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Pupil Premium 2017 - 2018

The Pupil Premium Grant was introduced by the Government in April 2011 to provide additional support for looked after children, children of the armed forces and those from low income families. The extra funding has been made available to schools and academies to help them eliminate the gap in performance (attainment and progress) and in securing positive progression routes after 16/18 years old. 

The Government has asked Ofsted to investigate how effectively schools were using the additional funding during their visits to schools and academies. Further details about the Pupil Premium Grant can be found on the Department for Education website.

The Pupil Premium strategy at Maltby Academy has been shaped with the aim to improve student progress and to ‘close the gap’ between the progress that disadvantaged students make in school compared with their non-disadvantaged peers nationally. Within this document you will find a summary of the actions taken to address the barriers to learning that our most disadvantaged students face. This strategy has been shaped in line with advice taken from Sir John Dunford (Government’s National Pupil Premium Champion).

The Pupil Premium in the financial period 2017-18, per eligible student is as follows:

  • Students in Years 7 to 11 is £935 per student;
  • Looked After Children is £1,900 per student;
  • Service Children is £300 per student;
  • The Academy receives no additional support for students in Years 12 and 13.

Maltby Academy Grant Allocations

The amount of Pupil Premium allocated by the Department for Education to the Academy is as follows:

  • In the financial year 2015 to 2016, the Academy received £316,030;
  • In the financial year 2016 to 2017, the Academy received £298265
  • In the financial year 2017 to 2018, the Academy received £307615

Barriers to Learning:

The Academy’s philosophy is that Maltby’s young people are as ‘good as, if not better than anyone anywhere’. Staff have high expectations of all students and first wave teaching is focused on eliminating gaps between disadvantaged and non-disadvantaged students both in school and nationally. However, the Academy is aware of the barriers to learning of disadvantaged students (and parents/carers) which can inhibit aspiration, motivation and skills to improve progress. These can include, but are not limited to – low levels of parental support and engagement in school, underdeveloped literacy and numeracy skills, low attendance, poor social, emotional and mental health, and being more likely to disengage with school.

Y11 Results 2018:

Overall Progress 8 Measure

Disadvantaged students performed 0.6 of a grade below other students. There was a slightly wider gap between the progress of disadvantaged boys and other boys. The largest gap was between the progress of Middle Ability students with 1.4 grades difference. The smallest gap was between SEND other and Low Ability students

English Progress Measure

There was a significant difference between the performance of Disadvantaged and other students overall in English with 1 grade difference. Disadvantaged SEND and Low Ability students both performed in-line with others relative to this group. Middle Ability disadvantaged students performed significantly less well than their relative peers at over 1 grade below.

Maths Progress Measure

In Maths disadvantaged students performed almost 1 grade below their peers overall. Disadvantaged boys performed 0.6 grades below their relative peers, with the widest gap seen from Middle Ability disadvantaged students and a slightly smaller gap with disadvantaged girls and their peers. Low Ability and SEND students were in line with and better than their peers respectfully.

EBACC Progress Measure

In EBACC subjects disadvantaged students performed almost 1 grade below their peers overall. The largest gap is seen between High and Middle Ability disadvantaged students and their relative peers with over 1 grade below. There is little difference between the performance of Low Ability disadvantaged students and their peers.

Open Basket Progress Measure

Disadvantaged students in the Open Basket have performed over 1 grade below their peers. The largest gap was for Middle Ability Students.

Y7 End of Year Progress 2017

See Y7 Catch-up Premium for the impact of this spend on those students who had started Maltby Academy below the expected standard in either Reading or Maths.

Quality of Teaching and Learning

Desired Outcome

Action or Approach


Resourcing and Costings


Attainment and progress of disadvantaged students in Maths and English

Utilise learning from membership of South Yorkshire Maths Hub – developing pedagogy and practice

Network support – R&D and potential additional funding for project to raise progress of PP learners. Share pedagogy and practice

Resources and staffing £21,500

Focused on developing progress of LAPs. A smaller class size of 17 LAP students in Y7 were taught as one class (8 were disadvantaged) 6 of the 8 disadvantaged students were on track to exceed challenging targets by the end of the year with the other 2 positively working towards these targets.


Primary Maths Specialist was employed with focus on small group intervention (reduce class size). In Class and tutor time support

Ability to triage Maths intervention across all three prior attainment bands links with SEND (regular SDP updates/Achievement reviews)

21/32 HAPs (4/8 dis) achieved in-line or better than NA in Maths


51/121 (6/20 dis) MAPs achieved in-line or better than NA in Maths


14/33 LAPs (6/12 dis) achieved in-line or better than NA in Maths


The impact of deploying a primary trained specialist to teach the target group has help with this progress and it is evident that their improvement of 0.5 compared to the average progress of all students entering below 100 of -1.04 is significant.

‘My Maths’ and ‘Rock Star’ Maths for out of hours learning

Develop independence and CTG on Maths knowledge, Skills and Understanding. Paper and software based to ensure access for all

100% students in KS3 accessed MyMaths and Rock Star maths as a form of independent learning. Homework clubs provided an opportunity for those without IT access to benefit from this.

