Our core aim is to raise the attainment and progress of students who are eligible for Pupil Premium funding so that their performance compares favourably with Non-Pupil Premium peers. It is important to state that we do not only measure progress in relation to academic success, but in relation to both social and emotional development as well as against a student’s effort and engagement in their education. Barriers to attainment for our students are complex due to their social, emotional and mental health needs. Poor attendance, wider SEN needs, trauma, breakdown of family relationships, cultural, social, financial concerns and health issues are all factors that impact upon our students’s ability to engage in their learning.

At Future Education, we judge our progress from point of entry; we use previous information as well as baseline assessment to generate this judgement. We are confident that we provide every student with a personalised opportunity to become the best version of themselves and address inequalities in the education of students from low-income families.

What we expect to see

Excellent teaching and learning and building strong, positive relationships are essential to the progress of students from disadvantaged backgrounds.  This is a consistent and relentless focus at Future Academy.

In addition to this, targeted intervention and support strategies are deployed in order to:

• Improve levels of attainment and progress;
• Enhance mathematics, reading, writing, and communication skills;
• Engage students in their learning through quality first teaching and provision of broad and varied curriculum.
• Provide a wide selection of enrichment activities and experiences to enhance cultural capital;
• Support students in becoming aspirational, confident and successful learners;
• Prepare students for their next steps transition at post 16 through engagement in an extensive external provision programme.

We have identified a variety of approaches and strategies as being the most appropriate for students at Future Education. They include:

• Having a clear policy on spending the Pupil Premium grant, agreed by governors
• Making sure that subject teachers know which students are eligible for the Pupil Premium so that they take responsibility for accelerating their progress;
• Analysing student achievement data on a regular basis to ascertain whether interventions and strategies put in place are proving successful and producing the desired outcomes for our students;
• Robust training for staff to ensure that they are systematically and consistently focused on providing the best education and positive handling of our students;
• Individualised timetables to support personalised learning to include access to therapies, specialist resources and 1:1 intervention from Behaviour Support Workers’, lsas and Teaching staff;
• A robust rewards system to ensure that students experience positivity in school and their progress in all aspects is celebrated.