Pupil Premium Strategy
Our Pupil Premium strategy for the academic years 2019-2022 is focused on two whole school areas:
We employ a ‘Pathway’ system to identify and target support for our learners. The principle is oulined in the following diagram:
In order to improve the attendance and engagement of our most vulnerable learners, we will be dedicating the majority of our Pupil Premium funding into supporting Pathway 1. The rationale is to safeguard & engage them, improve their Social, Emotional & Mental Health (SEMH), prevent NEETs (Not in Education, Employment or Training) and promote positive desitinations, whether Post 16 or to other mainstream/specialist schools.
In addition, it must be stressed that we are very proud of all our students and pay close attention to their individual and sub-group academic performance. Many students are transient and our pupil numbers do fluctuate so comparing data sets over time can be problematic. However, analysis of Pupil Premium performance is outlined below for the previous three academic years.
Our Pupil Premium impact statement is detailed below:
Pupil Premium Impact Statement Sept 2021
Pupil Premium Impact Statement Sept 2020
Pupil Premium Impact Statement Sept 2019
Pupil Premium Impact Statement Sept 2018
Our Sport Premium impact statement is detailed below:
Sport Premium Impact Statement Sept 2021
Sport Premium Impact Statement Sept 2020
Sport Premium Impact Statement Sept 2019
Sport Premium Impact Statement Sept 2018
Year 7 literacy and numeracy catch-up premium Phoenix Park Academy 2020-2021
No funding received.
Due to the changes to educational provision caused by the COVID-19 pandemic, the detail in this Pupil Premium strategy has been subject to review since April 2020. Our use of the funding has been adapted to meet students’ needs as they have arisen, whilst maintaining where possible the principles outlined in this document, and in others related to the PPG.
During the pandemic the following key steps have been taken to ensure that ‘disadvantaged’ pupils’ barriers to learning will continue to be overcome wherever possible:
• Provision of ICT equipment e.g. iPad/laptop to ensure access to online lessons;
• 1:1 online tuition with class teacher;
• Work packs delivered and collected from students, for those with absence of internet;
• Daily welfare check-ins, including Easter holiday;
• After risk assessment, ensured the most vulnerable and disadvantaged students had an ‘onsite physical’ offer;
• Extended the leaving date of all Year 11 students until the end of July 2020;
• Directed staff to support Year 11 leavers into Post 16 over the summer holiday;
• Developed a bespoke ‘Recovery Curriculum’ for students’ September 2020 return.
Future versions of the strategy will reflect the changes that are currently being made.
School leaders with responsibility for administering the PPG have drawn on these helpful publications from the Children’s Commissioner and the Education Endowment Foundation.
They will continue to follow guidance and advice from relevant bodies as it emerges, in consultation with other stakeholders.