Derby Road, Nottingham, Nottinghamshire, NG9 3GF

0115 9177202

office@foxwood.notts.sch.uk

Foxwood Academy

Begin your Journey

Pupil Premium Strategy (Including the Recovery Premium) 2021-2022

The Pupil Premium was introduced in April 2011 for children from low-income families who were eligible for free school meals (FSM), looked after children (LAC) and those families with parents in the Armed Forces. Eligibility for the pupil premium from 2012-2013 onwards was extended to pupils who have been eligible for FSM at any point in the last six years and from April 2014, schools in England received additional funding for children adopted from care. 

As in previous years this funding is in addition to the school’s budget and represents a major investment in pupils.

At Foxwood Academy we have a tiered approach to Pupil Premium, based on 'The EEF Guide to the Pupil Premium' of High Quality Teaching, Targeted Academic Support and Wider Strategies. This tiered approach is helpful in making decisions regarding the allocation of funding, energy, training and time.

 

High Quality Teaching
'Spending on developing high quality teaching may include investment in professional development, training and support for early career teachers, along with recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be a top priority for pupil premium spending.'

Targeted Academic Support

'Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress, or those who have been
disproportionately impacted by the effects of the pandemic. Considering how classroom teachers and teaching assistants can provide targeted academic support, such as linking structured small group interventions to classroom teaching and the curriculum, is likely to be an essential ingredient of an effective pupil premium strategy.'

Wider Strategies
'Wider strategies relate to the most significant non-academic challenges to success in school, including attendance, behaviour, and social and emotional support, which also may negatively impact upon academic attainment. Given the impact of the pandemic, issues such as securing high levels of attendance may be more prominent for schools as they develop their strategy. While many challenges may be common between schools, it is also likely that the specific features of the community each school serves will affect
spending in this category.'

– Extract from the EEF Guide to the Pupil Premium - Autumn 2021 

 

During the current academic year it is expected that Foxwood Academy will receive £60,125 (with an additional £11,310 Recovery Premium) which will be used to raise achievement through a wide range of additional ‘resources’. Our belief is that to truly make an impact on the individual lives of the young people at whom this funding is aimed, we need to know and understand our students’ needs well. Whilst acknowledging that we do have small groups of students who have similar needs and would benefit from ‘pooled’ resources, there are many who require bespoke support and interventions to improve their life chances.

 

Ofsted’s annual report was published on 7th December 2021. The report described the impact of the pandemic on children and young people, with a particular focus on those with special educational needs and/or disabilities, vulnerable children and those in the care system. 
The Annual Report notes that, for children to really regain a sense of normality in their lives and their education, it’s important the focus is not solely on bridging gaps in academic learning. It recommends that schools offer children a rounded experience, including a rich curriculum, sport and physical activity, and extra-curricular opportunities that broaden their horizons.
The report also outlines systematic improvements and reforms that Ofsted says must now be taken forward in education and children’s social care, including support for the most vulnerable children and those with SEND must rapidly return to pre-COVID levels. Partnerships working across local areas need to do better for the children who rely on them.

 

Alongside this is the indirect barrier to educational achievement that our eligible students face around what is their ‘local community’. With many student accessing LA transport each day their lives ‘out of school’ may not be enhanced by playing/meeting up with school friends or accessing after school clubs. Our parents too may feel more isolated from each other and the support networks that parents naturally provide, for example daily communication in the playground, for each other simply aren’t formed. Many of our students have additional medical needs which affect attendance and of course their health which again can require additional support from the communities around them. Again, we must recognise  and address the impact of Covid-19 on our children, young people and their families.  Feedback from our parent coffee mornings/afternoons has historically been positive and we will continue to facilitate these events that provide opportunity and a venue for our parents, carers and families to meet each other and share their experiences as soon as we can.

In addition, we are committed to supporting our residential experience, peripatetic music lessons and the majority of our new curriculum activities that have an additional cost to parents.

