-
Pupil Premium Grant 2022-2023
To view our Pupil Premium Strategy for 2022/23 please click here.
-
Pupil Premium Grant 2021-2022
To view our Pupil Premium Strategy for 2021/22 please click here.
-
Pupil Premium Grant 2020-2021
School Overview
Pupils in School
78
Proportion of Disadvantaged Pupils
49 Pupils - 63%
Pupil Premium Allocation this Academic Year
£43,365
Academic Year covered by statement
2020/2021
Publish Date
1 September 2021
Review Date
1 September 2022
Disadvantaged Pupil Barriers to Success
- Pupils can experience barriers relating to social, emotional and mental health needs and this has been further exacerbated by Covid19. After long periods in lockdown, pupils have faced challenges in their social and mental welfare which has impacted on academic attainment
- Erratic attendance due to changing or challenging home circumstances
Monitoring and Implementation
Review: Last Year's Aims and Outcomes
Strategy Aims for Disadvantaged Pupils - Academic Achievement
Aim
Evidence of Impact
Target Date
To improve the outcomes for Pupil Premium pupils to bring their attainment in line with expected levels of progress
Teacher assessed grades, exams and progress against FFT
July 2022
To close any attainment gap between pupils in receipt of Pupil Premium and their peers
Data analysis against vulnerable group
July 2022
PP pupil smake progress in reading
Baseline and twice yearly test of reading age
July 2022
Strategy Aims for Disadvantaged Pupils - Wider Outcomes (e.g. independence)
Aim
Evidence of Impact
Target Date
To improve attendance and behaviour of pupils attracting PP
Fewer behaviour incidents recorded for these pupils
Robust and supportive behavioural intervention plans to be in place for these pupils.
Overall attendance for pupils eligible for PP to improve to the school target of 90%+
July 2022
Reduce FTE for PP pupils
Reduction in FTE
July 2022
To provide pastoral intervention
Reduced Behavioural incidents
Increased attendance
Pupil progress
July 2022
Support for extra-curricular activities/trips including the annual residential trips
All pupils able to share their experiences and develop social skills that will stay with them for life
July 2022
Strategy Aims for Disadvantaged Pupils - Wider Outcomes (e.g. independence)
Measure
Activity
Priority 1
Measure and support attendance to school
Priority 2
To provide a range of interventions meeting outcomes of EHCPs
Barriers to learning these priorities address
Complete SEMH needs
Projected spending
Staffing (1 HLTA, 3 BLMs, 1 Counsellor, 1 OH therapist, 1 Sp&L therapist) £145,652
Teaching Priorities for the Current Academic Year
Aim
Evidence of Impact
Target Date
CPD and QA to ensure that teaching prioritises underachieving disadvantaged pupils
To ensure that teachers provide Quality 1st teaching for underachieving disadvantaged pupils e.g. Olevi training leadership opportunities social story training SALT updates Mental health first aid awareness
July 2022
Monitoring progress of disadvantaged pupils and taking action
Academic Heads of Department and Subject Teachers have an increased focus on monitoring achievement of disadvantaged pupils at each tracking point throughout each academic year. Significant underperformance against targets is followed up with meetings and action points
July 2022
Additional support in English and Maths
Monitoring of Literacy and Numeracy interventions and progress against academic targets
July 2022
Targeted Academic Support for Current Academic Year
Measure
Activity
Priority 1
Literacy and Numeracy Intervention across all Key Stages
Priority 2
Read, Write, Ink: introduction of reading scheme, staff training and resources
Barriers to learning these priorities address
Below chronological age literacy and numeracy ages on entry, limiting access to curriculum
Projected spending
2 HLTAs & Read, Write, Ink = £46468
Wider Strategies for Current Acadmic Year
Measure
Acivity
Priority 1
Attendance
Priority 2
Reward structure and a culture of success
Barriers to learning these priorities address
Low aspiration and parental support
Projected spending
Hardship fund (Residential: £5764; Uniform: £1000; Transport/Attendance: £1938)
Monitoring and Implementation
Area
Challenge
Mitigating Action
Teaching
Ensuring best practice is shared to ensure that pupils receive quality first teaching
Robust calendar of CPD planned
Targeted support
To identify need for early intervention
Monitoring, staffing and resources
Wider strategies
Disrupted educational experiences leading to poor attendance
Attendance action plan and specific attendance team
Review: Last Year's Aims and Outcomes
Aim
Outcome
To improve the outcomes for Pupil Premium pupils to bring their attainment in line with expected levels of progress
PP pupils made expected/ above progress in line with FFT
To close the attainment gap between pupils in receipt of Pupil Premium and their peers
PP pupils achieved better than non-PP and no significant gaps recorded among vulnerable groups.
