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Funding for the academic year was £203,271.  The calculation for this is shown below.

Total Funding based on Academic Year (for Annual Statement)
Academic Year 16/17 (September 2016 - August 2017) Total No. of Eligible Pupil Amount Per Pupil (£) Total Amount (£)
Deprivation - based on the January 2016 & 2017 Census
September - March
April - August 83.96 935 78,503
Service Children - based on the January 2016 & 2017 census eligible in the last 6 years
September - March
April - August 3.33 300 999
Post Looked After Children - based on the January 2106 & 2017 Census
September - March 0.00 1,900 0
April - August 0.00 1,900 0

Aldworth received £935 for 215 eligible students in the deprivation category and 7 students in the service categorgy at £300 each, a total of £203,271

Actions focused on learning in the curriculum Teaching Assistant English- small group work 50% of salary cost 11,150.00
Teaching Assistant Maths - small group work 50% of salary cost  11,150.00
Teaching Assistant SEN - small group work 50% of salary cost  10,260.00
SISRA Tracking software PP students 24% of NOR, proportion of fixed annual fee 360.00
Boosters / Enhancements (Maths & Eng) 50% of Sat / holiday revision / booster classes Maths and English 2,225.00
Literacy teacher small group work 3 days per week  15,000.00
Teaching Staffing costs for PP strategies Leadership time / small classes in the core subjects / Mentoring 97,665.00
SEN support Assistant SENCo Proportion of TLR 1,750.00
Actions focused on social, emotional and behavioural issues Alternative Curriculum staffing - teachers 50 staffing periods per week -  14,400.00
Alternative Curriculum staffing - SLT 10 Leadership staffing periods per week - 24% of costs (% of PP to NOR) 5,760.00
Student Leadership work Senior staff time (Assoc Asst Head) 2,500.00
Student Support Officer Staff time (health, social & emotional) 25% of time 4,150.00
Home link worker 50% Salary of post holder (CWG ) 13,900.00
Support staff pastoral staffing  Year Leader salary time  
Cover Supervisors peer mentoring  Salary of post holder (LDE) 2 hours pw 1,420.00
Young Carers Young carers grant 500.00
Actions focused on enrichment beyond the curriculum Music Tuition Subsidies 50% discount off cost of lessons  1,117.00
Trips / Events subsidies Budget for year (could be higher dependent on need) 435.00
Uniform / Equipment / Revision guides Budget for year (could be higher dependent on need) 2,229.00
Actions focused on alternative learning pathways Careers Advice through Basingstoke Consortium Focused on PP students in year 10 4,450.00
Study Skills day 50% of cost for PP students 1,350.00
Ashwood Academy  Transfer of PP funding for 3 students 1,500.00
  TOTAL FUNDING £203,271 SPENDING 2016-17 203,271.00

Evaluation of Pupil premium expenditure for 2016/17:

No. of pupils eligible for Pupil Premium (PP):
No. of pupils eligible for Pupil Premium (PP) in Yr 11)
Allocated Funds: £213,271

Attainment 2016/17:

National Non-PP
No. of pupils in cohort
% achieving 9-4 in English and Maths
% achieving 9-5 in English and Maths
Progress 8 score
Attainment 8 score
% pupils entered into EBacc
% pupils achieving the EBacc

Barriers to attainment in 2016/17:

In-school barriers (issues to be addressed in school)
Desired Outcome
Progress towards outcome

Staff understanding of how to best work with disadvantaged students.

Disadvantaged students’ Progress 8 was significantly below national.

Progress 8 for English and mathematics was significantly below average for disadvantaged students in 2016.

Significant information and training for staff on disadvantage, how to support these learners best, how to listen to their needs, how to plan for them to make good progress

For disadvantaged students Progress 8 to be in line with peers.

For disadvantaged students English and maths progress to be at least in line with their peers.

By the end of the year there was a much greater demonstration that teachers had developed their understanding of the specifics of how to support disadvantaged pupils more. This has been evident in learning walks and staff feedback sessions in meetings.

In 2017 the gap reduced from -0.88 to -0.69 and whilst this is closing, significant work still needs to be done to close the gap further.

Whilst this had improved in part from the previous year, there is still significant work to be done here to meet our desired outcomes.

External barriers (issues which also require action outside school)
Desired Outcome
Progress towards outcome

Disadvantaged students have low self- esteem or mental health issues.

For disadvantaged students to be more confident and feel safe to attend school.

For specific intervention on these issues, see below under Budget Spend - support.

Lack of parental engagement.

To reduce the gap in attendance between disadvantaged and non-disadvantaged parents to consultation events.

