Pupil Premium and SEND

At Lea Valley, we are committed to reducing inequalities in outcomes for our students irrespective of their social background.

In accordance with the Equality Act 2010, we are committed to promoting an inclusive learning environment where all students, including students for whom English is an additional language (EAL), students with Special Educational Needs and students with disabilities (SEND) are successfully prepared for their future pathways.

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview

Detail	Data
School name : Lea Valley Academy
Number of pupils in school	884
Proportion (%) of pupil premium eligible pupils	51.5%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	2019 to 2022
Date this statement was published	Oct 2021
Date on which it will be reviewed	July 2022
Statement authorised by	Stephen Kinson
Pupil premium lead	tbc
Governor / Trustee lead	Liz Whale

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£ 383,910
Recovery premium funding allocation this academic year	£ 58,290
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£ 0
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year	£ 442,200

Part A: Pupil premium strategy plan

Statement of intent

All students to make progress at least in line with national expectations with disadvantaged students making the same level of progress as non-disadvantaged students.

Students receive support to ensure high levels of well being and remove potential barriers to learning

All students have a range of learning experiences that widens and grows their cultural knowledge.

As a result, students attain the grades to enable them to access the next stage of their learning journey with the skills and confidence to on take on the opportunities they have created for themselves.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number	Detail of challenge
1	Student attendance levels
2	Low prior attainment
3	Some students arrive with below age-related expectations in English / literacy.
4	Some students arrive with below age-related expectations in maths.
5	Many students with limited cultural capital
6	Student well being
7	Some students receive limited home support

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome	Success criteria
Improved levels of Attendance	Levels of attendance for each year group higher than previous year with year 7 being 95%
Pupil Premium comes in line with national levels for all students	PP students with progress score of 0 or above with the gap closed between PP and non-PP students.
Improved levels of literacy	All students in year 7 & 8 make reading age progress of greater than 1 year.
High levels of engagement in enrichment activities	Attendance to enrichment days is in line with attendance for the rest of the year. All students attend at least one extra curricular activity with a 50% average engagement each week.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 0

The school does not allocate Pupil Premium funds directly to this area, instead funds are drawn the school central funding.

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 385,000

Activity	Objectives	Evidence that supports this approach	Challenge number(s) addressed	Resources and costs	Type of intervention	Impact (to date)
Year 7 Transition curriculum	To support the transition from Yr 6-7 and to provide catch-up teaching for pupils who did not meet age expectations in English and Maths at the end of Yr 6, through a more ‘primary-style’ curriculum	previous years has shown that catch up is supported with a high percentage of students accessing mainstream during yr 7 or yr 8	2, 3 & 4	0.75 x fte teacher: £40,000 0.75 x fte TA: £20,000 Teaching resources: £2,000 =£62,000	Group: Literacy 9 of 12 pupils are PP (75%) Numeracy 5 of 8 pupils are PP (62.5%)	Tbc June 2022
Year 7, 8 & 9 Catch-up groups	To build on the Yr 7 and provide additional targeted support with reading, literacy and numeracy for students significantly below national expectations	Following established catch-up programs that result in accelerated progress, assisting students to progress to expected age specific level.	2, 3 & 4	HLTA: £24,000 x 2 Teaching resources: £1,000 =£41,000	Group: up to 8 students for half termly program (minimum of 50% PP per group) No. of Literacy groups: yr7 x 2, yr 8 x 3 and yr9 x 3 No. of Numeracy groups: yr7 x 2, yr 8 x 3 and yr9 x 3	Tbc June 2022
Accelerated Reader	To improve the reading ages of students at a rate higher than expected. Develop a love of reading	Introduced last year, students following the program made on average 1 years progress with RA despite extensive disruption and missing over ¼ of the year due to lockdown.	2 & 3	Software licence and training: £5000 Resources: £5000 0.5 x fte librarian: £17 000 =27,000	All PP in year 7 and 8, plus targeted students in above years.	Tbc June 2021
Additional EAL staffing in Inclusion Faculty	To support EAL students who are early stage users of English and need additional support to enable them to access the mainstream curriculum fully.	A blend of EAL specialist lessons and access to main stream lessons supports students with the acquisition of English so they can fully access the main stream curriculum.	2, 3 & 4	1 fte teacher: £53,500 1 HLTA : £24,000 = £77,000	Group: On site provision to support EAL students to fully mainstream school. Mininium of 50% of pupils are PP in each group.	Students accessing some mainstream lessons. Less disruption in mainstream classes and around the school
Extension of the school week by 80 mins for students year 10 and 11.	To support students in their preparation for external exams. Ensuring all content is taught and student receive additional guided learning hours.	Extended lesson time provides students with great opportunity to complete extended tasks and build learning stamina	3, 4, 5, 7	0.8 fte teacher: £40,000	All PP students
Additional staffing in core subjects to reduce class sizes in KS4 (Years 9-11)	On entry, attainment of the pupils is below average in all years and the percentage of pupils entitled to free school meals is above the national average. Student levels of literacy are lower than the national average on entry. Reducing class sizes has allowed staff to give more personal attention and support to pupils within their groups who need it most.	Smaller class sizes to ensure higher quality and quantity of individual teacher feedback for each individual.	2, 3 & 4	0.6 x fte English teacher: £32,000 0.6 x fte Maths teacher: £32,000 0.6 x fte Science teacher: £32,000 =£96,000	All PP Students
Sixth form laptops	All level 3 triple BTEC students have a personal laptop to support the completion of assignments during independent study time	Having full open access to required resources removes potential barrier to learning.	7	50 lap tops x £300 = £15,000	Resources for PP students	Tbc July 2022
National tutoring program	Support GCSE students with English, Maths and Science Catch-up due lost learning during COVID lockdowns.	Student engagement with program in summer term 2021	2, 3, 4 & 7	£11,000 Subsidised by DfE.	1 to 3 groups for Yr 10 and 11 Maths, English and Science	Tbc August 2022
Year 11 Study Zone and exam preparation programme	Support Year 11 pupils as they prepare for public examinations by providing staffed study facilities (Study Zone) during the school holidays, targeted at those pupils with limited facilities for studying in their home environments. Attendance at PiXL Maths and English conferences (10 students at each). ‘Walking-talking mocks’ for targeted PP students –English, Maths non-calculator and Maths Calculator on each campus – 6 sessions)	These are additional measures and interventions that we have put in place for Yr 11 students to work in conjunction with the National Tutoring Programme	3, 4, 5, 7	Staffing costs (@25ph) and refreshments costs: £7,500 PiXL fees: £500	Group: targeted at PP pupils, but proportion of PP students tbc