Additional staffing to support in class intervention

Professional Assistant with potential to begin Schools Direct

1 PA started and completed a route into teaching from 2017-18.

Academy strategy for marking and feedback – SPA to CTG


Academy strategy to secure at least effective teaching in every classroom

Academy wide approach for forensic marking and feedback against the assessment criteria of reformed GCSE. Revision guides free to PP students

PP students targeted Y7-11 in regular SLT book scrutiny sessions – M&F improvement across 100% subjects.


HT6 Learning Enquiries indicated that 85% of lessons were at least effective with 47% judged as highly effective. Robust plans were put in place along with capacity to support teachers where judgements of ‘required improvement’ were made.

Study Support Evenings – preparing for reformed GCSE

Promote attendance and inform parents/carers of reform – self-help guides, revision CD’s and APP available to all

65% of Y11 students/families attended study support evenings

Tutor period Maths/ English intensive intervention (Tuesday P6)

Daily 30 minute boosters in prep for Trial exams and external exams – ensure attendance of PP students

4+ Basics

82% HAP Dis achieved, in line with NA for non Dis

33% MAP Dis achieved (62% with attendance 90%+, significantly above NA for non dis)

5% LAP Dis achieved (above NA)

Additional taught Maths (and English)period (5 hours per week) in Year 9

Strategy to increase Maths and English time, reduce need for additional Option and underpin literacy and numeracy

26% of disadvantaged students made expected progress in Maths and 29% of disadvantaged students made expected progress in English.

Of those who had attendance above 90% and were not identified as Vulnerable Learners

33% made expected progress in Maths

44% made expected progress in English

Additional class in Y7/Y8 T band

Smaller group to facilitate greater personalisation with literacy and numeracy skills

18 students in Y7 accessed Step Up Provision and an additional 35 were identified for targeted support

95% of the Step Up cohort and 83% of the total were recognised as making on track or better progress.

69% of the cohort were recognised as being on track to exceed expected progress.

In Maths there was an improvement of 0.5 compared to the average progress of all students entering below 100 of -1.04

Increase P8 and A8 score of disadvantaged across Basket 2 and 3 (EBAC)

Introduction of Section C Rapid Attainment Plan. Focusing on PP progress and attainment of Disadvantaged students at each learning cycles and implementing appropriate wave intervention.

Disadvantages students did not perform as well in these baskets strategies to ensure a proactive focus on appropriate interventions was implemented


79% of RAP cohort achieved higher grades in EBACC and Open basket (focus of intervention) compared to English and Maths grades.

Progress 8 of PP students with good attendance was above overall school P8 and attainment in the Basics 4+, English 4+ and Maths 4 and 5+ were above school average and inline with NA

Enhanced Reciprocal Reading - following its first successful year - to raise literacy levels and promote a culture of reading.


Focus on strengthening reading skills, and improving Oracy, alongside the whole school approach to Reciprocal Teaching.


Students are far more invested in Reciprocal Reading, and work in groups, cooperating with one another, taking on different Oracy roles. Talk around chosen texts is structured and encourages students to form personal responses and challenge one another’s ideas.


Boys, in particular low ability boys, have seen the greatest shift in terms of engagement in these lessons due to the nature of choice within the lessons and opportunity for talk.

Departments provide access to study support materials for disadvantaged students (Baseline allocation)

The Academy ring fenced funding to departments dependent on size of whole student cohort e.g. discounted art books, ‘free’ revision guides

Evidenced in the Subject Development Plan and progress analysis

Total Allocation to departments 6200

Subject Development Plans precise, robust, consistent and quality assured by Seniors Leaders.

Improve Levels of Engagement to maximise progress

Desired Outcome

Action or Approach




Alternative Learning Curriculum








Off-site Maltby Alternative Learning programme (MALP) secured students attendance, learner engagement, reduce exclusions and maximise outcomes

Pastoral Leader, 2 x Maths and English, 3 x PA support.

Alternative curriculum learning offer – Morthyng, Doncaster & Rotherham GTA, Rotherham College (Hair & Beauty), Swinton Locke, Wales High School.

Monitored through on going QA processes



Resources including Delivery of Provision
Staff Costs
Transport Costs




12 students accessed this provision in Y11 (9 dis).

75% attendance

REACH programme Y5-8 to identify and mentor those at risk of disengagement

Identify and reduce barriers to learning. Reduce FT exclusion and improve student attendance. Home school liaison, PP intervention plan

VLN meetings successful in securing transfer of information. Detailed plans in place at student level and QA by Senior Leader i/c safeguarding and Senior Leader KS2-3 transfer.


REACH success:

“Overall we have seen this group of students develop in terms of their own social and emotional intelligence, they are more settled and enjoy learning to a much greater extent”.


4 disadvantaged students in Y7 accessed this provision.


9 disadvantaged students in Y8 accessed this provision.