While minimal progress has been made, this remains to be a challenge and will be a higher priority focus in 2017. For greater detail see under Support Staff.

Budget Spend 2016/17:


Budget Spend



Teaching and intervention tutoring









  • Core subject small group tutoring delivering revision and reviewing work during lesson time, enhancements and holidays.
  • Focussing on quality first teaching.
  • Reducing group sizes for the most vulnerable groups.
  • Middle and senior leaders tracking and monitoring progress of disadvantaged students across all subjects using SISRA.
  • The PP Raising Achievement Plan overseen by Assistant Head - Pastoral
  • Mentoring of Y11’s by member of Senior Leadership Team. (SLT)
  • Booster/Revision workshops during breaks, after school and school holidays.
  • Alternative curriculum staffing teaching students on the Personalised Curriculum Programme.
  • Tracking and monitoring engagement of disadvantaged students in extra-curricular activities, trips and visits and attendance at parent’s evenings.
  • Year Leader (7) creating opportunities to interact with disadvantaged parents.
  • SISRA tracking software
  • Ashwood Academy tuition


  • Additional tutoring in English and maths enabled students to work in an environment where they were not afraid to ask questions or get answers wrong. (improved self-esteem and engagement) 
  • Students learned to work in small groups with people they had not worked with before which helped with their socialisation and adaptability.
  • Training and CPD for staff informed teachers of vulnerable students how to help them in the best way possible for them to make more progress. Evidence of increased knowledge recorded in performance management records
  • Focus on improving attitude to learning through lessons, tutor time and with year leaders helped start to improve progress.  Where the students were happier in the classroom, progress reports demonstrate they were making better progress.
  • 12/20 students being mentored by SLT engaged more with their learning as they felt they had support from their mentor in addition to their ordinary classroom teachers. 
  • Use of online learning tools such as Sam Learning and the newly introduced GCSEPod also proved to be very successful in encouraging the students to progress.  90% of Yr 11 students signed up to GCSEPod (85% of PP students 34/41) which they told us helped them revise the specifics for the exams they struggled with in a way that they could relate to even while they were at home. 
  • 8700 podcasts were accessed from April to July in total. 
  • English Literature was the most accessed subject with 2985 pods being downloaded, Biology with 991, Chemistry with 712 Geography with 685 and Maths with 599 podcasts accessed.
  • Disadvantaged students were enabled access to different social opportunities developing them as an individual and giving them different experiences, raising awareness to opportunities and ambitions for the future.
  • Through summer and half term transition camps the Year Leader for Year 7 was able to form some positive relationships with some of the vulnerable families.  Whilst this is positive there are still too many that do not engage with the school and this will continue to be a focus for the school to overcome and get more parents involved in school life.
  • Students receiving tuition at Ashwood Academy was the appropriate decision for all, enabling more quality learning to go on in the classroom.

Support staff





  • Teaching assistant in English & Maths working with targeted groups in and out of lessons.
  • Literacy teacher.
  • SEN support – Assistant SENCo time
  • Finance staff assisting with issues such as free school meals or free school transport applications.
  • LSA’s and other support staff running interventions for vulnerable students, e.g. anger management, organisational skills, drawing therapy, self- esteem sessions.
  • Year Leaders and tutors monitoring the general welfare of disadvantaged students by ensuring they have a uniform, are eating well and have the equipment they need.
  • Staff proactively seeking to support and assist students and families who are vulnerable.
  • Communication home prior to school events such as parent evenings to offer assistance to get parent to the event - Minibus availability if required to collect and drop off parents who cannot get there.
  • Alternative curriculum staffing supporting students on the Personalised Curriculum Programme.
  • Elsa support offered to a significant number of disadvantaged students.
  • Peer mentoring
  • An increase in the number of trips being offered included several free trips to visit University campuses or workshops. On two of the trips 80% of students who attended were disadvantaged.
  • Parent’s evenings are still a challenge with an average of a 25-30% gap in attendance of parents of disadvantaged students compared to their peers and with certain cohorts being less engaged than others. However, we did have some successes with 90% of Year 11 parents attending the tutor review evening due to a (piloted) direct approach made by senior leaders making contact with disadvantaged students’ parents / carers.
  • Staff contact all disadvantaged parents that do not attend appointments to encourage attendance or offer alternatives for those that cannot attend. Those that do not attend a meeting are contacted by phone. The impact of this has been positive as all disadvantaged students’ parents / carers have been involved in at least a telephone conversation about their child.
  • The ELSA provided an additional resource for students struggling with social and emotional issues.  Working individually or through groups work taught and enabled the students to be calmer in the classroom and deal with situations more appropriately resulting in less incidents of inappropriate behaviour.
  • With some students feeling vulnerable, the extensive array of support for our students has (over time) enabled us to reduce the number of incidents of varying nature, for example incidents of bullying and swearing between students have both reduced year on year over the last 4 years which demonstrates our systems are being effective.  We take this very seriously and students know this and are appreciative of this.  This is also supported by our peer mentors who worked with some of our disadvantaged students to help them overcome barriers to socialising and learning in a large school environment. The proportion of disadvantaged students engaged in these behaviours has also reduced particularly with regards to bullying.



