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Bradfields Academy

Bradfields Academy

Pupil Premium Funding


Bradfields Academy


Pupil Premium Introduction

The Department for Education (DfE) provides additional funding, known as Pupil Premium, in order that specific groups of pupils aged between 5 and 16 years, who may be disadvantaged by virtue of their family circumstances, and can be supported in their progress and attainment.

From September 2012 all schools are required to publish on-line how they have used their pupil premium funding and what the impact has been on pupil attainment.

Pupil premium falls into these categories:

  • Free School Meals (£935 Secondary, £1300 Primary)
  • Looked After Children (£1900)
  • Children Adopted from Care (£1900)
  • Children under Special Guardianship Orders (£1900)
  • Children from service families (£300)

Academy Context

The Academy is based in Medway, and has its catchment areas throughout Medway, and Kent. Many of the Children in Care that attend Bradfields are located in the area from London Boroughs. Medway, Kent and the London Boroughs are identified in the Governments Indices of Deprivation  as being some of the most deprived areas, being impacted from multiple deprivation factors. Medway is also considered to be in the lowest 10% of the most deprived Local Authorities.

All students who attend Bradfields Academy have an Education Health and Care Plan. The designation of the academy requires that these EHCPs identify a Learning Difficulty and/or an Autistic Spectrum Diagnosis. Many students are also impacted upon by additional medical conditions.

Due to the Learning Need identified in students there is a Global Delay in their learning often centred around their language, communication, and comprehension skills.

In addition to their learning needs, students commonly suffer from high anxiety, which means that their Social and Emotional Development and Learning can also be delayed. This has the biggest impact when functioning outside of the academy. It makes transition particularly difficult, as although they may well be academically ready to move on to a college environment, the process of travelling to, and functioning within a much busier and less structured environment also needs to be prepared for.

2017 – 2018

Profile of eligible students to be confirmed in the January 2018 Census

  • 51% (97) of students receive pupil premium funding
  • 31.8% (61) of students receive Free School Meals
  • 7.8% (15) of students in the academy are ‘Looked After’ i.e. in care or fostered
  • 11.9% (23) of students have received free school meals in one or more of the previous 6 years (not currently receiving FSM)
  • 1.0% (2) of students adopted from Care or under SGO
  • 0 students were from a service family.

2016 – 2017

Profile of eligible students from Jan 2017 Census.

  • 36% of students receive free school meals
  • 6.6% of students in the school are ‘Looked After’ i.e. in care or fostered
  • 13.2% of students have received free school meals in one or more of the previous 6 years (not currently receiving FSM)
  • 3.6% of students adopted from Care or under SGO
  • 0 students were from a service family.

2015 - 2016

Profile of eligible students from January 2016 Census

  • 37.6% of students receive free school meals
  • 6.6% of students in the school are ‘Looked After’ i.e. in care or fostered
  • 13.2% of students have received free school meals in one or more of the previous 6 years (not currently receiving FSM)
  • 4.6% of students adopted from Care or under SGO
  • 0 students were from a service family.

The school received £121 430 Pupil Premium funding during 2016/17. This is based on the above figures of Reception to Year 11 students. Post 16 students were funded differently.


The DfE states that schools have freedom to spend this funding as they see fit. The Local Authority has a responsibility to monitor the spending of the Pupil Premium awarded for Looked After Children. In Medway the Local Authority chooses to retain the money and schools and academies request authorisation for release through the Personal Education Plan for each Looked After Student. The Pupil Premium for the other categories is paid directly to the Academy. At Bradfields, in common with many schools, we have pooled the pupil premium to have the maximum impact on eligible pupils.

The additional funding we received through Pupil Premium has been used to fund an enhanced level of targeted support for pupils with complex needs who are eligible to receive free school meals or who are ‘Looked After’.

During 2016-2017 it has helped Bradfields to:

  • Employ high levels of staff in each class to meet individual needs
  • Establish and maintain a wider pastoral support provision deemed by OFSTED and other external agencies as exemplar
  • Provide targeted support for pupils in developing communication and social skills
  • Provide targeted support for students to improve their academic progress through the purchase of additional tuition or specialist equipment
  • Provide support to students to develop their Reading and Comprehension Ages through the use of the Beanstalk Reading Mentors within the Academy
  • Provide training to students to encompass the Stonewall Project’s materials and become ambassadors within Bradfields enabling the academy to achieve ‘Champion Status’

Impact Statement

We are very proud of the achievement of all pupils at Bradfields, including those eligible for free school meals or whom are ‘Looked After’.

