Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Pupil Premium Report - Budget and Strategy 2015-16



The Pupil Premium grant is used to enhance the learning of students whose families have qualified for free school meals (FSM) at any point in the past six years, or students who are looked after by the local authority (LAC) and to assist financially in certain circumstances.


For 2015/2016 the sum of £360,562 is expected to support the learning of Pupil Premium students at the Academy. Pupil Premium money part-funds the initiatives below. Precise amounts of Pupil Premium funding vary according to the numbers of Pupil Premium students targeted per initiative. We expect to spend the funding for 2015-16 as follows:                 


Expected Income for 2015/16 is £360,562


SEN Support

Literacy Withdrawal Year 7-9


Students who are not making expected progress in English and have literacy levels indicating SEND or additional needs, those who have below expected scores on joining the Academy and those with English as an additional language (EAL) are given targeted support on a regular basis through in-class assistance and literacy withdrawal group teaching.

Literacy data shows narrowing and closing PP/non-PP gap. Individual case studies available from SEN department.

Y7: Sept 2015 to March 2016: 83% are making above/expected progress.

27% are PP students.

Y8: 77% are making above/expected progress.

40% are PP students.

Y9: Sept 2015 to March 2016: 100% making above expected progress

92% are PP students


SEN Support

Numeracy Year 7-9


Year 7 Additional Maths groups for selected students in each half of the year. Additional core teachers to enable smaller group sizes and so more personalised learning. Including numeracy withdrawal and catch up groups.

Maths data shows narrowing and closing PP/non-PP gap. Individual case studies available from SEND department.

Y7: 46% are PP students.

Y8: 29% are PP students

Y9: 100% are PP students


SEN Support

Speech Therapy/Oracy Support  Year7-11


A Speech & Language Therapist assesses students to develop their cognitive and communication skills in order to better access the curriculum.  Small withdrawal groups delivered by ELKLAN trained TA

Positive impact detailed in case studies available from SEN department.

Y7: 20% are PP students.
Y8: 75% are PP students.

Y9: 54% are PP students.

Y10: 86% are PP students.

Y11: 50% are PP students.


SEN Support

Lexia Year7-9


Lexia Learning provides personalised learning on fundamental literacy skills learning for targeted students who arrive at the academy with below expected reading ages. Lexia is a personalised computer software which allows students with low attainment progress in reading and spelling. It uses a phonics approach to break word sounds into graphemes and practice several variations of the homophones. The system runs a diagnostic test to place students on the correct level of challenge. Students requiring intensive help/ very low ability are placed on a separate module (Core 5) which is more attuned to their needs. Lexia aims to cover the basic reading skills that were not acquired in primary school; the covering of basics aims to boost confidence and ability in the classroom.

There are currently 46 students enrolled on Lexia. Students are chosen based on three factors:
• Reading tests to determine ability (by SGo)
• Consultation with the English department staff and KS3 coordinator (KBo)
• Consultation with AEN staff (TBa, SAn)
All students are in KS3 and have an average reading age of 8-9.

Literacy data shows narrowing and closing PP/non-PP gap. Individual case studies available from SEN department.

Y7: Students who attend regularly have shown demonstrable progress (see Appendix 1). On December 1st, the Year 7 statistics show that 20% of students were on ‘Elementary level’ while 80% were ranked as ‘Basic’. A month later, this had risen to 57% at ‘Intermediate’ and 43% at Basic. March statistics show that 86% of students have risen to ‘Elementary’ level, with 14% remaining at ‘Basic’ level (see Appendix 2).

18% are PP students.

Y8: 11 year 8 students were introduced to the programme in the Spring term (22/2/16).  The attendance of these students is often irregular, and so their results are more variable (see Appendix 64% of students are currently ranked as ‘Elementary’, while 36% of students are ranked at ‘Basic’ (Appendix 4). Lexia will produce a progress report on progress at the beginning of April.

40% are PP students.

Y9: In year 9, only 5 students have attended a Lexia session as they were the last to be added.  25% of students are on ‘Elementary’ level while 75% are shown as basic.
73% are PP students.

