At Lea Manor we believe that every pupil has the right to an outstanding education regardless of their background, personal characteristics or circumstances. Pupils who come from economically and socially disadvantaged backgrounds will make excellent progress at our school.
|Number of pupils in school||1026|
|Proportion (%) of pupil premium eligible pupils||44%|
|Academic year(s) that our current pupil premium strategy plan covers||2022-2023|
|Date this statement was published||September 2022|
|Date on which it is to be reviewed||September 2023|
|Statement authorised by||Ms J Pather, Headteacher|
|Pupil premium lead||Mrs N Noreen, Assistant Headteacher|
Statement of Intent
At Lea Manor, we provide different levels of support so that every disadvantaged pupil can access the same curriculum and life opportunities; achieve their potential and be ready to enter the world beyond school. We acknowledge that disadvantaged pupils have a wide variety of needs and may access a range, some or none of these, depending on their own individual circumstance. They may also have other needs, such as, SEND or EAL, which have additional support strategies.
Our staff make every effort to understand these needs and support our pupils. High quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This has been proven to be the most effective method for closing the disadvantage attainment gap whilst still benefitting the non-disadvantaged pupils in our school. Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantage pupils. Targeted academic support consistently shows what a positive impact it can have on progress, including on those who are not making good progress across the spectrum of achievement.
Considering how classroom teachers and teaching assistants can provide targeted academic support, including how to link structured one-to-one or small group intervention to classroom teaching, is a key component in our Pupil Premium strategy. Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour, parental engagement, meal provisions, extracurricular clubs, extended school time and social and emotional support will also be a key aspect of this strategy.
Further information can be found by following this link:
Outcomes of disadvantaged pupils
Context of this evaluation is important to consider. Naturally the pandemic has meant long periods of isolation for students (with our year 11 cohort significantly more affected than other year groups), and higher rates of absence through illness, and bereavement due to Covid-19.
Headline Data (2021/2022)
- The percentage of disadvantaged pupils achieving English and maths at scale 9- 4 is 32.39%
- The percentage of disadvantaged pupils achieving English and maths scale 9-5 is 12.68%
- The average point score for disadvantaged pupils in Ebacc is 2.57
- The attainment 8 score for disadvantaged pupils is -1.41
The full Pupil Premium Policy is available below: