programmes available to pupils include the following: 

• You Own U
  Self development programme for improved mental health and wellbeing.
  You Life Guidance 
• Place2Be
  Mental Health Support (5 days a week)
  Place2Be 
• Words First: SALT
  Words First
• Educational Psychologist
  The Academy has purchased 6 days of educational psychology time through Creative Solutions. The Academy works directly with a designated educational psychologist, Alicja Jedrzejewska. This offers a range of support, from full cognitive assessments, to observations, supervision of the SENCo and surgeries. This allows identification of those students with suspected SEN, as well providing expert advice to ensure strategies and interventions are appropriate.
  Educational Psychologist

Attendance is a core priority and target for this strategy. The expansion of the SLT has allowed for the formation of an Assistant Principal role responsible for the implementation of  both inclusion and attendance strategies. The Academy’s approach to improve the overall attendance statistics of all pupils is based on a four-tier escalation system. The purpose of the attendance policy is to work collaboratively with parents to improve the attendance of their child. This requires a discovery of the core reasoning for absence alongside the implementation of interventions or reporting systems to help improve the overall attendance figures. 

In a practical sense interventions include, and are not limited to: 

• Collaboration with shareholders to update and implement the attendance policy
• Relaunch of food banks to support the most in need parents 
• Morning home visits for those not attending regularly 
• Preemptive calls using the additional capacity in the admin team and pastoral teams 
• Parental meetings
• Late detentions run by Attendance Manager. These aim to uncover causes of persistent lateness and add to follow up actions. Automated on Bromcom with the facility to escalate to after school detentions if students do not attend in the first instance
• Rewards systems recognising improved as well as excellent attendance. Linked to and referenced in the Ebbsfleet Rewards Policy 
• Day three message to highlight the potential safeguarding follow up
• Tutors provided with scripts around how to facilitate attendance conversations
• Standing agenda item for middle leaders line management 
• Daily calls home to discuss via LSA’s for SEND students.  

• We believe in providing additional opportunities outside of our curriculum that will allow students to explore new hobbies, skills and sports. The enrichment programme is updated every two modules. Pupils can attend as many activities as they like each week, and all students are encouraged to attend at least one opportunity. 

• There are a range of extracurricular opportunities open to pupils, both sporting and non-sporting. At lunchtimes, students are able to play football, basketball, badminton and dodgeball. There is also a Sparx Maths club and Chess club (EA6) which run at lunch times. Sporting opportunities include: football club, basketball club, trampolining, boxing club, rugby club and archery. Non-sporting opportunities include: choir, drama, debating, creative writing, Maths problem solving, dance, DofE and investment. The library is also open every lunchtime and there is a library homework club after school each day.

• Pupils can sign up to activities through the student Bromcom system or through the parent MCAS app. This is used to monitor attendance and to support increased engagement from students.

• There are also multiple competitive events that take place, including LAT sports events, as well as National archery competitions and sports fixtures against other schools in football and basketball.

• There is a school council which is formed of pupils from all year groups, that is representative of the school community. There is one elected member from each tutor group who attends council meetings which provides student voice and shares ideas for improvement from their tutor group. Additionally, there are head students who apply and are elected by the Leadership Team.

There are a number of day trips and residentials that run, both core curriculum and extra-curricular. PP pupils are supported so that they attend core curriculum trips, and there is support to ensure they can also attend extra-curricular trips.

Examples of trips that run include:

• Geography core curriculum investigations
• Barcelona residential
• University careers fair
• Chatham Dockyard
• Globe Theatre

• MyTutor is being used as part of the National Tutoring Programme (NTP). We are running 3:1 tutoring sessions across Maths, English and Science.  The provision is partly funded by the NTP, with the remainder funded by the Academy. The focus is on the more able students including PP, aiming to lead to an increase in % 7+ in core subjects.

• Summer School – All incoming Year 7 pupils are invited to participate in our annual Summer School which offers a blend of academic learning and enrichment activities to all of our new Year 7 students.   This opportunity is an integral part of our transition package and, in addition, the summer school provides an opportunity for:

• Pupils to recover missed learning and development 

• Improving physical and mental health, wellbeing and educational engagement 

• Support of disadvantaged and vulnerable pupils

• Aid transition for our new Year 7 students through forging relationships with new teachers and familiarising themselves with their new school. 

• During the October half-term, interventions were run in: Art, Geography, Food, Religious Studies, BTEC Sport, Product Design and Year 13 Maths. The purpose of the programme was to close gaps in knowledge. Further half-term revision programmes will be run during the coming academic year. 

• Revision guides have been supplied to PP students for free in the following subjects: Geography, BTEC Sport, Science. After an assessment of the impact of this measure the purchasing of revision guides may be explained to all subjects. All KS4, Looked After Pupils were supplied with revision guides in all of their subjects to support them with their studies. 

• All Free School Meals eligible students are provided with supermarket vouchers to cover the holiday periods as part of the KCC Winter grant scheme.  Additionally all free school meals students are sent HAF vouchers.  These are vouchers, provided by KCC, cover attendance at the Holiday Activities and Food (HAF) Programme in Kent, which focuses on children’s physical health and wellbeing by providing healthy food and exciting activities for children and young people during the school holidays.

• As an Academy we are eager to continue to improve the communication between families and staff particularly the families of  more disadvantaged pupils where this relationship is crucial for success. We have a policy whereby parental queries are answered within 48 hours but additionally this year we have offered leadership workshop sessions for parents. The workshops cover a range of topics that enable parents to best support their child including, amongst other things, revision approaches and how to support wellbeing and mental health.

• We work with CXK Ltd to offer Career Guidance to our Key Stage 4 pupils. Advisers come into Ebbsfleet Academy and run group or 1:1 sessions depending on the needs of pupils. The Academy is also supported by The Education People, their Engagement Officer works 1:1 with pupils who are identified as potential NEET pupils.