To improve aspiration and give curriculum and enrichment activities and opportunities
Limited by Covid restrictions but remote learning was implemented with homeschool challenges and rewards. Enrichment activities held when restrictions allowed
-
Pupil Premium Grant 2019-2020
In April 2011 the Government introduced Pupil Premium, funding which is additional to main school funding.
The purpose of the Pupil Premium is that it is deployed by schools to narrow the attainment gap between disadvantaged pupils and their peers. Pupils included are; those from low income families, children adopted and in care and young people with parents in the regular armed forces.
Schools are able to spend the funding as they see fit based upon their knowledge of pupil needs. In addition to the core curriculum a school offers, each pupil eligible for Pupil Premium funding may receive specific interventions, designed to provide opportunities and support based on individual needs and circumstances.
Detailed analysis of need and regular tracking of progress is essential to ensure potential barriers are overcome and expected levels of progress made.
Endeavour Academy receives money from the Government's Pupil Premium Grant (PPG) stream. We receive this allocation for pupils across the full ability range.
This money is given to the Academy to be used in ways that we consider will have the most impact on our pupils. Except for our pupils who are in care, this money is not linked to any individual child.
We use this PPG funding to provide support, not only for those pupils designated as PP pupils, but for all of our pupils and who will benefit from additional support. Our key objectives for PPG are:
- To improve the outcomes for Pupil Premium pupils to bring their attainment in line with expected levels of progress
- To close the attainment gap between pupils in receipt of Pupil Premium and their peers
- To improve attendance and punctuality
- To improve aspiration and give curriculum and enrichment activities and opportunities
- To provide careers information, advice and guidance for our pupils
If you need any further information regarding Pupil Premium please contact Margaret Rozario.
Pupil Premium Report 2019/20
Over the academic year we had 71 on our school roll in years 7 – 11, across the ability range. Of these 45 (63%) were eligible for the Pupil Premium Grant. These pupils have been eligible for Free School Meals in the last six years or have been in care.
During this period Endeavour Academy received a Pupil Premium allocation of £52,331 for the academic year 2019/20. The Pupil Premium allocation is used at Endeavour Academy to ensure our long term goal - for our disadvantaged pupils to make the same progress as their peers.
The Pupil Premium allocation was spent on a number of interventions:
Curriculum & Staffing:
- Extra literacy and Numeracy lessons
- Reading interventions
- HLTAs in English and Maths
- The team of four Behaviour Learning Mentors
- Pastoral support officer supporting with Attendance
- Careers and Transition Coordinator providing 1:1 Interventions and support
Additional Resources:
- Exam support –Readers and Scribes
- Study Aid books
- Reading and numeracy software
- Laptops
- Key stage3&4 residential
- Breakfast and break time healthy snack/ sandwich
Mentoring & Support:
- Homework clubs
- Cultural capital opportunities: trips; theatre; residentials
- Speech and Language HLTA
- Study skills support
- Therapy Dog
- Careers Information Advice and Guidance provision
- Critical thinking skills workshops
- Financial hardship funding
The impact of this expenditure (based on Year 11 GCSE outcomes 2020);
Disadvantaged
Non-Disadvantaged
Number of Pupils in Year 11 2019/20 (14 total)
9 (64.3%)
5 (35.7%)
No. achieving level 1 English
9 (100%)
5 (100%)
No. achieving level 1 Maths
9 (100%)
5 (100%)
No. achieving level 2 English
3 (60%)
5 (56%)
No. achieving level 2 Maths
0 (0%)
2 (40%)
English & Maths 1-9
9 (100%)
5 (100%)
English & Maths 4-9
1 (11%)
2 (40%)
No. GCSE 1-9
64
31
Avg No. GCSE per pupil 1-9
7.1
6.2
Pupil Premium Strategy/Interventions for 2019/2020
Interventions
Description
CPD and QA to ensure that teaching prioritises underachieving disadvantaged pupils
To ensure that teachers provide Quality 1st teaching for underachieving disadvantaged pupils e.g. Olevi training leadership opportunities social story training SALT updates Mental health first aid awareness
Monitoring progress of disadvantaged pupils and taking action
Academic Heads of Department and Subject Teachers have an increased focus on monitoring achievement of
Disadvantaged pupils at each tracking point throughout each academic year. Significant underperformance against targets is followed up with meetings and action points.