100% in Y7 & Y8 still in education through MLT or have moved out of area. 5/11 students from the overall cohort in Y8 moved back in to mainstream curriculum. 7 have embarked on a MALP offer (alternative curriculum).

Identify, monitor and support for positive mental health and wellbeing

In House provision of MAST mental health counselling and multiagency support and guidance

As part of triage and ‘predict and prevent’ agenda ensure disadvantaged children and families have access to mental health workers

31 (22  PP) students accessed MAST counselling 1:1.

Robust recording procedures in place (CPOMs), effective triage system. Regular information sharing with police, early help and other agencies.

Further evaluation provided in the ‘Safeguarding Governors Report’.

Additional capacity put in place to support young people to stay safe – education, ‘need to talk’ links, and clinics.

Students at risk or curious can talk, seek support, access education and are protected from harm – mentoring records, reduction of CIN referrals

Life Skills curriculum launched in 2016 and rolled out to all Year 7 and 8 in 2017 to promote staying safe, recognising and reducing risk and improving awareness of self (SMSC/British Values)

Support disadvantaged students to develop their PSHCE awareness  - monitored by Academy QA/SE leadership processes

External review found high levels of student engagement in life skills lessons - "students spoke with confidence about their feelings". 

Personal Health and Well-being – confidence was up by 82%

Relationships – confidence was up by 87% (Year evaluation June 2018)

MY ED App, Pupil Planner and ParentPay.

Improved communication via on line communication – study support guide used via the Planner.

MY ED App used as primary source of contact for all home school communication – access rates high. 85% of parents on the APP, 82% on parent pay. 75% of parents of pupil premium children on ParentPay.

Improved engagement in Extra Curricular/Broader provision



Enriched Performing Arts provision – free and discounted music tuition to increase engagement (band development, music technology, vocal group)

Promote access to music/performance via free or discounted provision. Monitored via uptake and retention on a half termly basis

8% of those who accessed music tuition were from disadvantaged backgrounds.

Active Lunchtime provision to increase involvement in physical activity

Disadvantaged students encouraged to participate in fitness activities/peer leadership.

94% Disadvantaged boys accessed active lunch at least once.

78% were regular users of active lunch.

Promote healthy lifestyles/healthy eating via the early bird pre order food service (FSM allocation available at break and lunchtime)

To ensure disadvantaged students access hot food during the day (extended morning at KS4) so that learning can continue – Monitored by catering team

11310 Early bird meals were provided from September to July. This is an increase of over 9000 from 2016/17

Raising Aspiration and Participation

Desired Outcome

Action or Approach


Evaluation of Impact


Independent Careers, Advice and Guidance in place and secured individual plans with all students/Employer engagement and curriculum enrichment

Employ Level 6 advisor (consultant) to work with hard to reach/potential risk of NEETS (KS4). Purchase UEXPLORE START online tool) to engage home and school with careers opportunities

All students access impartial advice – help with applications/visits to FE or training providers. Monitored via number of self-referrals, ILPs and secured progression routes for disadvantaged students.



Resources including
Service Delivery and Membership £12,300

Destinations tracked centrally and students progress on to a broad range of options post 16 and 18 from FE/HE to apprenticeships and employment.

All students Y7-12 accessed CEIAG programme.

All students Y11 accessed curriculum link between learning and careers,

Subject taster sessions.

All Y7-10 and Y12 met employers and employees.

Vocational Work placements for all on BTEC courses.

Y12 work experience.

Personal guidance Y8, Y11 and Y12

Membership of Barnsley and Rotherham Young Chamber to increase employer and business engagements and promote opportunities for Yr 7-13

Disadvantaged students are exposed to employers and different business sectors in South Yorkshire and beyond. Monitored via work experience, desired and secured progression route

Employer engagement events – opportunities for parents to be informed

Improve parental attendance to Academy events – increased when connected with employability and opportunities for students

‘Aim Higher’ to widen participation programme in place




HE+ programme for High Ability and support for STEP examinations

Encourage first in the family attendance to HE, Coaching for Step Prep and subject immersion via specialist teaching. Monitored through participation on course and applications

3 students applied to Oxbridge for Medicine and Economics


2 accepted on Medicine Courses


Enrich and Inspire programme for more able Y7-8 students

Develop student enthusiasm and commitment to learning in EBAC subjects – Y7-8

Y7: 53/59 HAPs participated improved EiL scores in all lessons between starting and finishing the programme from 3.58 to 3.68

Y8: 32/51 HAPs participated improved EiL scores in all lessons between starting and finishing the programme. There was a decrease of 27% participation rate from 2016/17 due to uptake in other activities (Sport and Drama)

Student involvement/leadership across the House pastoral systems

Rewards to recognise improved attendance (not just 100%) which to some is unachievable

Opportunity to reward based on effort/having a go not just final achievement. Monitor through proportions of PP students who are nominated and awarded.


New Award in House Celebrations – recognising most improved attendance.

Rewards post cards, aimed at all students

Free whole school rewards events – Champions Day Out etc.