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Pupil Premium

Core beliefs and values

At Chiltern Academy we believe that every pupil has the right to an outstanding education regardless of their background, personal characteristics or circumstances. Pupils who come from economically and socially disadvantaged backgrounds will make outstanding progress at our school. Our aim is that pupils in receipt of the pupil premium funding, will make significantly better progress than their non-disadvantaged counterparts nationally.


A review of the academic performance and progress of students in receipt of pupil premium funding nationally will shape our approach to the use of the funding. National data shows it is clear that there is far greater variance between-schools, than there is within-schools. Pupils in receipt of pupil premium funding generally make excellent progress when they attend schools where all pupils make excellent progress.


At Chiltern Academy we believe that pupils in receipt of pupil premium funding will achieve well if they attend an excellent school where all pupils achieve. Our rationale for all pupil premium spending will be to prioritise that there is an outstanding whole-school culture and ethos where all pupils thrive. We will prioritise high quality teaching and learning and ensure that the daily experience for all pupils is consistently excellent.

Potential barriers for disadvantaged pupils at Chiltern Academy

Disadvantaged students at Chiltern Academy face many of the same barriers which disadvantaged students do nationally. There are also some barriers more specific to our pupils. Whilst every child’s circumstances are different, here are the key barriers to learning we will focus on removing at Chiltern:
• Behaviour and safety: Recognised nationally as a key barrier for disadvantaged pupils. Luton is a working-class town which can present challenging circumstances for our children. Many of our pupils are vulnerable to learning poor behaviours
• Attendance: Recognised nationally as a key barrier for disadvantaged pupils. Due to the specific catchment details of the school, many of our pupils travel very far to attend school.
• Low aspirations: Recognised nationally as a key barrier for disadvantaged pupils.
• Limited enrichment and social capital: Many of the children in Luton have very limited exposure to enriching experiences which improve their social capital
• Low literacy and reading levels: 43% of pupils at Chiltern Academy are EAL. Many of our pupils start secondary school with a reading age below what is expected for their age. We recognise the importance of improving literacy and reading levels and early intervention to improve access to the wider curriculum.
• Academic support at home: We are fortunate to have incredibly supportive parents, though we recognise that not all families are able to support their child’s academic progress. We will endeavour to provide as much support in school for pupils in that situation.

Research

As a school we have done thorough research into what are the most effective methods to ensure excellent academic progress and achievement for our disadvantaged pupils.  As well as extensive literature into effective teaching and learning, we have specifically used the following research papers and tools:

Sutton Trust: What makes great teaching

Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys

The EEF Guide to the Pupil Premium

The Education Endowment Fund Toolkit

A Sutton Trust project in 2011 found that "The effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, these pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers. In other words, for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning".

The evidence detailed in the report "Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys", showed that early, phonics based, literacy interventions were key to closing the attainment gap for disadvantaged pupils.

Based on these two pieces of research, high quality teaching and learning will be the highest priority for spending, as well as early intervention literacy strategies.  This means recruiting, developing and retaining quality teaching staff and leaders will be at the forefront, and funding will be used for these purposes as a first priority.

Spend for 2019/2020

Total Pupil Premium funding for 2019/20 was £165, 628. A key priority was the continued growth of the school whilst maintaining the excellent standards we had put in place in our first year. Some of the money was used in the recruitment of excellent staff and by adding significantly to the senior leadership team to enable the school to drive forwards.


In September 2019 we fully moved into our new building which was a fantastic facility which still needed extra equipment and facilities to heighten the learning experience.


Early literacy and reading strategies continued to be a high priority and the 2019/20 academic year saw the school library more than double in size, and the launch of our Reading Forms initiative which required the purchasing of over 700 books for our children to read twice a week in form time.


We continued to address potential digital poverty in our school community by purchasing over 100 Chromebooks for pupils to be able to complete homework and access when on site. Many of these Chromebooks were loaned out to students during the school closure for remote learning.                                                                                                                                                                                                           


Below are the details of the spend for 2019/20. The evaluation of the impact of the spending is detailed underneath.

These strategies represent an overspend of the budget but we feel it was necessary to ensure pupils in receipt of the funding make excellent progress.

