Around 65% of learners at Nightingale Community Academy are eligible for the Pupil Premium. We are continuing to analyse the impact of additional funding. Based on an analysis of our end of KS2 and GCSE results, and on our attendance and exclusions data, there is no evidence of a significant difference in the achievement or risk of absenteeism or exclusion between those learners who come from families eligible for the pupil premium and those who are not eligible. All of our learners have significant SENs (Social, Emotional and Mental Health Difficulties) which affect their ability to access and benefit from the curriculum and all are considered to be amongst the most vulnerable.
Pupil Premium Grant is currently allocated to 54 learners at the school. This is additional funding provided by central government to support the achievement of learners entitled to free school meals or those looked after by the local authority.
It is planned to use the 2015-16 grant of £56,045 as follows:
- To further develop therapeutic support for learners experiencing the most significant difficulties with their behaviour and at risk of exclusion by providing in-house play and art therapy £25,245 (cost of therapists)
- To support the inclusion of learners returning from exclusion £8,000 (proportion of cost of HLTA for Inclusion)
- To provide specialist expertise in positive behaviour support to enable us to develop our whole school skills in supporting learners with challenging behaviour to reduce exclusions and support learners to manage their own behaviour, and to complement the work of the therapy team and HLTA (Inclusion) £17,000 (33% of salary costs of AHT positive behaviour support)
- To provide resources for personal/social development including breakfast and enrichment activities for learners to ensure their access to a range of experiences, including a residential visit for years 6, 7, 8 & 9 £6,000
In 2014-15 the Pupil Premium grant was allocated to 49 pupils. The 2014-15 grant of £52,360 was used as follows:
£38,867 to increase the level of pastoral support to include learner mentoring, family support and school counselling: a therapist was employed to work with target learners across the school. This proved very successful with primary learners, but was taken up less willingly by secondary learners; however a trial offer of Art Therapy proved more popular with older learners and will be developed further in the coming year. Although the uptake for the parents’ group was relatively small, those parents who participated engaged more with the school. The impact for one family in particular was demonstrated by better consistency of approach between home and school and there were big reductions (to zero) to the number of restraints needed to support the learners. It is intended to develop this work further with a more tailored approach.
£11,015 to provide additional and personalised teaching and resources to support literacy: development of Read, Write, Inc across the school showed some success, but also demonstrated the need for a wider range of strategies, including for example, the use of tools such as Lexia. We intend to continue to use our own resources to develop the use of specialist literacy teaching and tools to promote literacy development for all learners.
£2,388 to provide resources for personal/social development by providing breakfast: the provision of breakfast has supported a calm and purposeful start to the day. At year 11 it demonstrably improved punctuality and ensured a good start to the first lesson, as learners were motivated to arrive on time to get breakfast. Because learners had eaten appropriate breakfast food and were not hungry, the impact on behaviour in the morning has been demonstrated by a calmer, and therefore more productive start to the day.