2020 – 2021



According to the latest research by the DfE, it has been recognised that since 2014, around 27% of pupils are seen as ‘disadvantaged’ based on economic deprivation or social care needs. These pupils attract the pupil premium to their school and accountability includes a focus on their outcomes.

Pupil premium funding is designed to accelerate the progress and raise the attainment of all educationally disadvantaged pupils. It is not restricted to eligible pupils and can be used to support other pupils needing additional support because, for example, they need or have a social worker, or are acting as a carer, even if these pupils are not FSM-eligible. School leaders remain free to meet their pupils’ needs as they assess them.

The attainment gap is the most difficult test facing schools and the Pupil Premium gives additional public funding to schools in order to close this gap. However, although it provides funding, it also provides focus, setting the achievement of children from disadvantaged backgrounds as a priority.


Ormiston Chadwick Academy strives to follow the Key Principles set out by the EEF (Education Endowment Foundation), a charity dedicated to breaking the link between family income and educational achievement:

  1. Schools can make a difference – great teaching and careful planning can make a huge impact on the outcomes of disadvantaged children.
  2. Evidence can help – using an evidence informed approach to how we approach the PP spending.
  3. Quality teaching helps every child – good teaching is the most important lever for schools to improve outcomes of disadvantaged pupils.
  4. Implementation matters – explore, prepare, deliver, sustain, meaning that less is more.
  5. Support middle and high attainers too – it is not just about supporting the low attainers, all disadvantaged students are targeted specific to their need.

OCA therefore uses the EEF tiered approach to Pupil Premium spending as this helps balance the approaches to improve teaching, targeted academic support and wider strategies.

  1. Teaching– We aim to ensure an effective teacher is in front of every class.
  2. Targeted Academic Support– All staff (teaching and support) are encouraged to look at how they can provide targeted support, whether it be in structured 1:1, small groups or classroom teaching.
  3. Wider Strategies– We look at the most significant non-academic barriers to success such as attendance, behaviour and social and emotional support.

Date of next review – July 2021

Numbers of Pupil Premium eligible students 20/21:

(Note: the Pupil Premium figures are not issued for the new cohort until April 2021 and therefore are not included in the overall percentage)

Year Group Male Female Total Total %
7 Unknown Unknown Unknown Unknown
8 42 35 77 38%
9 38 48 81 41%
10 38 49 87 47%
11 44 37 81 55%
Overall Total 162 169 326 45%



In 2020/21 Ormiston Chadwick Academy will receive Pupil Premium funding of £324,370. Our current spending strategy for 2020/21 is as follows:

Strategy: Cost
1.      Teaching:
2 additional Maths teachers £90,687
Graduate Teaching Assistants in English and Maths £41,688
2.      Targeted Academic Support:
Alternative provision (Harmonise and Everton Academy) £49,648
Leader of alternative provision £2,250
PP intervention equivalent to 1 teacher’s timetable £29,740
1:1 Careers Interview £4,400
Innovation fund (bidding fund for departments to target and raise the attainment of PP students) £5,000
Saturday Academy and Holiday Study £8,000
3.      Wider Strategies:
Attendance Officer £24,686
C Zone for vulnerable students £25,244
Free or subsidised uniform £2,205
PE shorts for PP pupils £650
Free Student Breakfast/Break Snack £10,000
Edulink (identification software) £2,000
Free music tuition and instruments £12,818
Free or subsidised school trips £3,500
Free scientific calculator for every KS4 PP pupil £1,680
Enrichment £8,000
Independent Study Folder resources – Year 11 £1,800
TOTAL £323, 996


Rationale for Spending Strategy:


BarrierStudents enter the Academy with depressed levels of literacy and numeracy.  This is increasing year on year.

As a result, the Academy has taken the decision to focus a large percentage of the funding on Maths and English, providing dedicated PP intervention within and beyond the timetable. It must be noted that the Recovery Fund, (see appendix) has a large proportion of the spend dedicated to the purchase of books for reading in Morning Enrichment.

Targeted Academic Support:

BarrierSome of our PP students require additional support or an alternative curriculum to meet their needs.

Alternative provision provides some students with an alternative to exclusion and allows them to access more external support agencies to help them develop the skills needed to re-enter mainstream education at the academy. The timetable has been costed and constructed so that many teachers have additional periods where they can provide flexibility for students that need to be re-timetabled to ensure their curriculum is fit for purpose and they are still getting an excellent entitlement if they come out of a subject. The employment of a member of staff who has specific periods dedicated to work with students that are at risk of exclusion (most of whom are identified as PP), aids the intervention package put into place.

Barrier: Many of our PP students have low aspirations and have not had anyone in the family attend University so do not have the same level of knowledge at home to draw from when considering future options.

There is a comprehensive and concise Careers Programme We ensure that all our Year 11 PP students have 1:1 careers advice with an impartial Careers adviser through the SLA with Careers Connect. All PP students in Years 9 and 10 are given the opportunity to attend a University with a day visit to experience workshops and tours of local Liverpool universities. There is a parent pack that is individualised and sent out to all parents informing them of Careers, Apprenticeship and Labour Market Information. This includes an opportunity for parents to attend a University trip with talks given on accessibility, finance etc to break down potential barriers. Work experience is personalised to each student in Year 10 and we ensure this is matched to their academic ability.

Barrier: Students often struggle to achieve outcomes due to a lack of resources and opportunities to study and prepare in the correct way for important exams.

Additional study opportunities at weekends and in holiday time enable those KS4 PP students who need extra intervention to access all subjects and enables gaps to be closed more rapidly.  Our innovation fund enables all subjects to access extra funding for PP students for use in a variety of ways whether it be buying their revision guides or for an innovative idea based on the pedagogical research undertaken they wish to trial. All departments have a bespoke action plan as part of their development plan indicating how they will utilise PP funding to break down barriers and support these students. PP funding has ensured that Year 11 PP pupils are equipped with the materials they need to revise out of school time.

Wider Strategies:

BarrierThe attendance of PP students is below non-PP students.  This reduces their school hours and causes them to fall behind.

A dedicated attendance team focus on first day of absence phone calls and visits for PP students. Free breakfasts ensure that all PP students have had a meal at the start of the day to help aid focus and concentration. A revised attendance and punctuality strategy includes the use of rewards to ensure the motivation is available for students that have barriers which limits their attendance.

Barrier: Our PP students may not have had the same access to a wide range of enrichment activities as non-PP. As an academy we firmly believe that access to enrichment is vital for all students’ social, moral, spiritual and cultural development.

Allocating funding to this means that no PP student is at a disadvantage due to the cost of a trip and can still access all the opportunities that the academy provides. All students are entitled to various activities as part of the enrichment timetable and supported with access to engage in these when the current situation allows.