A percentage of the funding per student is also allocated for tutors / teachers to identify areas where there are ‘gaps’ between an individual pupil and their peers and request interventions to help narrow/close any gap. This may be in the area of Achievement and Progress, Attendance, Social skills and/or wider achievements. Staff complete a request for funding form stating the intervention/resource identified and what the impact and outcome for the individual will be. As a general rule this has been budgeted for between £500 and £1,000 per student this academic year. This does need to be flexible though as some students will need more to be specifically assigned to them.

Each term staff have sight of and update the Intervention Plan which identifies the priority areas to focus on for each individual PP student. This is continually updated and never finished! The priority for all of our PP students is to be on target to reach their end of year / Key Stage target in line with the Foxwood Key Stage End Points (KSEP's) in all curriculum areas in addition to achieving their own individual EHCP outcomes. If any of these are ‘red’, the teacher of the subject will be asked to look at any potential barriers and identify interventions. Our Academy records show an agreed intervention with impact and outcomes measures and summarises the allocation per student.

Other examples of how the Pupil Premium Grant is being allocated to support individuals at Foxwood Academy include:

  • Health and exercise programmes
  • Behaviour strategies
  • Adaptations to curriculum dependent on needs, for example Sensory input
  • Provide access to professional services outside of the Academy, for example Speech and Language or Occupational therapy, Mental Health Service, CASY Counselling
  • Home support for families
  • Enrichment activities for any student whose family is unable to meet the financial costs or access
  • Independent travel
  • Undertake a review of Pupil Premium 

We would encourage all parents and carers who may not have applied for Free School Meals, but may be entitled to them, to do so in order that their Son/Daughter can benefit from some of the great initiatives funded by the Pupil Premium grant.

To find out if you qualify for Free School Meals please telephone the following number in confidence. You will need to supply your name, address and National Insurance Number. The service will let you know straight away if you qualify and will notify us for you. This will help us to ensure that we continue to target our resources at students who need it most.

Tel – 0300 500 8080 or Mini-com - 01623 434 993

Alternatively you can apply online by clicking here

Our Pupil Premium Strategy is reviewed in the summer term of each academic year with the outcomes shared on the website by 1st October.

 

‘Every area of a child’s life is affected by the family.’

‘Unemployment by either or both parents causes financial hardship and social and emotional strain which can disrupt family life.’

 

Our vision is to:

  • Work in partnership with our pupils and their families
  • Raise aspirations and provide ‘real’ routes into paid employment
  • Close the attainment gap in all areas of our curriculum

 

With the gap in Attendance closing over the 2017-2018 academic year and down to 1.1%, other priorities for use of Pupil Premium funding were targetted in 2018-2019. However, with the focus moving away from Attendance for this group, this gap dramatically increased to 6% over the next 2 consecutive academic years. The first lockdown in the Summer Term 2020 due to Covid-19 had a significant impact on the Attendance for our Pupil Premium cohort which quickly put Attendance high on the priority list for 2020-2021.  

 

By the end of the academic year 2020-2021 the gap had not only closed completely, but Attendance for the Pupil Premium cohort is now nearly 6% higher.

 

Attendance for our Pupil Premium cohort is now well above the Whole Academy average.

 

Cohort

Academic Year 2017-2018

Academic Year 2019-2020

Academic Year 2020-2021

Pupil Premium

93.1%

87.8%

86.3%

Non-Pupil Premium

94.2%

93.8%

80.5%

LAC

-

95.5%

79.4%

Non-LAC

-

-

-

Whole Academy

93.6%

91.4%

82.5%

Gap between PP and their non-PP peers

+1.1%

+6.0%

-5.8%

 

 

With the Covid-19 pandemic, the Government announced that it would not be publishing any school or college level educational performance data based on tests, assessments or exams for both 2020 and 2021. 

 

Our 2020-2021 Key Stage End Point (KSEP) data shows that there is no gap in attainment between our Pupil Premium and Non-Pupil Premium cohorts in any area of our Core, Non-Core (except e-safety 5.65%) or PfA curriculum (17 subjects).

