The Pupil Premium is additional funding provided to publicly funded schools in England to raise the attainment of students classified as disadvantaged and to close the gap between them and their peers.
“NIA supported me when I was struggling at home throughout lockdown” Yr. 8 DA learner
“The support website that NIA teachers have produced for parents of year 11 is excellent, it really has helped me know how to support more at home” Yr. 11 DA Parent
NIA has grown into one of the biggest schools in the country in just 5 years. Our close-nit community is in a catchment with an Index of Multiple Deprivation Decile of 1. Together with the multitude of cultures, faiths and ethnicities that make up our dynamic, unusual school community; NIA is proud of its’ wonderful diversity.
Our incredible school is outstanding in many ways:
- The sheer passion that teachers have for education of children.
- Our staff and home collegiality & community
- Our fundamental and practical belief that education is transformational.
- We are a rapidly evolving work in progress towards outstanding.
We face our fair share of challenges with optimism and positivity. We have more challenges in our school community than most schools and consequently, the achievements and progress are something we are very proud of. Some of key achievements in progress include:
- Many pupils achieve well. From low starting points, many children in early years make good progress.
- OFSTED recognition that leaders and those responsible for governance are passionate and committed to securing the very best outcomes for all pupils, irrespective of their background.
- Leaders are aspirational for the pupils. They track pupils’ progress closely and provide them with close support when required.
The history and community background of our school is essential to understand the data that emerges from it. For example:
- Five years ago, the school was just one year group and a special emphasis was made to develop regular communication with all homes to support children. Now the school has grown to over 1800 learners so rapidly, we have struggled to maintain that level contact even though it is a significant priority for us. We as an organisation are still learning the ropes of how to manage such a vast array of needs, staff, and the communication about learners. Our efforts are constantly being applied to the care and progress of our most vulnerable and hard to reach but this is a fluid and increasingly bigger challenge. Most school do not grow at such a rate with such significant numbers. Despite this we are known locally as a family-friendly school and our reputation is attracting learners from the 9th Deprivation Decile.
- There are over 30 nationalities represented by our young learners, the diversity with our community challenges stereotypes, and breaks barriers down towards producing global citizens.
- The growth of the school has allowed the capacity in leadership to grow and stabilise, giving pupil premium a secure and lasting ethos that evolves with each year.
As our community is so essential to our character, not just of our parents but our many feeder schools, peer secondary schools and a broad range of stakeholders from GPs to Police to multiple services, we invited them to a meeting in March 2019 to discuss “our community”. We dug deep into the social factors driving our challenges and worked hard to further our understanding of our parents and their needs. We formulated an NIA roadmap of the key areas that impact on our young learners, especially those with a pupil premium. These key factors are the heart of our approach to Pupil Premium Management, how we effectively narrow the attainment gap and include the most vulnerable. By understanding these phenomena, you can see a direct link to our action plan.
1. Engagement and educational experiences in school. Within school and self-esteem are key issues for learners in our community, especially those from DA households. Effective high-quality teaching, along with pastoral support, are the keys to challenging learner’s confidence, self-perception, and engagement in school. Getting the right staff in front of our learners is vital.
2. Low Literacy and Numeracy skills in learners and families. Literacy and numeracy within the local community are low, and English is often an additional language. Learners are less exposed to books and maths than those from more affluent areas, and so DA leaners and the ‘working poor’, join NIA with a disadvantage to their wider learning and exposure.
3. Aspiration. Understanding of further education and the importance of qualifications. Many parents of learners in the local area have never attended further or higher education or feel that they could afford to send their learners off to university. With some cultural exceptions, our poorest learners have little or no exposure to adults with qualifications that would lead into further education and beyond.
4. Access to support. These can be barriers for learners, with several learners sharing uniform, devices and revision materials when not in school.
5. Non-DA. Significant numbers of ‘working poor’ families. Many families and cultures in our area will hold several jobs to ensure that they do not need to claim benefits that an area with a deprivation index of 1 would. This often can lift learners just out of pupil premium thresholds, whilst remaining in relative poverty. NIA currently only has 28% of its learners who are identified as pupil premium, in an area known for deprivation.
6. Composite factors. Our DA learners are twice as likely to have a SEND need when compared to the NON-DA learners. Other factors such as EAL, LAC, Ethnicity and Gender can further impact upon a disadvantaged learner. Identification of specific cohorts, barriers and needs are crucial in improving the education of these learners. See the tables below which demonstrate the high level of multiple needs.
7. Barriers. The capacity for parents who hold several jobs, or have large families, to be able to communicate and mix with the wider community and school is reduced. NIA has developed strategies to engage stakeholders in the wider community.
8. Attendance to school. Disengagement from school can lead to long absences and a higher number of persistent absences. There is a gap between DA and Non-DA learners locally for attendance and punctuality to school, decreasing their ability to engage and be successful in schools.
|NIA Covid 19 Catch Up Premium 2020 21||25th Jan 2021||Download|
|NIA Pupil Premium strategy 2020 2019 20 impact included||20th Feb 2021||Download|