September 2016- Possible increase licence from 50  to 100 users (cost)/ Students to have one English lesson a week to participate in Lexia lessons to reduce frequency of tutor time and after school sessions and increase the number of minutes on Lexia per week/ TA's trained to deliver Lexia increase from 4 to 6 that are fully trained/ introduce a TA lead for Lexia.

SEN Support



The Y7 -9 Bedrock Vocabulary Scheme is used to improve student vocabulary and the use of language so that they can better access the curriculum

Launched in Spring/Summer2016.

100% PP Cohort
Literacy rate gap between non-PP and PP = -3% difference


SEN Support

Private Tutoring


Additional support and intervention is arranged with outside providers to enhance students learning

Getting The Grades at Morden Hall for EAL literacy and numeracy (Year 10/11)

Getting the grades 50% Pupil Premium students



Whole Academy



All parents of children who are entitled to FSM are given an annual uniform grant for each child attending the Academy.

Excellent standards of uniform are clearly evident. Main issue was blazers/ties.

100% PP students receive annual uniform grant.


Whole Academy



• The Academy runs many day and residential trips and financial help is given to Pupil Premium students who have been targeted to attend the trips. Most trips are curriculum related and those which take place in KS4 are a necessary part of the courses the students are studying.
• We also use Pupil Premium money to part-fund termly rewards trips for the best-performing students in relation to attendance, punctuality and credits received.

Pupil Premium students are able to access the same opportunities as their non-PP counterparts.

100% PP students receive trip funding.

Trips to have recommended PP % from 2016/17. Bespoke PP reward trips arranged for Summer 2016.

Whole Academy

Parental Support


Family Learning Sessions are provided to encourage and empower parents to be more involved with their child’s learning so that they can support them effectively with school work in order to improve their attainment

Positive impact detailed in case studies available from Family Learning Centre.


Family learning sessions redesigned to engage a larger cohort of parents.

Whole Academy

Parental Support


Parent Support & Engagement Evenings run for Y10 and 11s

Well attended and informed parents. Improvement in achievement in PP students whose parent attend.

Parents Evening attendance statistics

Redesign of MIS to record Parents evening attendance and parental communication.

Whole Academy



We offer a very full and wide-ranging Enrichment Programme, of which every student is expected to attend at least one session per week. We also offer students the opportunity to take part in DofE.

Attendance data shows no significant gaps in attendance between PP and non-PP students.


MIS to record engagement by pupil characteristic to allow monitoring and CtG.

Whole Academy



• Students are rewarded with vouchers for achieving a Principals’ Commendation and each term an overall winner for each Faculty receives an additional £50.

Financial data shows no significant gaps in rewards between PP and non-PP students. This impacts directly on achievement and behaviour.

79% of Principals commendations awarded to PP students in Autumn 2015
Rewards Data

Rewards system resigned on MIS to allow monitoring and CtG.

Whole Academy



Academic Progress Awards for progress and engagement within subjects, Faculty and whole Academy.

Academic Progress Awards shows no significant gap between PP and non-PP students.

50% Pupil Premium students

Pupil characteristics added to monitoring sheet.

Whole Academy



The attendance of our Pupil Premium students is good, partly because of the excellent work carried out by our attendance team. We also send out our Attendance Bus to collect any regular non-attenders.

Attendance data shows gaps are below the national average and reducing.

5.6% PP v 7.5% PP NA 2015
5.7% Autumn/Spring 2015/16

Truancy Bus


Careers Advice


We offer bespoke careers advice and guidance for students. Pupil Premium students often require support in this area in order to raise aspirations.

Low NEET indicators, impartial advice and guidance given. Several case studies and lots of 1-1 impact.

PP students prioritised for sessions and interviews. 100% PP students receive 1:1 careers interview (205)

Fed Careers Service




We invite motivational speakers into the academy to speak to our Year 10 and 11 students, twice per Academic year. This helps raise aspirations and academic self-concept.

Student feedback forms detail a positive impact for Pupil-Premium students.