Tutorial programme
A daily programme delivered by staff, which includes social skills support as well as literacy and numeracy support. Also, 1 to 1 support from a trusted adult to tackle barriers to learning.
Diagnostic Testing/Screening
To diagnose specific barriers to progress and apply appropriate support.
Additional support in English and Maths
Provision of a programme of ‘booster’ sessions by specialist staff in English, and Maths to support understanding and progress in Years 10 and 11.
Revision sessions
These clinics are held after school and during Friday options, in preparation for Functional skills and external examinations.
Revision guides - free
To support pupils with GCSE examinations and retention of key knowledge and understanding.
Extra-Curricular opportunities.
Free access to a wide range of after-school activities trips and visits that will enrich pupils’ enjoyment and understanding of the curriculum and to provide opportunities that they would not otherwise have access to. Availability of financial support to ensure access is achieved, removing financial barriers but encouraging widening participation in new learning experiences.
Hardship fund
To support families with meeting the necessities of school e.g. uniform, as well as providing support to ensure access to extra-curricular opportunities
Pastoral support and attendance monitoring/intervention
Daily, weekly and termly attendance monitoring takes place to ensure pupils are in school as much as possible and the school is proactive in challenging poor attendance, supporting reintegration where necessary.
Early morning support/intervention
Priority access to staff every morning before the school day starts to discuss academic or non-academic matters.
Motivational trips
Trips that both inspire and enthuse pupils to achieve their potential and reach beyond the realms of what they believe possible. Trips to support in improving the aspirations of pupils.
Careers education and guidance
Ensure pupils know and understand the route for their self-generated success criteria.
Transition programme
To aid transition from primary school.
Transitions curriculum for Year 7 - 8
Pupils receive specific literacy and numeracy intervention four days per week. Timetabled literacy intervention classes twice weekly in small groups where pupils are targeted to improve their reading age, in line with their chronological age and to focus on improving their reading and writing skills across all subjects. The intervention programme is tailored to the needs of the pupil, which means it is flexible and the amount and type of support will vary depending on the individual needs of the pupil. Training, delivery and quality assurance.
Family support events
To build relationships with families and to celebrate the success of key groups.
Endeavour Academy 2019/20 Pupil Premium Budget
CURRICULUM AND STAFFING
Intervention
Cost of Delivering PPG
Toe by Toe
700
Reading Egg
150
HLTAs
22,000
Behaviour Leaning Mentor
6500
Attendance guidance officer
1200
Transition Learning mentor
2700
Careers advice and guidance
1700
Pastoral Support coordinator
3500
Additional Resources/Teaching Time
Exam support, GCSE booster sessions
1950
Lord Taverner’s Minibus self help
14,000
After School Clubs
900
Breakfast & Tuck
2200
KS3&4 residential
5764
Attendance Rewards and trips
2500
Behaviour incentives and trips
1900
Extracurricular subject trips and activities
1700
Mentoring and Support
Homework clubs
600
Dog Mentoring
1000
Mental Health & Wellbeing Coordinator
11,500
Financial support available for pupils on FSM (Hardship Fund)
900
Speech & Language
7200
TOTALS
87,864
PPG received 2019/20 - £52,331
Additional support from whole school budget - £35,533
Conclusion
Endeavour Academy uses the pupil premium grant to ensure that those pupils entitled to Pupil Premium make progress. In particular it is used to support any individual targets on their education and health care plan and to provide extra support to narrow gaps in attainment and progress. These gaps often occur as a result of absence in education (prior to starting at Endeavour Academy), additional learning and SEMH needs. We also use pupil premium grant to increase cultural capital opportunities. Analysis of the data has enabled us to broaden the curriculum and the use of interventions for pupils in receipt of PPG to include literacy targeted intervention, numeracy targeted intervention, SALT and therapeutic support for the academic year 2019-20. The data evidences that we have closed the gap in attainment/progress between PPG and non-PPG pupils, in the number of GCSEs attained, all literacy qualifications and Level 1 Maths qualifications. The area to focus on in the next academic year is the gap in attainment at Level2 Maths and English/Maths GCSE 4-9.
To view our Pupil Premium Strategy for 2022/23 please click here.
To view our Pupil Premium Strategy for 2021/22 please click here.
