Pupil Premium

 FCAT Pupil Premium Policy 2017

 2017-18 Pupil Premium Strategy

 Pupil Premium Strategy Statement 2017



Summary information


Blackpool Aspire Academy

Academic Year


Total PP budget


Date for next internal review of this strategy

February 2017

Total number of pupils


Number of pupils eligible for PP



Barriers to future attainment (for pupils eligible for PP)

In-school barriers

A. Reading for understanding and comprehension

B. Poor literacy levels.

C. Low resilience levels

External barriers

D. Attendance to school alongside narrow experience of life outside of school.

Desired outcomes

Success criteria


Accelerating progress of all PP students will move towards and in line with national average.

Progress 8 and Attainment 8 scores move in line with National Average for PP students.


Reading for understanding and comprehension.

Improved reading ages


Improved levels of resilience within Pupil Premium students

Increased attendance, reduced behaviour incidents. Improved mental toughness scores.


Increasing opportunities for PP-eligible pupils and broadening their experience.

Increased number of interactions with wider community.

Improving attendance to parent events


Priority 1 – Supporting the progress of Pupil Premium students. Focussed intervention with individual and small groups within the classrooms utilising teaching staff to design and facilitate well planned collaborative learning opportunities for students. In line with the whole school focus on developing feedback the intervention will enable increasingly personalised feedback both written and verbal. The intervention is designed in line with evidence from the Education Endowment Foundation (EEF) which has stated that Feedback has a high impact (+8 months progress) and collaborative work an impact (+5 months).

In addition this intervention offers an opportunity for teaching staff to work collaboratively in planning, delivering and assessing students thus developing teaching and progress of students. Interventions will be primarily supporting reading for understanding and comprehension (EEF +5 months) as well as supporting wider literacy development. In some case subject specialism interventions with targeted Pupil Premium students will occur.



Priority 2 – Resilience and Enrichment supporting student development including attendance, behaviour and wider curriculum opportunities. Using the EEF Toolkit a range of interventions will be utilised to focus on meeting the needs of students and supporting them in accessing, progressing and achieving in school. These will include interventions such as behaviour (+4 months), Oral Language Interventions (+5 months), Social and Emotional Learning (+4 months) and Sports Participation (+2 months).  





Behaviour Support and SEND Teaching Assistants


Wider Curriculum Opportunities (including Duke of Edinburgh)




Student Services inc. Drama Therapy


SHINE Therapy




In school mentor x 3 days per week


Transition programmes at key points including KS2-3, KS3-4 and KS4-5, KS2 to 3 teacher collaboration.


KS3 and KS4 Resilience and Enrichment Residential Visits


Blackpool Football Club School Outreach Programme


Additional projects during the academic year to include individual subject support materials, Student Parliament etc.





TOTAL for Academic Year 2016/17 = £409,860

These figures equate to £243,195 remaining income until April 2017 and a projection of £166,665 for the first five months of 2017 financial year (based on a projected income of £400,000 for the next financial year).


Review of expenditure

Previous Academic Year


  1. Quality of teaching for all

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned


Underachieving PP students in English, Maths and Science are making sufficient progress and are now at the correct progress trajectory.

Employ 6 Level 3 Teaching Assistants to work with identified underachieving students in English, Maths and Science.

Data collections 2 and 3 demonstrated positive impacts of the initial interventions across all three of the target areas within all year groups. The cohorts of students for intervention changed in line with the progress to support targeting the students in need of the support. Data collection 4 onwards highlighted areas of little or no progress as targeted students worked alongside the teaching assistants. Target groups were changed in an attempt to maximise impact further plus Teaching Assistants were redeployed to enable STEM/Science enrichment activities to take place.

As a result of the reducing impact of the intervention it was concluded that the school would not be continuing with the provision and began to withdraw the intervention during the summer term.  


Contribution towards new teaching staff

Employ Teach First teaching staff within the Core Subjects.

Ongoing programme moving into Academic year 2016/17.

Teacher introduction programme shared amongst the FCAT Teaching School as best practice.

Targeted support

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned


Improve accessibility to the curriculum for SEND students.



Employ 3 Level 3 Teaching Assistants to support the SEND area with identified students who are struggling.


Indirect dyslexia programme provided for 50 PP and 27 NPP students across all year groups to support accessibility. The TA’s supported the delivery of programmes provided in school as well as managing the delivery of the external SHINE programme. This included 85 PP and 16 NPP students across all year groups involved in a range of interventions including Speech and Language, Lego Therapy, Social Communication, handwriting and Precision Teaching focussed on reading and writing. 

