Browney Academy has a Pupil Premium Grant and Recovery Premium allocation of £52875 or the academic year 2021-2022. This funding is given with a specific remit of diminishing any differences between disadvantaged pupils and those who are not disadvantaged. At Browney Academy, our aim is to ensure that every disadvantaged pupil will achieve at least as well as their peers and have every opportunity to excel. It is vital that we support our pupils in all areas of their education and their mental health and wellbeing to enable them to fully engage in learning.
Some disadvantaged pupils face many and complex barriers in during their education which make effective learning very difficult. Other pupils have very specific needs and still others, have few barriers at all. Below are some of the main difficulties faced, although it must also be said that the difficulties encountered are not unique to those who are disadvantaged.
Through careful evaluation of the academic and pastoral needs of disadvantaged children, this pupil premium strategy looks to ensure that we break down any barriers to disadvantaged children thriving in school and achieving their potential.
Common barriers to learning for disadvantaged pupils include less support at home, weak language and communication skills, fewer opportunities to read books, fewer resources to help with learning (e.g. laptop / internet access), lack of confidence, more frequent behaviour difficulties and attendance and punctuality concerns. Some pupils have struggled with their physical and mental well-being and this has been exacerbated as a result of the pandemic. There may be complex family situations that prevent children from flourishing. Some pupils have limited opportunities to experience cultural trips and visits. Some have fewer opportunities to learn about the wide range of opportunities once they leave school for higher education and employment. The challenges are varied and there is no “one size fits all”.
Our ultimate objectives are:
• To narrow the attainment gap between disadvantaged and non-disadvantaged pupils. • To make or exceed nationally expected progress rates.
• To support our children’s health and wellbeing to enable them to access learning at an appropriate level.
• To experience a wealth of enrichment experiences to widen their horizons and unlock future opportunities.
We aim to do this through:
• Ensuring that teaching and learning opportunities meet the needs of all the pupils.
• Ensuring that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed through additional targeted teaching and support. • A clear focus on increasing the resilience of pupils, building their self-esteem and also enabling them to develop those skills that will enable them to learn effectively in the classroom environment.
• Instilling high aspirations for all pupils so that they are able to experience, first-hand, the wide range of opportunities available to them.
• Ensuring enrichment programmes are accessed by all, providing financial support to enable pupils to participate.
Providing opportunities for pupil to develop good oracy skill through a range of opportunities within the classroom, as part of a leadership group, in assemblies and in presenting to a wider audience.
Achieving these objectives:
1)Additional targeted teaching and support
• Ensuring all teaching is good or better thus ensuring that the quality of teaching experienced by all children is improved.
• A focus language and literacy development as well as basic skills in maths.
Additional 1:1 support with early talk, phonics and early reading. Support for reading also continues into key stage 2.
Focused opportunities for pupils to engage with team and group activities or debate, to ensure good oracy development.
• Specialised and dedication support from our highly skilled pastoral team.
Pupils work in individual or in small groups in order to support their needs and to build their self-respect and resilience.
• Identified children receive 1 to 1 support or intervention within smaller groups. For some pupils this is planned on a regular basis and for others, it is managed by each teacher in conjunction with the SENDCO / DSL, according to needs as they arise during the year.
• Small group support to focus on addressing specific needs of pupils is planned as pupils’ approach key assessment points.
First News and specific reading resources are purchased for pupils so they can enjoy a wide range of reading literature.
• For some pupils, careers visits are planned into their learning programs so that they are able to experience, first-hand, the wide range of opportunities available to them.
Enrichment Programmes – beyond the curriculum including science/choir/first aid and gardening clubs.
• School Trips / Theatre Visits / Residential Visits/ Visitors to School – financial support is provided to enable pupils to participate. These will have a focus on raising aspirations and widening experience.
• Sports Coach - works with all pupils to provide coaching in a range of sports every lunchtime and after-school and ensure that pupils engage with sports (few facilities anywhere in local area).
• Sport: access to enrichment through sport with financial support to provide access and equipment.
• Music: provision of instrument-based tuition.