  • Revision guides.
  • Dictionaries.
  • Food technology supplies.
  • Printing and photocopying for students.
  • Scientific calculators.
  • Items of uniform clothing, PE kit supplied for disadvantaged students.
  • Whilst providing students with the appropriate equipment and uniform seems superficial, it removes some immediate barriers to learning and enables them to feel proud of their appearance and not stand out for not having the correct equipment and enables them to learn. This has reduced low level disruption at the start of lessons (linked to teachers having to identify and distribute basic equipment) 

Details of the numbers of individual items to follow.

Financial assistance



  • Assistance with the cost of educational trips and visits including residential trips
  • Music lessons
  • Attendance to prom
  • Holiday drama workshop for one student
  • DoE award registration for disadvantaged students
  • Bus fare or taxi travel for students in short term need of assistance.
  • Following the financial assistance guidance on the website and letters explaining the support on offer, an increasing number of parents’ now request this.  This is increasing and giving more disadvantaged students access to enrichment activities.
  • Having access to these events supports and extends the cultural & social opportunities and experiences for these young people making more rounded individuals and seeing things that they may in time aspire to be part of, helping them think big, directly linked to our school ethos of raising aspirations

Student support and Home link worker

Young Carers


  • Training and workshops for staff.
  • Young Carer club.
  • Counselling for students in all years. Counsellor and EP support.
  • A significant number of our Disadvantaged students had weekly counselling sessions which helped them cope in school on a day to day basis.  Year Leaders still provide support but a decrease in the number of disadvantaged students requiring regular support has decreased.
  • A member of staff trained in Art Therapy put on sessions and this has proven to be a crucial for a significant number of disadvantaged students who found this activity calming and were then able to reflect on what had happened and how they could move forward.

Careers advice and support from Basingstoke Consortium

World of Work


  • Independent careers advisors who provide small group, 1:1 and assemblies for all school
  • Additional days purchased for disadvantaged students and specific individuals who need additional careers guidance.


  • In past years we have successfully ensured that all but a few students have gone on to further education.
  • Within Hampshire there were 139 students who were NEET’s last year: none of whom came from Aldworth School. Therefore, all disadvantaged students were accounted for.
  • World of Work Day Professionals from different employment backgrounds come to school and deliver CV and interview technique sessions to yr. 10.  They then interview the students for an imaginary job. It was very pleasing to see 100% of disadvantaged students attend this and be actively involved.

Enrichment activities


  • Student leadership workshops regularly across the year.
  • Study Skills day – External company
  • Led by the Associate Assistant Head, this has enabled all students to extend their experiences outside of the classroom.  There are different levels of involvement where students had to achieve certain goals in different areas of focus around the school, but across a breadth of subject areas and topics, culminating in a successful trip to Thorpe Park at the end of the Summer Term which was the first time many of the disadvantaged students had ever taken part in an activity like that.
  • Study Skills Day was as always, a great success.  Students learnt a multitude of key revision skills in the way that they learn best which enabled them to then revise with more rigour. 
  • All disadvantaged students were provided with a bespoke, free, thick ‘20% A4 notebook’ for them to use to condense their learning into notes, mind maps, bullet points etc. to aid revision.





Pupil Premium Update Autumn Term 2016

There are a number of things to report on this term, namely the transition camps that we have run in August and October. 

We continue to embed the systems that we launched last year and staff are significantly more aware of who the pupil premium students are in their classes and also how they can support them no matter what their progress target expectations. 

Our key aims this year are to work collectively to support these students learn the best way the can and offer whatever opportunity required to do this.  We also are looking to try to connect with some of our hard to reach parents by offering coffee morning catch-ups at the local coffee shop to eliminate some of the boundaries that stop pupil premium parents from supporting the school or their child with their learning.  These will be on a 3 weekly cycle, on a Wednesday from 11am – 12.30pm.  We are due to send letters out in the next week to launch the first event.  Exact dates to be confirmed.

I have written a Pupil Premium Raising Achievement Plan which I will attach as an appendix for you to view.  It is in draft form and is a working document so it will change over time.  I will give you an idea of all the areas that we are prioritising.  The actions are colour coded to demonstrate the stage of implementation.