100% Y10/11 PP Students

AP appointed to organise external speakers. PSHE programme devised. Sixth form students appointed on KS3 and 4 Student Council to lead organisation of speakers.


Study Skills


We work with Elevate Education to deliver 2 study skills seminars and a study skills programme to Year 11 students.  This is a tailored package to support students in improve study techniques over the year as they approach mock examinations and final examinations.

Student feedback on this was that it helped them prepare for mocks and manage examinations. 100% of Y11 PP students benefited.

100% Y11 PP Students

MOS/SWE attend study skills INSET. Expansion of underperformance intervention programme with RSI/DBO. Expanded to HAPP. Study skills split by contextual group from 2016/17.




Harris Experience: Many Pupil Premium students are targeted to raise their aspirations by exposing them to cultural and academic experiences that will encourage them to consider applying to university

Positive impact detailed in the narrow achievement gap between HAPP and HA.

HEX 66% PP Y9 Cohort

HEX expanded to Y7 and 8. Minimum 40% PP cohort requirement from 2016/17.


Booster Sessions


Booster classes take place after school, during school holidays and on Saturdays. Students receive financial rewards for attendance.

Booster registers evidence regular attendance with no gaps.

46% Y10 PP Attendance in Science Spring Term

PP% monitored through contextual registers.




Show My Homework is a web based tool which enables students to easily access homework

Homework access and completion rates. Login data shows no significant get between PPP and non-PP students.


HW monitoring to be developed through new MIS so PP returns can be tracked.




Each department designs and regularly reviews their Raising Achievement Plans with the aim of maximising achievement and reducing gaps in performance.

RAPs are RAG rated and evidence positive progress toward reducing gaps in performance.

100% Departments

TGPs developed as an 'in class RAP'. Tracking both data and strategies relating to PP and CtG.




Introduction of extra lessons in Maths and English, extending the academy day for Year 10/11 to 3.30pm on Monday and Tuesday.

Data for English and maths evidences gaps closing in performance

100% Year 11 PP Students Attend

Analysis of options process choices by pupil characteristic from 2016/17.

Behaviour support

Guidance and Counselling


• Student Referral Centre: this provision offers guidance and counselling for students who need additional support to modify their behaviour.

Target groups identified to support students with behavioural, emotional and social difficulties.

FSM as a proportion of exclusions has fallen with a similar pattern for internal exclusions. Wider behaviour data such as detentions shows no significant gaps between groups.

34 students currently receive 1:1 support and advice sessions (Please note this changes on a weekly basis)
Student case studies IIP/ PSP meetings and progress records.
1:1 support and advice session with behaviour support assistants – 68% PP students.
Self-confidence workshop- 62% PP students.
Anger Management Programme- 73% PP students.

X2 Behaviour support assistants to conduct 1:1/ intervention workshops/ WISH Centre support has recently been set up at the Academy, 12 students currently receive support from either an Outreach worker or Psychotherapist at school. Due to the successfulness of this new project this will continue into the next Academic year. Currently the service is free. The school will support WISH centre future projects and forge greater links with their hub in Morden.

Behaviour support

Behaviour Support Programmes


Students that receive a FTE or a high number of negatives are placed onto an IIP or PSP. Review meetings are conducted every 8 weeks.

Students are monitored on IIP’s by FD’s and RSI and if on a PSP by RSI and ARI. Support and progress is reviewed every 8 weeks. Students are set targets to improve their behaviour. All students are given 1:1 support and advice sessions or supported through various internal/ external interventions.

59% of students on an IIP or PSP are PP (Please note this changes on a weekly basis)
15 students have passed their behaviour support programme since Sept15.


Behaviour support



Peer mentors: we run a programme of older students supporting younger students to improve aspiration, achievement and behaviour

Behaviour, achievement and destinations data details a narrow and reducing gap inn both behaviour and achievement.
1 NEET PP 2014
1 NEET PP 2015
Sixth Form Destinations 2014 and 2015

44 students currently receive Peer Mentor Support (Please note this changes on a weekly basis)
56% PP student mentees.

