Leeds West Academy

Remote
access
log-in

Pupil Premium Strategy

reading

The Pupil Premium is funding additional to the main school budget which is based on the number of students within the Academy who have received Free School Meals within the last 6 years.  Additional funding is also provided for Children who are Looked After and the children of Service Personnel.  This significant extra resource exists to enable us to overcome the challenge faced by our disadvantaged children.  It is for schools to decide how the additional funding is spent, provided it is used to close the well-reported gap between the achievement of students who receive the Pupil Premium and their peers.

 

Pupil Premium Budget, Action Plan and Review - 2018/19

Pupil Premium Budget, Action Plan and Review - 2017/18

Catch-Up Funding, Action Plan - 2017/18 

Pupil Premium Budget, Action Plan and Review - 2016/17

Catch-Up Funding Impact -  2016/17

 

The Pupil Premium is funding additional to the main school budget which is based on the number of students within the Academy who have received Free School Meals within the last 6 years.  Additional funding is also provided for Children who are Looked After and the children of Service Personnel.  This significant extra resource exists to enable us to overcome the challenge faced by our disadvantaged children.

Summary Information - Current Year

Academic Year

2017/18

Total PP budget

£543,704

Total Number of students

1166

Number of Pupils eligible for PP

601

 

Summary Information - Previous Year

Academic Year

2016/17

Total PP budget

£518,704

Total Number of students

1122

Number of Pupils eligible for PP

555

 

Principles

  • The Academy ensures that teaching and learning opportunities meet the needs of all our students, regardless of background or educational need, and aim to secure the highest possible attainment for every student.
  • Sometimes additional intervention is needed to ensure that the performance gap is closed between different groups of students; the data is carefully analysed to ensure that intervention is focused where it is most needed.
  • In making provision for socially disadvantaged students, the academy recognises that not all students who are or have been in receipt of Free School Meals will be socially disadvantaged.
  • The academy recognises that not all students who are socially disadvantaged have been registered for Free School Meals. Wherever possible these students will also benefit from the additional funding for Pupil Premium students.
  • The support put in place for pupils is designed to meet their individual needs. Some support maybe temporary; some will stay in place for longer. Interventions are monitored and reviewed regularly to ensure the maximum impact. No single intervention will provide a complete solution to a child’s needs. Consequently, our approaches have many elements and are based on the specific and individualised needs of the students within our school community. This provides the best opportunity for all pupils to succeed.
  • The Governing Body will support and challenge the school with its Pupil Premium spending and review the impact of it.

 

Case Studies

Student one was not progressing as well as expected in Maths and therefore was referred to a Maths Mentor.  After building up a solid relationship with him he felt comfortable about speaking to the Maths Mentor about how he felt about Maths and his upcoming exams.  We have worked with various approaches of how best to deal with challenging questions.  Student one will continue to receive support for Maths.  The student got a 1=  in an October mock and 2+ in a December  mock, the student and the teacher were pleased with his progress. 

 

Student two was referred to the Maths Mentor because they were completing very little work in class and their progress wasn’t as expected in Maths.  The Maths Mentor discussed the seating plan with the teacher and it was changed according to the suggestions of the Maths Mentor.  This supported the amount of work being completed by the student and because they have responded so well to working with the Maths Mentor this support will continue.  

 

Student three was referred to the Maths Mentor due to the lack of work being completed in class.  The Maths Mentor had worked with the student in previous years and therefore already had a formed relationship with the student.  This helped dramatically because the teacher had problems with getting the student to complete work.  The student scored the highest in the class on an assessment and therefore a positive phone call home was made. 

  

 Student four was really struggling in Maths and was upset by this.  The Maths Mentor was asked to conduct some 1:1 sessions with the student.  The student explained her areas for improvement and over the sessions they built up an excellent relationship.  The student was really enthusiastic and hard working, she is completing Maths tasks that previously she would not have been able to tackle.  The Maths Mentor will continue to see the student twice a month.