Pupil Premium
Our Pupil Premium students and families
At Stimpson Avenue Academy, we have many families who experience impoverishment on different levels, however we are a school which prides itself on its inclusive approach, high expectations and our supportive learning environment.
With high mobility and a large proportion of pupils (72%) with English as and additional language, and pupils from a wide range of ethnic backgrounds, we do face a variety of challenges.
As a result, our Pupil Premium strategy is driven by prioritising the ability of ALL of our students to engage effectively and to enable our staff to personalise our broad and enriched curriculum in order to meet the vast array of pupils’ academic, social and emotional needs.
At Stimpson Avenue Academy, we have identified 5 recurring needs across the Academy and the top approaches we use to target and support these areas.
| Identified Need | Strategies to support |
| Emotional health and wellbeing | Drawing and Talking/Wishes and feelings. |
| Developing self-esteem and confidence | 1:1 targeted support, mentoring, art sessions, emotional literacy support. |
| Safety awareness and resilience | Protective Behaviours/Freedom Programme for Children and parents. |
| Managing emotions and behaviours | Self-regulation group work/Anger management group work/ |
| Financial support for families | Breakfast club/subsidised music tuition/uniform vouchers/subsidised school trips. |
The provision to which funds have been allocated has been decided based on rigorous research about interventions which have the most impact. The Sutton Trust – EEF Teaching and Learning Toolkit has been used to prioritise spending based on potential impact.
Low-cost strategies with a high impact currently being used in school in addition to the specific interventions in place include:
- Effective marking and feedback;
- The use of meta-cognition and strategies to improve the independence of children
At Stimpson Avenue, we are committed to investing in all initiatives we deem necessary to ensure that our disadvantaged and more vulnerable pupils flourish, gaining the knowledge, skills and behaviours to succeed in life due to the different experiences and opportunities we provide. Below you can read about a number of strategies we use to ensure that all of our pupils have the support they need to fulfil their full potential.
Nurture/enrichment opportunities demonstrating impact
Examples of impact
| Identified need | Self-refusing, low engagement |
| Intervention | Drawing and talking |
| Hard data impact measure | No longer self-refusing Engagement: achieving small targets per class |
| Soft data impact measure | Identify his emotions and how he is feeling more self-aware |
| Pupil voice – then and now | “Last year I felt bored and frustrated.” “I feel better at school. I get help from the teachers and I want to learn.” |
| Identified need | Disengagement |
| Intervention | Responsibility/Role + coaching |
| Hard data impact measure | Participation increased: remote learning engagement was 92% |
| Soft data impact measure | More engaged reduced frustration outbursts |
| Identified need | Low self-esteem/challenging behaviours |
| Intervention | Self-regulation group session |
| Hard data impact measure | Positive participation levels increased. |
| Soft data impact measure | Fewer incidences of challenging behaviour, improved self-esteem. |
| Pupil voice – then and now | “I used to hate some parts of school.” “School is better for me now. It’s become easier for me now. I enjoy it more.” |
Overview of current interventions
| Intervention | Identified need | Hard data | Soft data |
| Drawing and talking therapy | Mental health development |
No longer self-refusing Engagement: achieving small targets per class |
Ability to identify emotions, increase in self-awareness. Positive behaviour for learning. |
| Protective behaviours | Safety awareness and resilience | Children have identified and disclosed to safe adults about things that worry them. (school and home). | Children feel safe, know which adults they can trust. They can identify unsafe situations. |
| Emotional literacy work | Self-awareness, empathy | ||
| Self-regulation | Managing emotions and behaviours | Positive participation levels increased. | Fewer incidences of challenging behaviour, improved self-esteem. |
| Freedom Programme (children) | Understanding negative behaviours | ||
| 1:1 responsibility/role coaching | Self-esteem, confidence. | Participation increased: remote learning engagement was 92% |
More engaged reduced frustration outbursts |
| Nurture Clubs * | Self-esteem, confidence, resilience | Intended impact – improved attendance and participation levels. | Intended impact – improved confidence, self-esteem and access in the classroom. |
| Wishes and feelings | Emotional health and wellbeing | Improved participation in lessons. Reduced frequency of adult involvement regarding behavioural issues. |
Children able to express their feelings openly in a safe space, aware of own wishes and feelings and their importance. Children are able to use coping strategies in class, less work interruption, children succeed. |
| Ride High Programme * | Communication skills and engagement. | Intended impact – improved physical skills and core strength, develop quality relationships and communication. | Intended impact – improved confidence, self-esteem and access to learning in the school environment. |
| Art session | Self-esteem, confidence. | Through art therapy children are able to talk more freely about their emotions. This provide a release for children. | |
| Breakfast Club provision | Support families in need/vulnerable. | Attendance has increased for identified pupils. | Family feel more supported, pupils prepared for the day and ready to learn. |
| Music lessons (guitar/violin) | Self-esteem, confidence. | Sense of achievement – academic achievement in terms of music awards/certificates. | Increased self-esteem and confidence to face new challenges. |
| Social and emotional 1:1 | Self-esteem and confidence building | ||
| Anger management | Managing emotions appropriately | Reduced frequency of outbursts therefore participation in class has increased. | Children able to identify triggers and are able to manage these better, provided with appropriate coping strategies and techniques. |
| Chataway language intervention | Language skills development | Pupils’ vocabulary acquisition. | Confidence, ability to engage with adults and other pupils, increasing independence. |
| NELI – speech intervention | Spoken language skills development | Pupils have developed sentence structure, using short phrases | Engagement with other pupils and interactions with others. |
| EYFS use of the garden | Increase pupils’ sense of responsibility and care for the environment. | Pupils increased knowledge and understanding of the world, resilience, wellbeing and involvement. | Increased responsibility, awareness of nature, developed nurture skills. Ability to takes risks in an outdoor space. Development of physical health, children moving and exercising. |