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 216,000

Activity	Objectives	Evidence that supports this approach	Challenge number(s) addressed	Resources and costs	Type of intervention	Impact (to date)
Tracking student attendance and family support	Additional Attendance Officer and Family Support Officer time to enable early identification of attendance concerns and increased capacity to provide both students and families with support.	Improvement student attendance levels	1, 6 & 7	0.2 x fte attendance officer: £6,500 0.2 x fte family support officer: £6,500 Additional 0.2 EWO : £8,000 = £21,000	Specifically targeted at all PP pupils
Continued Employment of School Educational Psychologist and school Counsellors	Providing counselling services under the direction of the in-house Educational Psychologist and Director of Inclusion to support vulnerable learners. Working within school to support SEMH and vulnerable students.	Improvement in student well being	6	1.4 x fte School consellors: £50,000 0.2 x fte EP: £12,000	Group: Indirect and direct work with groups or individual students. Working with whole school and staff groups within school to support SEMH and vulnerable students	More immediate access to appropriate support agencies for students. Larger number of students with SEMH and vulnerable needs being supported. Increased staff awareness of groups and individual students’ needs and strategies to support students. Detailed student reports for all stakeholders.
Hardship fund	Hardship Fund to allow families to purchase essential school-related clothing or equipment in times of financial difficulty and support with the purchasing of learning resources such as independent learning workbooks.	Having full access to required resources removes potential barrier to learning.	7	£10,000	PP students only	Access to uniform, school stationery, textbooks, workbooks, revision materials and educational visits
Enrichment day	All students access and take part in a range of enrichment activities during 6 days throughout the year.	Widening students experience helps develop confidence and broadens their horizons to what is possible.	5, 6 & 7	£40,000	Fund a range of activities (eg. Museum visits, arts activities, outward bound activities etc) for each year group for all student over a period of 6 days	Tbc July 2021
Extra-Curricular program	Students to have access to a range of activities that takes learning beyond the classroom and the structured school day.	Widening students experience helps develop confidence and broadens their horizons to what is possible.	5, 6 & 7	Resources : £8 000 Staffing equivalent to 1.5 teachers : £80,000 = £88,000	All PP students	Tbc July 2021 (as of Oct 2021 on average 50% of student take part in an extra-curricular activity each week.
Breakfast Club	Provide a place for student to go before school and provide breakfast	Help improve punctuality and well-being of students	1, 6 & 7	Break food £2,000 Staffing x 2 (30 mins x 190 days) = £1,000	PP students only	Tbc July 2021

Total budgeted cost: £ 601,000

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.

If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?