Boston Spa Academy recognises that all students, regardless of their background and socio-economic status, should have access to a curriculum that will enable them to make rapid and sustained progress, resulting in outstanding GCSE and post 16 outcomes.
The Pupil Premium is government funding given used to support disadvantaged students (as research shows they are more likely to underachieve) to maximise their progress and close the attainment gap between them and their peers.
Boston Spa Academy has received £166927 of Pupil Premium funding for the academic year 2017-18
Barriers to the progress and future attainment of pupils eligible for pupil premium funding in 2017-18:
- In general students in receipt of the pupil premium enter Year 7 with lower KS2 assessment data and need to develop key skills in reading, writing and mathematics over the course of the academic year.
Performance Review of Pupil Premium Students
Key Stage Three:
Overall Progress: progress at KS3 is measured in relation to MEG, a student’s minimum expected grade. These are derived from FFT20. This is a new system for 2017-18, making comparisons with previous years unhelpful.
|Year 7||Year 7||Year 8||Year 8|
|% PP within 3 sublevels of MEG||% Non PP within 3 sublevels of MEG||% PP within 3 sublevels of MEG||% Non PP within 3 sublevels of MEG|
|Assessment Point 1 (Autumn)||69.6%||66.6%||66.70%||58.60%|
|Assessment Point 2 (Spring)||75.00%||73.50%||65.90%||69.30%|
|Assessment Point 3 (Summer)||85.30%||85.60%||75.00||77.90%|
|Difference from AP1 - AP3||13.7%||19.00%||8.30%||19.30%|
The table above shows the performance of PP and non PP students against target with the above showing overall percentage of students that were within 3 fine levels of their MEG at each assessment point. The PP students performed better than non PP students earlier in the year in both Year 7 and Year 8, however the non PP students overall improved at a faster rate and therefore this has created a gap between the overall performance of PP and non PP students.
In Year 7, although the overall picture shows a gap in the progress of PP and non PP students, the Higher Prior Attaining (HPA) and Lower Prior Attaining (LPA) PP students have performed significantly better in most subjects throughout the year, performing better than non PP students in the difference between their first and third assessment points. By the end of the year HPA PP students were outperforming non PP students in 5 out of 12 subjects and LPA in 7 out of 12 subjects.
In Year 8 the overall picture shows a gap in progress between PP and non PP students, however at the first assessment point 2 subjects had HPA PP students making better progress than non PP, 6 subjects for Middle Prior Attaining (MPA) and 3 subjects for LPA. By the end of the year this had increased for 3 subjects for HPA and 5 for LPA with MPA remaining at 6 subjects.
In Year 7 at the first assessment point most subjects found that the majority of students were within 3 sublevels of their MEG with PP students out-performing non PP students in all except IT, Maths and Science. By the third assessment point the number of students within 3 fine grades of MEG had increased significantly in all subjects, with the PP students also increasing dramatically. However, PP students were still not performing as well as others in most subjects as identified above with the biggest difference being in Geography. The curriculum model has changed for the academic year 2018-19 so that all students in Year 7 and 8 have an additional hour in their curriculum for Geography and History due to this being identified as a difficulty in covering the required content in the given time.
In Year 8 at the first assessment point most subjects except DT, French and Humanities have found that the majority of students are within 3 sublevels of their MEG with PP students overall out-performing non PP students in all except DT, Maths and Science. By the third assessment point all subjects except DT and History made significant improvements in their number of students within 3 sublevels of MEG.
- Pupils in receipt of the Pupil Premium make less progress over Key Stage 3 and 4
Key Stage 4:
Pupil Premium KS4 Outcomes Three Year Trend:
|Number of pupil premium students||51||33||27||The performance of students in receipt of the Pupil Premium has improved year on year where comparisons are valid.|
|Attainment 8||4.32||3.83||4.38||There was a significant improvement in P8 in 2018 of 0.65.There is a very small dip in maths at 5+.|
|English 5-9 (new measure 2017)||N/A||21%||39.29%|
|Maths 5-0 (new measure 2017)||N/A||33.3%||32.14%|
|English and Maths 4+||N/A||47%||48%|
|English and Maths 5+||N/A||21%||29%|
|1 Science A*-C||54.9%||42.4%||67.86%|
|2 Sciences A*-C||31.4%||33.3%||57.14%|
|3 Sciences A*-C||19.6%||18.2%||25%|
Analysis of the unvalidated 2018 data set shows:
|National non disadvantaged pupils||0.13||0.11||0.12||0.14||0.12|
|Academy disadvantaged pupils||0.08||-0.28||0.26||-0.16||0.43|
|Academy non disadvantaged pupils||0.23||0.04||0.34||-0.01||0.45|
Disadvantaged pupils in Maths and in the open basket have made stronger progress than non-disadvantaged pupils nationally. Both baskets show a substantial improvement on 2017 data especially amths where students in 2017 had a progress score of -0.62. Progress in English is below that made by non-disadvanatged pupils nationally but represents a significant improvement on 2016-17 where disadvantaged pupils had a P8 score in English of -1.03. Similarly pupils in the Ebacc basket made significantly more progress in 2018 than in the previous year when P8 was -0.84.
- Attendance of students in receipt of the Pupil Premium is worse than that of others and is a significant barrier to success.
Overall attendance for 2017-18 was 94.36%, a slight increase on 2016-17 when it was 94.27%. Currently it stands at 95.3% (January 2019).
Attendance of students in receipt of the pupil premium is still below that of others but is improving. In 2016-17 it was 90.83%, in 2017-18 it was 90.88%. In January 2019 it stands at 91.72%, 1% higher than the same point last year.