AREA

KEY STRATEGY

 

 

 

 

 

 

Personal development, behaviour and welfare

 

Total Spend = £65, 406

Appointment of Assistant Headteacher: Personal Development and Wellbeing

 

2019/20 spend = £22, 632

Appointment of Transition Leader to promote positive transition into year 7

 

2019/20 spend = £18, 352

Morning breakfast club to ensure children have a healthy and positive start to the day

 

2019/20 spend = £2, 280

Additional Teaching Assistants to support in lessons

 

2019/20 spend = £22, 142

 

 

 

 

 

 

High quality teaching and learning

 

Total Spend = £88, 832

CPD trios for all staff for a half term focusing on how to ensure quality feedback

 

2019/20 spend = £5, 000

Recruitment of high quality staff in key subject areas

 

2019/20 spend = £32, 566

CPD opportunities across the school such as external courses and guest visits into school

 

2019/20 spend = £19, 266

Purchase of Chromebooks available before and after school and lunchtimes for pupils to have internet access and for homework completion

 

2019/20 spend = £23, 000

Support from Specialist Leaders of Education in curriculum planning and delivery

 

2019/20 spend = £9, 000

 

 

 

Aspiration and enrichment

 

Total spend = £9, 100

Pupil participation in the Chiltern Challenge 10 mile hike

 

2019/20 spend = £1, 500

 

Various educational, enriching and aspirational trips

 

2019/20 spend = £6, 000

Pupil participation in The Big Bang, WorldSkills Live, and University Visits

 

2019/20 spend = £1600

 

Early intervention literacy and numeracy skills

 

 

Total spend = £9, 934

Purchase of library books including those for the Accelerated Reader programme, and for the Reading Forms initiative

 

2019/20 spend = £4, 623

Subscription to the Lexia online literacy programme

 

2019/20 spend = £1, 418

Subscription to the Accelerated Reader programme

 

2019/20 spend = £3, 393

Workshops from professional author

 

2019/20 spend = £500

 

Other

 

 

Total Spend = £2, 358

 

Purchase of spare uniform, bags, ties and pupil toolkits

 

2019/20 spend = £2, 358

Total Spend = £175, 630

 

 

Impact of spending 2019/2020

The main impact of our spending is that our pupils in receipt of Pupil Premium funding all attend a school with a fantastic ethos and culture, where there is a consistently high level of quality teaching.  In line with our rationale and ethos, we feel this is what has the biggest impact on ensuring pupils in receipt of PP funding do well at school.

During the 2019/20 academic year, Chiltern Academy had a Challenge Partners Quality Assurance Review which evaluated the school to be ‘Leading in all areas’.  It was also confirmed that our whole-school reading strategies were an ‘Area of Excellence’.

The 2019/20 school closures due to COVID have impacted the available data for final evaluations, but the information below demonstrates the positive impact on the holistic progress of our disadvantaged pupils:

 

 

 

 

Academic progress

81% of PP pupils were making good or excellent progress in 9 or more of their subjects by the time COVID school closures happened.  Pupils took 11 subjects in total.

 

Attendance

Overall attendance for PP pupils was 95% up until the school COVID closures.  This is above the national average.

 

 

Conduct and positive attitudes

General behaviour and conduct at the school is excellent.  This is demonstrated by the number of positive conduct points in comparison to negative conduct points.

 

In 2019/20 pupils in receipt of Pupil Premium achieved the following breakdown of conduct points:

 

Negative points = 535

Positive points = 7, 427

 

 

 

Remote Learning during 2020 COVID school closures

 

 

 

Over 60 Chromebooks were loaned out to pupils to enable them to access remote learning

 

 

 

Intended spend 2020/2021

Our expected grant for 2020/21 is approximately £216, 308.  In line with our rationale and ethos of focusing on whole-school culture, high quality teaching and learning, and excellent behaviour, attitudes and ethos from the children; our intentions for spending will focus on the following areas:

 

 

 

 

High Quality Teaching and Learning

Recruitment of high quality staff in line with the growth of the school and preparation for KS4 delivery

 

Expanding the curriculum to include Food Technology and Psychology

 

Subsidising the whole-school bring a device to school scheme allowing the families of disadvantaged pupils to enrol at a subsidised rate.

 

 

 

Personal Development

Fulfill our commitment that every child has a taster experience of university by the end of year 8

 

A comprehensive CEIAG programme


Continued enrichment and opportunities to acquire cultural capital

 

 

Behaviour and attitudes

Appointing Year Leaders in line with the growth of the school.

 

Continued promotion of rewards and emphasis on positive attitudes

 

Growing the pastoral support team to help remove barriers to learning and progress for disadvantaged pupils

 

 

 

 

 

 

Early intervention for literacy and numeracy

Increased number of Teaching Assistants in the Support for Learning department.

 

Continued growth of the intervention programme to support literacy and numeracy catch up

 

Continued development and growth of the library and reading culture at the school.


 The date of the next full review of the pupil premium strategy  is October 2021