We regularly assess and analyse pupil progress. We use CASPA (Comparison and Analysis of Special Pupil Achievement), a database containing P level and National Curriculum level assessment data from participating schools and Local Authorities across the country, to determine whether our pupils are making better than expected progress, expected progress, or, less than expected progress.

The Academy regularly monitors the data in SIMS against National Progression guidelines to ensure that all students are making at least expected progress and also target those that are making accelerated progress.

During 2016/17, there was convincing evidence that Pupil Premium students were performing well compared to their peers:

All data is based on Baseline on entry, to the summer term.

Challenge groups are those that have exceeded their expected progress.

On track are those groups that have made their expected progress

Intervention groups are those that need additional support in order to make their expected progress.

Key Stage 1 – No PP students

The Academy Attendance for 2016-2017 was 93.7% (Yrs 7-11) which was well above the National Average figure for all Special Schools, and fractionally below the National Average for all mainstream secondary schools. Unauthorised absence was 1.3%

In 2016 - 2017 attendance of pupils entitled to Pupil Premium across all the academy zones is detailed in the table below. Green Zone is our post 16 provision and as such is not included in the national figures.

In the above tables, figures that are below the National Average for Special Schools are highlighted in RED, those that are between the National Average for Special Schools and the National Average for Mainstream Schools are highlighted in Amber and those above the National Average for Mainstream Schools are highlighted in Green.

The figures would indicate that the attendance of Pupil Premium Girls would appear to be an issue. The numbers, however are incredibly small within each year group and therefore one students absence can make a considerable difference. Also all CiC students are within the Pupil Premium category and they are required to attend meetings that are often off-site. This also impacts on the attendance figures.

The academy reviews attendance regularly and all the absence from above has been investigated and during this last year no action was required for Pupil Premium studnets. 

Future use

We are continually looking for new and innovative ways to spend the Pupil Premium. We welcome suggestions from parents, carers, staff and students themselves.

We are currently looking into the following areas:

  • Developing careers material and Independent Careers Guidance for those students transitioning at the end of Key Stage 4 or 5. Within 2016-17 the Academy has employed a high quality Student Transition Development Manager who will work with parents and students to ensure that they receive the best outcomes possible at transition. This will help to ease the anxiety around transition. The work has already had an impact on all students including those with Pupil Premium and this continues into 2017-2018.
  • The purchase of transition therapy. This will involve the creation of a group of new students and parents/carers in the first instance and then towards the end of 2017-2018 a group of students that will be impacted by transition out of the academy.
  • Repeating some of the Social and Emotional spends at the request of parents and carers. This will help to develop social skills within the students and allow them access to suitable activities outside of the curriculum.
  • Funding Reading and Comprehension Mentors for students, to enable them to access and comprehend more material in more subjects. This will help them to participate in subjects at a higher level.
  • Supporting the further development of the Academy Library, developing an even greater culture around literacy. This will ensure that many of the higher level courses are supported with materials in the library.
  • Purchasing material and creating a bank of communication devices to support the development of communication skills in many of our Key Stage 3 students, and some of our Key Stage 4 students. This will improve communication and access opportunities for students.
  • Purchasing PECS Resources and training to support students in Primary Blue or those transitioning, again supporting improved communication and access.
  • To purchase tutoring for students, to supplement the core subjects taught in the academy.
  • To support students with relevant IT access at home. Many students are not able to access the internet safely at home and the academy continually seeks ways in which e-safety can be taught and improved to both students and families.
  • To support Speech and Language Life Skills. This gives students functional speech skills to support them as they transition and function in the community.
  • To develop Travel Training for Key Stage 4 and 5 students who are transitioning to other providers.
  • To enhance Safe Sex and Relationship Education for students with Autism and Learning Difficulties. To develop this to incorporate supporting parents and carers with Safe Sex and Relationships Education.