Equalities & Additional Intervention

We believe that all students should be equally valued at our Academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. We have a range of agreed policies.

Harris Academy Purley is committed to inclusion and part of the Academy’s strategic planning involves developing cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take in to account their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, demographic group, ethnicity, additional need, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:

• Boys or Girls
• Students from families that are financially disadvantaged (PP/Pupil Premium)
• Students who arrive with below nationally expected ability in any area (LAPs)
• Students from minority faiths, ethnicities, travellers, asylum seekers, refugees
• Students who have English as an additional language (EAL)
• Students who have Special Educational Needs or a Disability (SEND)
• Students who are Most Able (MA)
• Students who are Lesbian, Gay, Bisexual or Transgender (LGBT)
• Students who are Looked After Children (LAC)
• Young carers, sick children, children from families under stress

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Pupil Premium Strategy Plan

Statement of Intent

At Harris Academy Purley our motto is ‘To Learn, To Think, To Act”. We ensure this is the case by providing a broad and ambitious curriculum for all, with an emphasis on targeted support, where needed, to stop a student's individual circumstances affecting their academic progress and therefore life chances. This is implemented through highly effective classroom teaching supplemented by interventions to support vulnerable learners and additional support to enable our high ability students to achieve their potential. By doing this we seek to improve social mobility and stop the cycle of disadvantage.

In planning our Pupil Premium Strategy, we have drawn on a range of experience, evidence-based research, and best practice from across the Harris Federation and the Education Endowment Foundation’s Teaching and Learning Toolkit which found that the most important factor in improving narrowing the disadvantage gap is effective teaching day after day. In class is therefore the most effective strategy in narrowing this gap but we also use a range of out of lesson interventions to support students further. The causes and consequences of disadvantage affect all students differently and as such our intervention beyond students’ regular lessons will be bespoke and targeted.  

All leaders in this Academy including the Governors are committed to ensuring the Pupil Premium funding is targeted to provide the best possible outcomes to students that may be at a disadvantage. 

The key aim of our Pupil Premium funding plan is to remove all barriers to learning to end the cycle of disadvantaged underperformance and enable social mobility. 

We will do this through 5 key priorities along with discretionary, financial assistance to support our most vulnerable students. 

1. Improve the attainment and progress of our disadvantaged students
2. Improve the literacy and numeracy levels of our disadvantaged students
3. Raise the aspirations of our disadvantaged students
4. Build the cultural capital of our disadvantaged students
5. Remove the gaps in the Key Performance Indicators of Exclusions, Attendance and Punctuality of our disadvantaged students. 

 

Challenges

At the national level, disadvantaged students significantly underperform in progress and attainment measures when compared to other students. The reasons for this underperformance are varied and often individual but the following challenges do exist for many students.

Number	Details
1	Lower attainment and progress than non-disadvantaged peers
2	Disengagement through perceived lack of value to education
3	Lower literacy levels impacting on all subjects
4	Disengagement through lack of aspiration e.g. no desire to gain results other than passes
5	Reduced cultural capital opportunities, for example students never having visited a museum, leading to less depth of understanding of wider world
6	Reduced opportunities for support with homework/independent study and or a quiet working environment at home

 

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

 

Intended outcome	Success criteria
Improve the attainment and progress of our disadvantaged students	A Progress 8 gap of <0.1 for disadvantaged students vs all students for all year groups  A gap of < 4% for Basics and Ebacc 4+ and 5+ percentages for all year groups
Improve the literacy and numeracy levels of our disadvantaged students	A Progress 8 gap of <0.1 for disadvantaged students in English and Maths vs all students  A gap of < 4% for English and maths 4+, 5+ and 7+ percentages for all year groups
Raise the aspirations of our disadvantaged students	All disadvantaged students have targeted careers, advice and guidance. All disadvantaged students (except Year 7s) to attend a University, to engage with Thematic Days and to have meaningful employer interaction
Build the cultural capital of our disadvantaged students	All disadvantaged students to attend at least one enrichment per week (in windows) All disadvantaged students to attend at least one Educational Visit per year
Remove the gaps in the Key  Performance Indicators of  Exclusions/Attendance/Punctuality of our disadvantaged students	Attendance & punctuality gap of <1% Exclusions gap to <4%

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