School Overview |
|
| Pupils in School | 78 |
| Proportion of Disadvantaged Pupils | 49 Pupils - 63% |
| Pupil Premium Allocation this Academic Year | £43,365 |
| Academic Year covered by statement | 2020/2021 |
| Publish Date | 1 September 2021 |
| Review Date | 1 September 2022 |
Disadvantaged Pupil Barriers to Success
- Pupils can experience barriers relating to social, emotional and mental health needs and this has been further exacerbated by Covid19. After long periods in lockdown, pupils have faced challenges in their social and mental welfare which has impacted on academic attainment
- Erratic attendance due to changing or challenging home circumstances
Monitoring and Implementation
Review: Last Year's Aims and Outcomes
Strategy Aims for Disadvantaged Pupils - Academic Achievement |
||
| Aim | Evidence of Impact | Target Date |
| To improve the outcomes for Pupil Premium pupils to bring their attainment in line with expected levels of progress | Teacher assessed grades, exams and progress against FFT | July 2022 |
| To close any attainment gap between pupils in receipt of Pupil Premium and their peers | Data analysis against vulnerable group | July 2022 |
| PP pupil smake progress in reading | Baseline and twice yearly test of reading age | July 2022 |
Strategy Aims for Disadvantaged Pupils - Wider Outcomes (e.g. independence) |
||
| Aim | Evidence of Impact | Target Date |
| To improve attendance and behaviour of pupils attracting PP | Fewer behaviour incidents recorded for these pupils Robust and supportive behavioural intervention plans to be in place for these pupils. Overall attendance for pupils eligible for PP to improve to the school target of 90%+ |
July 2022 |
| Reduce FTE for PP pupils | Reduction in FTE | July 2022 |
| To provide pastoral intervention | Reduced Behavioural incidents Increased attendance Pupil progress |
July 2022 |
| Support for extra-curricular activities/trips including the annual residential trips | All pupils able to share their experiences and develop social skills that will stay with them for life | July 2022 |
Strategy Aims for Disadvantaged Pupils - Wider Outcomes (e.g. independence) |
||
| Measure | Activity | |
| Priority 1 | Measure and support attendance to school | |
| Priority 2 | To provide a range of interventions meeting outcomes of EHCPs | |
| Barriers to learning these priorities address | Complete SEMH needs | |
| Projected spending | Staffing (1 HLTA, 3 BLMs, 1 Counsellor, 1 OH therapist, 1 Sp&L therapist) £145,652 | |
Teaching Priorities for the Current Academic Year |
||
| Aim | Evidence of Impact | Target Date |
| CPD and QA to ensure that teaching prioritises underachieving disadvantaged pupils | To ensure that teachers provide Quality 1st teaching for underachieving disadvantaged pupils e.g. Olevi training leadership opportunities social story training SALT updates Mental health first aid awareness | July 2022 |
| Monitoring progress of disadvantaged pupils and taking action | Academic Heads of Department and Subject Teachers have an increased focus on monitoring achievement of disadvantaged pupils at each tracking point throughout each academic year. Significant underperformance against targets is followed up with meetings and action points | July 2022 |
| Additional support in English and Maths | Monitoring of Literacy and Numeracy interventions and progress against academic targets | July 2022 |
Targeted Academic Support for Current Academic Year |
||
| Measure | Activity | |
| Priority 1 | Literacy and Numeracy Intervention across all Key Stages | |
| Priority 2 | Read, Write, Ink: introduction of reading scheme, staff training and resources | |
| Barriers to learning these priorities address | Below chronological age literacy and numeracy ages on entry, limiting access to curriculum | |
| Projected spending | 2 HLTAs & Read, Write, Ink = £46468 | |
Wider Strategies for Current Acadmic Year |
||
| Measure | Acivity | |
| Priority 1 | Attendance | |
| Priority 2 | Reward structure and a culture of success | |
| Barriers to learning these priorities address | Low aspiration and parental support | |
| Projected spending | Hardship fund (Residential: £5764; Uniform: £1000; Transport/Attendance: £1938) | |
Monitoring and Implementation |
||
| Area | Challenge | Mitigating Action |
| Teaching | Ensuring best practice is shared to ensure that pupils receive quality first teaching | Robust calendar of CPD planned |
| Targeted support | To identify need for early intervention | Monitoring, staffing and resources |
| Wider strategies | Disrupted educational experiences leading to poor attendance | Attendance action plan and specific attendance team |
Review: Last Year's Aims and Outcomes |
||
| Aim | Outcome | |
| To improve the outcomes for Pupil Premium pupils to bring their attainment in line with expected levels of progress | PP pupils made expected/ above progress in line with FFT | |
| To close the attainment gap between pupils in receipt of Pupil Premium and their peers | PP pupils achieved better than non-PP and no significant gaps recorded among vulnerable groups. | |
| To improve aspiration and give curriculum and enrichment activities and opportunities | Limited by Covid restrictions but remote learning was implemented with homeschool challenges and rewards. Enrichment activities held when restrictions allowed | |
In April 2011 the Government introduced Pupil Premium, funding which is additional to main school funding.
