Ercall Wood Academy

Empower | Respect | Aspire

Pupil Premium


Pupil premium strategy statement

This statement details our academy’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our academy.

Academy overview



Academy name

Ercall Wood Academy

Number of students


Proportion (%) of pupil premium eligible students


Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)


Date this statement was published

Nov, 2021

Date on which it will be reviewed

July, 2022

Statement authorised by

R.Gummery (Principal)

Pupil premium lead

R.Gummery (Principal)

Governor / Trustee lead

R.Moore (Governor)

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year


Part A: Pupil premium strategy plan

Statement of intent

Academy purpose:

To provide the best possible education for ALL of our children, so that they have the opportunity to be happy, successful and make a positive contribution to our community and future generations.

At Ercall Wood Academy, our intervention starts early in year 7 to ensure that all gaps are closed or reduced before they become too wide. We use a combination of formative assessment and feedback to close gaps as they appear in lessons, alongside summative assessments to ascertain where students are in their learning and to ensure students have the right interventions at the right time. This extends behind attainment and is replicated through our mountain rescue support team, who are able to identify and provide interventions for barriers from outside of the classroom.

Thresholds matter:

We strongly below that in order for our disadvantaged students to achieve and succeed in life that they need to at least achieve the threshold of a grade 4 in their core academic programme that must include English and Maths. Progressing onto level 3 provision first time is vitally important for them to carry on and continue achieving and succeeding.


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Curriculum – Lack of high-quality knowledge in the curriculum to support the achievement and cultural capital of PP students. 


Curriculum – Lack of accurate assessments that highlighted knowledge gaps early and inform interventions before gaps get too large.

Historic underperforming of PP cohort 2019/20 –0.89

Current position for year 11 cohort based on end of term 2020/21 -0.99 compared to non-PP -0.54


Poor literacy – Lack of access to high quality literacy material and lack of oracy practise can lead to a low reading age that doesn’t allow access to GCSE/OCR examination papers. Also, a lack of oracy may lead to a lack of culture capital and opportunities to communicate with different groups of people.


Student attendance – In order to achieve, all students need to be in lesson to learn. We need to ensure that PP average attendance is in line with academy and above national average. .


ACE’s / Barriers to learning – We need to ensure we have a support team around students to ensure that we can reduce the number of FTE’s and detentions for PP students that could lead to a risk of permanent exclusion. 


Pastoral support – Ensuring that every child has a champion in the academy. Supporting the individual needs of the students through positive reinforcement reward system. 


Mental Well-Being – PP students have been disproportionately affected by the pandemic. We need to support their mental well-being back in the academy.  


Student Aspirations – Lack of aspirations and expectations to progress into high-quality level 3 provision. Students need to see the possibilities and be supported to achieve.

Intended outcomes

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

The academy enables PP students to access the best of what has been said and written through a knowledge-rich curriculum that will prepare PP students for academic success and more holistic character and cultural capital development.  

100% of curriculum maps and essential knowledge rich lessons are in place and being delivered to our students.  


All students complete a key assessment each term assessments are moderated and results analysed to inform students and teachers of any gaps in knowledge. Interventions are enacted accordingly 

80% of PP students meet our ambitious target of being at age-related across key stage 3.

80% of PP students meet our ambitious target of a 50-point A8 score at the end of year 11.

Students will have a reading age within one chronological year by the end of key stage 3, so that they can access GCSE/OCR examination material.

80% of students in key stage 3 are within a year of their chronological reading age.

All PP learners will be proactive in their approach to achieving success by having a strong attendance record. There will be a particular focus on improving PP students in year 11’s attendance and PA as that was the highest at 36% in academic year 2020-21

The whole school academy attendance will be 95% with PP student in line with the academy average. (This is ambitious due to the current pandemic so a benchmark of above national average will be used during 2021-22.)

PA for PP students is in line with national average. 

PP students are supported holistically and academically to ensure that the have the foundations to succeed and progress. PP students’ needs are met through an extensive menu of interventions that will supportive in enabling these students to succeed.   