Our 2020-2021 Key Stage End Point (KSEP) data shows that there is no gap in attainment between our LAC and Non-LAC cohorts in any area of our Core, Non-Core (except e-safety 2.48%, PSD 26.37%) or PfA (except Employment 7.14%) curriculum (17 subjects).

  

Core Subjects – Pupils who met or are on track to meet their KSEP’s

Group

Number of Students

English Reading

English

Writing

English

S&L

Maths

Number

Maths

G&M

Maths

Stat & Probability

Met/On Track

Met/On Track

Met/On Track

Met/On Track

Met/On Track

Met/On Track

Non-LAC

104    93.69%

78.85%

71.15%

80.77%

67.31%

68.27%

66.35%

LAC

7    6.31%

85.71%

85.71%

100.00%

71.43%

71.43%

85.71%

Non-Pupil Premium

63    56.76%

77.78%

65.08%

79.37%

58.73%

60.32%

53.97%

Pupil Premium

48    43.24%

81.25%

81.25%

85.42%

79.17%

79.17%

85.42%

Whole Cohort

111

79.28%

72.07%

81.98%

67.57%

68.47%

67.57%

 

  

Non-Core– Pupils who met or are on track to meet their KSEP’s

Group

Number of Students

Art

Computing

Creative

e-Safety

PE

PSD

Science

 

 

Met/On Track

Met/On Track

Met/On Track

Met/On Track

Met/On Track

Met/On Track

Not on Track

Non-LAC

104    93.69%

64.42%

82.69%

52.88%

59.62%

77.88%

69.23%

30.77%

LAC

7    6.31%

100.00%

100.00%

85.71%

57.14%

100.00%

42.86%

57.14%

Non-Pupil Premium

63    56.76%

53.97%

77.78%

53.97%

61.90%

69.84%

68.25%

31.75%

Pupil Premium

48    43.24%

83.33%

91.67%

56.25%

56.25%

91.67%

66.67%

33.33%

Whole Cohort

111

66.67%

83.78%

54.95%

59.46%

79.28%

67.57%

32.43%

 

  

Preparing for Adulthood (PfA) – Pupils who met or are on track to meet their KSEP’s

Group

Number of Students

PfA-Employment

PfA-Independence

PfA-Community

PfA-Health

 

 

Met/On Track

Met/On Track

Met/On Track

Met/On Track

Non-LAC

104    93.69%

50.00%

56.73%

71.15%

61.54%

LAC

7    6.31%

42.86%

100.00%

85.71%

71.43%

Non-Pupil Premium

63    56.76%

42.86%

46.03%

57.14%

47.62%

Pupil Premium

48    43.24%

58.33%

77.08%

91.67%

81.25%

Whole Cohort

111

49.55%

59.46%

72.07%

62.16%

 

 

The EEF Guide to the Pupil Premium - Autumn 2021

 

 Pupil Premium 2020-2021

 

The Foxwood Academy allocation of Pupil Premium funding for 2020-2021 was just over £50,000.

 With the Covid-19 pandemic, the Government announced that it would not be publishing any school or college level educational performance data based on tests, assessments or exams for both 2020 and 2021.

 All curriculum data collated and analysed in the 2020-2021 academic year is based on the Foxwood Key Stage End Point’s (KSEP’s) and the percentage of pupils that either met (Years 2, 6, 9 and 13) or are on track to meet (all other year groups) by the end of the Key Stage.

 

Our Pupil Premium allocation was used to support the 48 children and young people eligible in 2020-2021 in the following ways:

 

Priority

Cost

Impact

Curriculum Resourcing Writing

£2,224

81% pupils met or are on track to meet their KSEP’s in English Writing (16% higher than their non-Pupil Premium peers). 86% LAC met or are on track to meet their KSEP’s in English Writing (15% higher than their non-LAC peers).

Curriculum Resourcing

Maths

£1,564

79% pupils met or are on track to meet their KSEP’s in Maths Number (20% higher than their non-Pupil Premium peers) and Maths Geometry and Measure (19% higher than their non-Pupil Premium peers). 71% LAC met or are on track to meet their KSEP’s in Maths Number (4% higher than their non-LAC peers) and Maths Geometry and Measure (3% higher than their non-LAC peers).