The purpose of the Pupil Premium is that it is deployed by schools to narrow the attainment gap between disadvantaged pupils and their peers. Pupils included are; those from low income families, children adopted and in care and young people with parents in the regular armed forces.
Schools are able to spend the funding as they see fit based upon their knowledge of pupil needs. In addition to the core curriculum a school offers, each pupil eligible for Pupil Premium funding may receive specific interventions, designed to provide opportunities and support based on individual needs and circumstances.
Detailed analysis of need and regular tracking of progress is essential to ensure potential barriers are overcome and expected levels of progress made.
Endeavour Academy receives money from the Government's Pupil Premium Grant (PPG) stream. We receive this allocation for pupils across the full ability range.
This money is given to the Academy to be used in ways that we consider will have the most impact on our pupils. Except for our pupils who are in care, this money is not linked to any individual child.
We use this PPG funding to provide support, not only for those pupils designated as PP pupils, but for all of our pupils and who will benefit from additional support. Our key objectives for PPG are:
- To improve the outcomes for Pupil Premium pupils to bring their attainment in line with expected levels of progress
- To close the attainment gap between pupils in receipt of Pupil Premium and their peers
- To improve attendance and punctuality
- To improve aspiration and give curriculum and enrichment activities and opportunities
- To provide careers information, advice and guidance for our pupils
If you need any further information regarding Pupil Premium please contact Margaret Rozario.
Pupil Premium Report 2019/20
Over the academic year we had 71 on our school roll in years 7 – 11, across the ability range. Of these 45 (63%) were eligible for the Pupil Premium Grant. These pupils have been eligible for Free School Meals in the last six years or have been in care.
During this period Endeavour Academy received a Pupil Premium allocation of £52,331 for the academic year 2019/20. The Pupil Premium allocation is used at Endeavour Academy to ensure our long term goal - for our disadvantaged pupils to make the same progress as their peers.
The Pupil Premium allocation was spent on a number of interventions:
Curriculum & Staffing:
- Extra literacy and Numeracy lessons
- Reading interventions
- HLTAs in English and Maths
- The team of four Behaviour Learning Mentors
- Pastoral support officer supporting with Attendance
- Careers and Transition Coordinator providing 1:1 Interventions and support
Additional Resources:
- Exam support –Readers and Scribes
- Study Aid books
- Reading and numeracy software
- Laptops
- Key stage3&4 residential
- Breakfast and break time healthy snack/ sandwich
Mentoring & Support:
- Homework clubs
- Cultural capital opportunities: trips; theatre; residentials
- Speech and Language HLTA
- Study skills support
- Therapy Dog
- Careers Information Advice and Guidance provision
- Critical thinking skills workshops
- Financial hardship funding
The impact of this expenditure (based on Year 11 GCSE outcomes 2020);
| Disadvantaged | Non-Disadvantaged | |
| Number of Pupils in Year 11 2019/20 (14 total) | 9 (64.3%) | 5 (35.7%) |
| No. achieving level 1 English | 9 (100%) | 5 (100%) |
| No. achieving level 1 Maths | 9 (100%) | 5 (100%) |
| No. achieving level 2 English | 3 (60%) | 5 (56%) |
| No. achieving level 2 Maths | 0 (0%) | 2 (40%) |
| English & Maths 1-9 | 9 (100%) | 5 (100%) |
| English & Maths 4-9 | 1 (11%) | 2 (40%) |
| No. GCSE 1-9 | 64 | 31 |
| Avg No. GCSE per pupil 1-9 | 7.1 | 6.2 |
Pupil Premium Strategy/Interventions for 2019/2020
| Interventions | Description |
|
CPD and QA to ensure that teaching prioritises underachieving disadvantaged pupils |
To ensure that teachers provide Quality 1st teaching for underachieving disadvantaged pupils e.g. Olevi training leadership opportunities social story training SALT updates Mental health first aid awareness |
|
Monitoring progress of disadvantaged pupils and taking action |
Academic Heads of Department and Subject Teachers have an increased focus on monitoring achievement of Disadvantaged pupils at each tracking point throughout each academic year. Significant underperformance against targets is followed up with meetings and action points. |
| Tutorial programme | A daily programme delivered by staff, which includes social skills support as well as literacy and numeracy support. Also, 1 to 1 support from a trusted adult to tackle barriers to learning. |
| Diagnostic Testing/Screening | To diagnose specific barriers to progress and apply appropriate support. |
