The Pupil Premium Grant is additional funding given to publicly funded schools to raise attainment of disadvantaged students and close the gap between them and their peers. This grant was introduced in 2011. In 2012-13 this was extended to include any students who have been eligible for free school meals at any point in the last six year (Ever 6 free school meals measure). Funding is also made available for students who are looked after by the local authority or children of service personnel. The grant allocation is based on the annual January school census data. Below is a summary of the allocation attached to each student per year.
- Students in year 7 to 11 recorded as 'ever 6FSM' - £985
- Looked after children (LAC) - £2,410
- Post-LAC - £2,410
- Students with parents in regular armed forces - £320
At Castle View Enterprise Academy, we firmly believe in supporting every student to achieve his or her personal best. At the heart of this is quality-first teaching, which is supported by a range of interventions and additional wider strategies to ensure that disadvantaged students can succeed. We currently use the Education Endowment Fund toolkit research findings to further support our students and all strategies and spending follow their suggested three-tiered approach. Regular assessment periods are calendared throughout the year to make certain that all data is up to date which allows timely and appropriate intervention to be delivered when needed.
The Academy is very much aware that many disadvantaged students face a plethora of barriers which hamper their learning. The main challenges faced by our students are provided in the new action plan (link below) and some of these challenges are listed below. Whilst this list is by no means exhaustive, it is vital that these challenges remain pertinent in our minds as we strive to help all our students achieve their personal best.
- Students with previously high attainment often need further support to enable them to succeed in their secondary education.
- Some students may enter the Academy with low levels of literacy and numeracy, this further hampers their learning as it is increasing difficult to access secondary education.
- Some students have poor attendance with some being persistently absent.
- Students may face significant difficulty in their lives leading to complex social and emotional needs which may impedes learning. Students may have difficulties working at home due to a lack of designated working space and/or regular internet/ICT access.
All strategies are clearly identified following the EEF three-tiered approach and evidenced based. The impact of spending from 2021-22 is also outlined below in detail, in the impact statement report. This gives a full and detailed account of the impact of each strand of the strategy. A summary of this can be seen in the new action plan which is linked below. Continuous evaluation will be ongoing throughout the year as outlined in the action plan, and further information will be published at the end of the current academic year, which will focus on the period between September 2022 and Summer 2023.