The Chellaston Academy Pupil Premium Charter
A student in the Pupil Premium cohort at Chellaston Academy can expect to benefit from some of the following:
- Academic and Pastoral support
- Help with essential equipment and uniform
- Access extra teaching assistants who work with classes
- Numeracy and Literacy Support
- One-to-one or small-group support within the classroom
- A staff link to meet with once a half term
- Help with the funding of educational trips and visits
- Enrichment activities and external workshops
- Support with mental health and wellbeing
- General curriculum support
- Raising achievement projects
- Academic afterschool intervention sessions
- Reduced group sizes
- Resources to boost learning and engagement, such as iPads, laptops or tablets
Principles Behind the Strategies Used
Strategies used are informed by academic research through Sutton Trust and through local knowledge and feedback from students. We recognise that no single intervention will provide a complete solution and intend to ensure that we provide a multi-layered approach. The key to ensuring that we diminish the difference is through careful tracking and monitoring, coupled with knowledgeable pastoral support. Staff at all levels are key in identifying the individual barriers to learning, helping us ensure that students receive the personalised support they need.
We place a huge importance on the development of teaching and learning in school and recognise its impact on the progress of our disadvantaged students. A wide variety of other typed of support are employed including those that support enrichment, emotional and well-being, participation and attendance.
Why Improve Teaching
Our belief is that every student should have the opportunity to flourish in their academic and non-academic endeavours. To this end we have taken best practice advice, using the Sutton Trust Toolkit to assess value for money. We have invested a large proportion of our money into improving teaching and learning across the academy. As the chart below shows the effect good teaching has on a disadvantaged student improves progress significantly, and more so than for a non-disadvantaged student.