| Additional support in English and Maths | Provision of a programme of ‘booster’ sessions by specialist staff in English, and Maths to support understanding and progress in Years 10 and 11. |
| Revision sessions |
These clinics are held after school and during Friday options, in preparation for Functional skills and external examinations. |
| Revision guides - free | To support pupils with GCSE examinations and retention of key knowledge and understanding. |
| Extra-Curricular opportunities. |
Free access to a wide range of after-school activities trips and visits that will enrich pupils’ enjoyment and understanding of the curriculum and to provide opportunities that they would not otherwise have access to. Availability of financial support to ensure access is achieved, removing financial barriers but encouraging widening participation in new learning experiences. |
| Hardship fund |
To support families with meeting the necessities of school e.g. uniform, as well as providing support to ensure access to extra-curricular opportunities |
|
Pastoral support and attendance monitoring/intervention |
Daily, weekly and termly attendance monitoring takes place to ensure pupils are in school as much as possible and the school is proactive in challenging poor attendance, supporting reintegration where necessary. |
| Early morning support/intervention | Priority access to staff every morning before the school day starts to discuss academic or non-academic matters. |
| Motivational trips |
Trips that both inspire and enthuse pupils to achieve their potential and reach beyond the realms of what they believe possible. Trips to support in improving the aspirations of pupils. |
| Careers education and guidance | Ensure pupils know and understand the route for their self-generated success criteria. |
| Transition programme | To aid transition from primary school. |
| Transitions curriculum for Year 7 - 8 |
Pupils receive specific literacy and numeracy intervention four days per week. Timetabled literacy intervention classes twice weekly in small groups where pupils are targeted to improve their reading age, in line with their chronological age and to focus on improving their reading and writing skills across all subjects. The intervention programme is tailored to the needs of the pupil, which means it is flexible and the amount and type of support will vary depending on the individual needs of the pupil. Training, delivery and quality assurance. |
| Family support events | To build relationships with families and to celebrate the success of key groups. |
Endeavour Academy 2019/20 Pupil Premium Budget
CURRICULUM AND STAFFING
| Intervention | Cost of Delivering PPG |
| Toe by Toe | 700 |
| Reading Egg | 150 |
| HLTAs | 22,000 |
| Behaviour Leaning Mentor | 6500 |
| Attendance guidance officer | 1200 |
| Transition Learning mentor | 2700 |
| Careers advice and guidance | 1700 |
| Pastoral Support coordinator | 3500 |
| Additional Resources/Teaching Time | |
| Exam support, GCSE booster sessions | 1950 |
| Lord Taverner’s Minibus self help | 14,000 |
| After School Clubs | 900 |
| Breakfast & Tuck | 2200 |
| KS3&4 residential | 5764 |
| Attendance Rewards and trips | 2500 |
| Behaviour incentives and trips | 1900 |
| Extracurricular subject trips and activities | 1700 |
| Mentoring and Support | |
| Homework clubs | 600 |
| Dog Mentoring | 1000 |
| Mental Health & Wellbeing Coordinator | 11,500 |
|
Financial support available for pupils on FSM (Hardship Fund) |
900 |
| Speech & Language | 7200 |
| TOTALS | 87,864 |
PPG received 2019/20 - £52,331
Additional support from whole school budget - £35,533
Conclusion
Endeavour Academy uses the pupil premium grant to ensure that those pupils entitled to Pupil Premium make progress. In particular it is used to support any individual targets on their education and health care plan and to provide extra support to narrow gaps in attainment and progress. These gaps often occur as a result of absence in education (prior to starting at Endeavour Academy), additional learning and SEMH needs. We also use pupil premium grant to increase cultural capital opportunities. Analysis of the data has enabled us to broaden the curriculum and the use of interventions for pupils in receipt of PPG to include literacy targeted intervention, numeracy targeted intervention, SALT and therapeutic support for the academic year 2019-20. The data evidences that we have closed the gap in attainment/progress between PPG and non-PPG pupils, in the number of GCSEs attained, all literacy qualifications and Level 1 Maths qualifications. The area to focus on in the next academic year is the gap in attainment at Level2 Maths and English/Maths GCSE 4-9.