Curriculum Resourcing

PE

£225.82

92% pupils met or are on track to meet their KSEP’s in PE (22% higher than their non-Pupil Premium peers). 100% LAC met or are on track to meet their KSEP’s in PE (22% higher than their non-LAC peers).

Curriculum Resourcing

PfA Independence

£1,331

77% pupils met or are on track to meet their KSEP’s in PfA Independence (31% higher than their non-Pupil Premium peers). 100% LAC or are on track to meet their KSEP’s in PfA Independence (43% higher than their non-LAC peers).

Curriculum Staffing

Intervention tutor

£10,522

1:1 independent travel to and from school for targeted individuals. Core, non-core and Preparing for Adulthood intervention programmes in place and running throughout the year. Our 2020-2021 Key Stage End Point (KSEP) data (17 subjects) shows that there is no gap in attainment between our Pupil Premium and Non-Pupil Premium cohorts in any area of our Core, Non-Core (except e-safety 5.65%) or PfA curriculum. Our 2020-2021 Key Stage End Point (KSEP) data (17 subjects) shows that there is no gap in attainment between our LAC and Non-LAC cohorts in any area of our Core, Non-Core (except e-safety 2.48%, PSD 26.37%) or PfA (except Employment 7.14%).

Attendance

£13,374

Gap in attendance between our Pupil Premium cohort and their non-Pupil Premium peers has closed from 6.0% (2019-2020) to our Pupil Premium cohort attendance in 2020-2021 being 5.8% higher. Increased parental attendance at a range of Academy meetings, for example student’s medicals and review meetings. Support to transport students home safely if they become ill during the day. Appropriate full training in Safeguarding, EHAF and Child protection.

Attendance Staffing

Attendance Officer

Strong drive to remain open for our Pupils Premium and LAC cohorts as a priority during the Covid restrictions and Lockdowns 2 and 3. Increased parental attendance at a range of Academy meetings, for example student’s medicals and review meetings. Support to transport students home safely if they become ill during the day. Culture of our ‘Go out and get them in’ for key pupils.

Mental Health Staffing

Family Liaison Officer

Support for parents and families in place where relationships between home and school are now strong. Appropriate full training in Safeguarding, EHAF and Child protection. Mental Health champion off timetable to focus on pupil and staff well-being throughout the year.

Intervention Strategy Staffing

Phase Leaders

£12,171

Barriers identified and intervention in place for individual students across all 3 phases to ensure successful outcomes in Attendance, Behaviour and Learning.

Residential Experience

KS3

£1,425

Cohort of 28 pupils (19 in the PP cohort) attended Hagg Farm for a week in the summer term 2021. Relationships between pupils and pupils and pupils and staff developed and strengthened in many cases. Residential was needed more than ever due to the pandemic and the positive impact on all pupils was evident in some way.

Curriculum Resourcing Sensory

£241.55

Improved levels of concentration and engagement. Access to appropriate sensory curriculum, sensory stories and sensory play opportunities increased.

Curriculum Skills

PfA Independence

£140

Independent living skills developed – preparing simple meals. Eating, drinking and related social skills developed using adapted cutlery/crockery. Independent travel and timekeeping.

Positive Behaviour

Social Emotional Skills

£4,000

Access to specialist services CASY/Power-Play counsellors. Intermittent throughout the year due to Covid-19 so this will be developed into the 2021-2022 academic year.

£91.62

Resources to reduce the number of negative behaviours seen over the 3 academic terms.

Peripatetic Music Lessons

£2,160

Due to Covid and the disruption to peripatetic teachers, there are no formal outcomes this academic year. All pupils involved in the lessons gained confidence and skill in either keyboard, singing or guitar.

Uniform

£998.33

Individuals feel part of the Academy and ‘fit-in’ with their peer group, the majority of whom wear uniform. Increased confidence and self-esteem. Sense of belonging for individuals within the Academy. Additional specialist clothing e.g. waterproof outerwear for independent cycle travel pupils.

£50,468.32