The first year of this intervention highlighted positive feedback from independent external reviews held with the SEND Co-ordinator. As a result the SEND support is continuing into a second year to further embed and improve accessibility to the school curriculum.


Provide occupational therapy and speech and language therapy to our most vulnerable PP/SEN students.

SEND Co-ordinator to discuss with external company to develop a delivery and intervention plan for 2016/17 to continue elements of the programme. 

Impact deals with any behavioural issues quickly and effectively.

Employ 2 x Level 3 Teaching Assistants to support students with behavioural issues.

Behaviour – like for like reductions in consequences have occurred in each half term with reduction down in excess of 50%. Fixed Term Exclusions have been reduced. In class behaviour support has been provided to students to help with managing behaviour and reinforcing positive behaviour for learning.


Following the success of the intervention during the initial intervention year the Academy has decided to continue with reinforcing positive behaviour for learning and will employ 1 Level 3 Teaching Assistant for the following academic year.

Other approaches

Desired outcome

Chosen action / approach

Estimated impact:

Lessons learned


To provide quality external careers advice to all PP students at KS4, initially with the Year 11's first.

To provide an external careers service.


Following commitment for the academic year 2015/16 in September 2015 delivery was provided until December 2015. Unfortunately our external provider (Via Partnership) ceased to trade from this date leaving us unable to regain any of our commitment. Following this we deployed a Level 4 trained Careers Advisor internally to support independent advice and guidance alongside inviting guest speakers to speak and advise students. Year 8 and 9 students attended the Blackpool Careers Fair.

Blackpool Connexions provided dedicated independent careers advice to LAC and SEND students support KS4 to 5 transition.


Extreme caution being deployed in relation to further commitment. The National Careers Service have completed an audit of careers provision and advised towards the extension of the Careers and Enterprise Company. The academy is developing links with these organisations to further enhance the careers delivery in 2016/17.


To contribute to the whole school attendance target of 96%.

To contribute to additional time for an Attendance Officer and contributions towards Caseworkers to support students.

Whole school attendance improved in comparison to the previous academic year. Vulnerable students are supported and safeguarded, breaking down the barriers so that they access education and minimise disruption. 128 students supported by caseworkers who have specific specialisms including Mental Health, Substance Misuse, LGBT, Behaviour and E-Safety.

The Attendance Officer will be retained as part of the school’s staffing budget and to continue with the successful support by the Student Services and Caseworker team in breaking down barriers.


The gap in progress at all contextualised measures decreases between disadvantaged and non-disadvantaged students.

PETXI - Maths, English and Science Intervention for 69 (3x23) students.

Maths - 69% of the pupils who started on a grade D making the progress to achieve a grade C+ in their summer exams.

Core Science – 70% of the pupils who started on a grade D making the progress to achieve a grade C+ in their summer exams.


The intervention had success although further delivery using external providers has not been investigated for use during the following academic year.


PETXI – ECDL for Year 10 into Year 11 students.

Providing opportunities for students to study qualifications that are directly related to enhancing skills coveted by employers and of practical use in the workplace

73 students have the European Computer Driving License which is the benchmark for digital literacy in educational systems around the globe and equips students with the skills to use a computer confidently and effectively and building on existing knowledge.

To support the wider enrichment of students.

External mentor two days a week rising to three after December 2015.


By data collection 3 Y11 Cohort - 100% Attitude to Learning, Progress and Behaviour improved or maintained. Y9 Cohort - 71% Attitude to Learning, 86% Progress and 71% Behaviour improved or maintained. During the final data collections for Year 11 the cohort changed to meet the individual needs of the students as they approached exam season. By the final data collection the Year 9 cohort reflected a further improvement on data collection 3 of 100% Attitude to Learning, Progress and 25% Behaviour improved or maintained.

To continue with the external mentor intervention for the academic year 2016/17 at three days per week. Improved monitoring and tracking will be required following changes to the assessment and data collection models. 





Create additional resources and wider curriculum opportunities for students to succeed and further develop their aspirations for success.

By the end of the academic year there were 75 extra-curricular clubs in which students could participate including the Duke of Edinburgh Award. 


Additional projects funded by individual subjects upon request including support of personal study outside of the academic day and setting as well as residential revision sessions for Year 11 students.  

To continue with provision to fund extra- curricular opportunities at a slightly reduced cost in line with committed provision and reduced income for 2016/17.


To provide provision for subject support throughout the academic year 2016/17.


Funding for Student Services.

Vulnerable students are supported and safeguarded, breaking down the barriers so that they access education and minimise disruption. 128 students supported by caseworkers who have specific specialisms including Mental Health, Substance Misuse, LGBT, Behaviour and E-Safety.

To continue with the successful support by the Student Services team in breaking down barriers.