Run by X1 behaviour support assistant/ EAL peer mentors will be specially trained to mentor EAL student starting in year 7. Create learning Mentors to assist younger students at homework club.

Behaviour support



Year 11 Mentoring for underperforming groups. Most Able Group 1 – MWI
Most Able Group 2 – GHO
Middle ability 3 – MOS
Low Ability/SEN individually mentored through Learning support

Direct intervention with underperforming PP students to close the gap in performance. Year 11 data evidences narrow and closing gap.

50% Y11 Mentor Group are PP Students
75% Mentor Group Low Ability/SEND are PP students


Behaviour support



Year 10 Mentoring for underperforming Pupil Premium students led by RSI.
Boys groups 1 and 2: EOF
Boys Extended Group and Girls: RSI

Direct intervention with underperforming PP students to close the gap in performance. Y10 data evidences narrow and closing gap.

22% of Core mentoring group and 44% of extended mentoring group are PP students.

Continue next year, bring forward the start date by 4 weeks so not interfere with exams/ extend girls group.

Behaviour support



Personal Independence, Fulham Football and Moat Housing run a Mentoring Programme to address consequential thinking and reasoning and positive diversionary activities through a residential boot camp that combines behaviour management, self-esteem and confidence workshops.

2 hour weekly mentoring session over a 12 week period. Student behaviour and attitudes monitored and mentoring sessions tailored to suit the needs of the target group. Parental engagement throughout the programme.

69% of the mentoring group are PP students.

Dependant on funding repeat project for KS3 girls.


Behaviour support

Behaviour Support Workshop


Pride and Confidence Workshop for students that have been targeted with low confidence, low self- esteem and who may find interactions with peers difficult.

Female students participate in a 1 hour 45 minute workshop. Students complete self-assessment forms and set targets to raise aspirations and work towards specific goals.

46% of the girls are PP students

Continue Pride and Confidence and adapt for other girls groups such as self-esteem, stress & anxiety/  Start 'self-confidence' and 'Anger Management'  10 week project with 'Strengthening Minds' Jan start- funding through Moat Housing & Pollards Regeneration Project. SOS project examine various student based health and welling being topics e.g. CSE. Funding is free at present.


Closing the Gaps Data


Staff training on strategies to close the gap, including:
Behaviour – Use of SWAT
T+L – Challenge, questioning, contextual groups, homework, RRI, TGPs/Seating Plans, Marking and Use of Editing Code, Literacy. Lessons to be filmed with CtG training in mind. Lessons should be filmed for PP, MA and SEND.
Assessment – Use of data Y7-10– knowing groups and closing gaps through impactful intervention. Staff aware of their own areas of underperformance and where the gaps exist in their own groups. Agree targets, milestones and strategies. More frequent reviews of appraisal targets.

Staff understand priorities:
Staff utilise closing the gap strategies for both groups and individuals. This is evaluated through lessons observations, which detail a positive impact.
Seating plans complete
TGPs printed with strategies
RAPs and DIPs quantifiable.
Teachers have student and group specific strategies for the classroom.

Evidence of impact can be seen in
• RAPs
• DIPs
• TGPs

CPD completely redesigned for 2016/17 to allow all elements to be driven by and contribute to staff appraisal. Teaching and Learning to be part of an MIS that can track performance indicators e.g. challenge.


Closing the Gaps Teaching


To focus observers on the inconsistencies and areas for development outlined in the review feedback. Closing the Gaps, Questioning and Challenge techniques.

Lesson observations targeting areas of underperformance. MA/PP/SEN. Marking. Challenge.

All Observers. 100% staff receive PP CtG feedback

Lead Practitioners assigned to specific elements of teaching and learning. Remit to close the gaps in performance between contextual groups. The design of teams in lesson study to target specific CtG issues.




Coordinators equipped to train their staff and tackle inconsistencies and underperformance through use of data, behaviour for learning (AtL) and marking (RRI).

Coordinators facilitate departmental training.

100% Staff

Both attainment and T+L data to contribute to a common appraisal driven training plan through online analysis.