PP exclusion and detention rates will continue to fall and be in line with Academy average due to the proactive support interventions in place. 

All PP student on the aspire programme will see an improvement in either attainment, behaviour or attendance.

Students are motivated to achieve and see public reward and celebration of their work and the achievements they have undertaken both in and out of lesson.    

All students receive reward points and these are increasingly a credible ‘currency’ for all year groups. Rewards coordinator will target work with the PP students to raise their aspirations.  

PP students with mental well-being barriers will be identified and supported throughout their academy life.  

Learning time for PP students will not be lost due to SEMH issues because of the proactive intervention and resilience toolkit.   

PP students will have raised aspirations and enhanced cultural capital through a guided careers education programme. 

80% PP students in year 11 have planned level 3 provision as their next step in education.  

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.


Budgeted cost: £ 173,330


Evidence that supports this approach

Challenge number(s) addressed

Development of a knowledge-rich curriculum for years 7,8 & 9

-       Subject time

-       Culture walk allocation

-       Coaching allocation

-       Leadership culture walk time

-       Subject leader culture walk time

A range of research that indicates the impact a more knowledge focused curriculum can have on progress. Researchers include:





Key stage 4 academic mentor

-       Analysis key stage 4 data

-       Organised key stage 4

-       Target PP cohort as part of mentoring programme.

EEF mentoring +2Months

EEF Extending school day +3months

EEF Homework +5months



Lines of enquiry

-       CPD

-       Subject leader time

-       Line management QA

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction.

EEF Feedback +6months


Associate Assistant Principal in charge of ECF

-       CPD for mentors

-       CPD for ECTs

-       Monitoring and tracking of ECTs training programme

Education inspection framework: overview of research


Reduced group sizes for lower attaining students to ensure they have more teacher time to reduce gaps from home learning.

-       Additional teaching group

EEF Reducing class sizes +2months


Additional key stage 3 English and maths classes to support the rapid catch-up of students with key stage 2 knowledge gaps

EEF Extending school day +3months



Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 39,670


Evidence that supports this approach

Challenge number(s) addressed

Academic tutors

-       Four academic tutors

EEF one to one /Small group tuition +5/4 months


Academy SEMH worker and trust councillor

-       SEMH lead

-       Trust Counsellor

-       PSHE curriculum

EEF Social and emotional learning +4months


Reading ages

-       GL Assessments

-       Direct instruction

-       Lexia

-       Three morning interventions

-       Breakfast club interventions

EEF reading comprehension strategies +6months


Additional interventions to support knowledge gaps from key stage 2.

-       Breakfast club interventions

-       After school interventions

EEF Small group tuition +4months

EEF Teaching assistant interventions +4months


Aspire – Key stage 4 HAP programme

Science & Maths – Yr. 11

German – Yr. 9

EEF Small group tuition +4months


 Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 37,000


Evidence that supports this approach

Challenge number(s) addressed

Appoint a family liaison Officer

-       Works with vulnerable families.

-       Develops strategies to ensure attendance amongst PP students is high above national average.

-       Reduce PA amongst PP students.

The DfE guidance has several examples of engagement programmes with families that have significantly reduced persistent absence levels.


EFF parental engagement +4months


Contingency fund

The requirement for all students to wear the academy uniform is to reinforce the academy culture and a sense of belonging that a uniform creates. Evidence includes work by O.Eastwood, 2021.


Debating competition

EEF Oracy language intervention +6 months


Rewards system

-       Prizes, awards, trips, certificates


Careers team & hubs

-       New careers hub at the centre of the academy to support raising aspirations regarding the possibilities.

-       Targeted PP Careers interviews and activities alongside the standard IAG interviews.

Believing in Better, How Aspirations and Academic Self Concept Shape Young People’s Outcomes, Sutton Trust


 Total budgeted cost: £ 256,000

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.

If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England







Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:



How did you spend your service pupil premium allocation last academic year?


What was the impact of that spending on service pupil premium eligible pupils?