Number of pupils and pupil premium grant (PPG) received:
Outwood Academy Portland has been provisionally allocated £414,794 for the academic year 2019/20 (this figure may be amended once the actual funding allocation is known)
Pupil Premium is an additional grant given to students who:
The aim at Outwood Academy Portland is to develop many robust intervention strategies, all of which are designed to support each individual student to achieve their full potential. Our aim is to ‘narrow the gap’ between different groups of students and fulfill one of our core aims “to raise standards for all students by sustaining and enhancing performance and to develop the whole child”.
The current barriers to educational achievement faced by eligible students at Outwood Academy Portland are listed below:
Low literacy skills
Low numeracy skills
Attendance and punctuality
Well-being and confidence
These barriers are unique to each student and are addressed through a bespoke programme of interventions and support which are covered in the section below.
Below is a list of strategies that we use to support students and the total cost of some of these strategies. The intervention strategies exceed by far the total amount we receive for the Pupil Premium. The Pupil Premium is used to support all of these strategies.
Revision sessions for students who are examined are to be held at regular intervals throughout the year. Sessions are provided within the school day, evenings, weekends and during holiday time.
The Inclusion Manager, Learning Managers, Teaching Assistants, SEND Officer, Bridge Manager and PLC Manager make up a highly skilled and experienced team whose focus is the achievement of all students. Weekly meetings ensure that vulnerable students are making the progress they should and any form of intervention that is needed is in place.
Our Inclusion Team led by our Inclusion Coordinator are specialists in areas of safeguarding, SEND, attendance and pastoral support, working tirelessly to support our students maintaining strong links with external agency support services. They are an extremely valuable resource and greatly appreciated by the students.
The Bridge is the Academy’s Social Inclusion Centre, co-ordinated by the Bridge Manager. Within the Bridge, support is given to students with more complex social, emotional, behavioural and medical issues. It provides a safe and supportive environment for the Academy’s most vulnerable students.
The Bridge proactive intervention programme offers a varied and wide ranging programme of workshops and courses throughout the year including ABC (Actions Behaviour and Consequences programme), Anger Management, Self-esteem groups, Personal Safety and the STOP programme, a behaviour modification programme designed to support the most difficult to reach and disengaged students and prepare them for life.
The Personalised Learning Centre is co-ordinated by the PLC Manager and provides students with personalised learning packages designed to meet individual needs, provide focussed intervention to support and raise attainment and to support and promote independent learning. The PLC is home to the One to One Maths Mentors who support students to achieve their full potential and is the hub for EAL students supporting them to immerse themselves in academy life.
We are supported by Kooth, a counselling service who work with our students. They currently provide 24 hours a day 7 days per week access to support students with mental health, anxiety and other issues. Partnerships also include working with the NHS school nurse team, sexual health advisors and local PCSOs.
A strategy running again this academic year is Peer mentoring. Peer mentors are Year 9, 10 & 11 who are specifically trained and are positive role models working closely with year 7 and 8 students, supporting them with a variety of issues. They are trained to listen, provide non-judgmental advice and support wherever possible and signpost when required to specialist support both internal and external.
A member of staff trained to assess students for exam access arrangements following JCQ guidelines. This ensures all students receive the support they are entitled to enabling them to reach their potential and beyond.
Careers advisors (Careers Inc.) have been employed to work with students from years 9-11. Presently, all year 11 students receive an individual ‘interview’ to support them with their Post 16 applications, but are also offered the opportunity for independent advice and guidance with the Careers Inc service. Additional consultations have been made available to any student who wishes to receive further support with their Post-16 transition routes. Work is taking place with years 9-11 students, in particular with those students who are at risk of becoming NEETs (Not in Education or Training). Students who are identified by the above criteria are all given time with the advisor with a particular focus on their future and choices.
The academy maintains a relentless focus on improving attendance for all pupils, particularly for those eligible for pupil premium funding. Rigorous tracking, monitoring and intervention procedures are in place to support all students in meeting the minimum requirement of 95%.
A full time Attendance Manager is employed to drive attendance and work closely to support the most vulnerable groups of students and families. There is also a financial allocation available to assist pupils who may struggle to attend school due to transport or uniform issues.
Students will receive specialised dyslexia support from qualified staff, with strategies shared with all staff and parents. Staff and students will have greater understanding of personal need and parent’s confidence in school actions will increase.
|2018-19 Outcomes||All Pupils||All Pupil Premium
||Deprivation Pupil Premium||Looked After Pupil Premium||Service Child Pupil Premium||Non Pupil Premium
|Number on Roll||217||57||55||1||2||160|
|Key Stage 2 APS||28.0||28.0||28.0||33.8||26.7||28.0|
|Attainment 8 Score||49.94||45.82||45.70||80.00||49.00||51.40|
|Progress 8 Score||+0.49||+0.13||+0.13||+1.23||+0.19||+0.62|
|Achieving Basics (5+)||59.4%||45.6%||45.5%||100%||50.0%||64.4%|
|Achieving Basics (4+)||83.4%||75.4%||74.5%||100%||100%||86.3%|
|Achieving Ebacc (5+)||15.7%||10.5%||10.9%||0%||0%||17.5%|
|Achieving Ebacc (4+)||20.3%||12.3%||12.7%||0%||0%||23.1%|
|Achieving English (5+)||77.0%||70.2%||69.1%||100%||100%||79.4%|
|Achieving English (4+)c||90.3%||84.2%||83.6%||100%||100%||92.5%|
|Achieving Maths (5+)||67.7%||59.6%||60.0%||100%||50%||70.6%|
|Achieving Maths (4+)||88.9%||84.2%||83.6%||100%||100%||90.6%|