Pupil Premium Strategy Statement (2021-22)

This statement details our school’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 school. The total budgeted for Pupil Premium 2021-22 is £278, 611.99. 

School overview

School name

The Halley Academy

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


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


Date this statement was published

September 2021

Date on which it will be reviewed

June 2022

Statement authorised by

John Dixon – Principal

Pupil premium lead

Mathieu StevensVice Principal (Recovery)
Clive ChristianAssistant Principal (Pupil premium)

Governor / Trustee lead

Kate Shiner – Chair of Governors

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


Statement of intent

The Halley Academy is committed to creating a universal culture for all pupils that demands success; where aiming high is actively encouraged through the expectation that pupils will strive to achieve regardless of circumstance.  To deliver this, the academy will set high standards for all pupils, breaking down the barriers that financial inequality creates to ensure that high aspirations are the expectation for all pupils no matter their background. 

All pupils will be provided with a highly sequential curriculum that is rooted in the core, but designed to provide its pupils with a dynamic, informed curriculum offer that is as least as ambitious as the National Curriculum. The curriculum will ensure high levels of academic achievement at the end of each key stage, whilst promoting pupils’ sense of global identity and contexts. This greater understanding of the 21st Century World will be underpinned through the delivery of the Middle Years Programme (MYP), appropriate Level 2 qualifications and then International Baccalaureate Careers Related Programme (IBCP), which will be centred on enhancing pupil attainment in line with national standards. 

Disadvantaged pupil performance and positive learning behaviours will be monitored through robust academy systems, rewarding and applauding success of all kinds through the setting and achievement of challenging targets. These targets will remain appropriate to the ability level of the pupil, irrespective of their background.

Staff at the academy will ensure that disadvantaged pupils remain a high-profile priority within the academy through the identification and monitoring of academic performance, well-being, attendance and behaviour. This will ensure that all stakeholders are focussed on reducing the difference between disadvantaged and other pupils. 

The academy’s current pupil premium strategy is designed to identify and intervene with disadvantaged pupils who are falling behind when compared to their peers. The strategy demonstrates the academy’s belief that all pupils should have access to Quality First Teaching (QFT) and wraparound pastoral support through the academy’s small school model. This is further enhanced through the provision of additional tuition through a blended face-to-face and remote provision, incorporating the use of cutting edge technology to support the needs of all learners. 

The Halley Academy believes that every child matters, with pupil engagement and progress maximised through an appropriately supportive, but challenging learning environment based on strong relationships. This learning environment will be created and maintained by all staff, supported and advanced through it’s comprehensive evidence based CPD programme and delivered through weekly dedicated professional development time. Subscriptions to evidence-based Department for Education approved providers such as the National College, will augment this further, providing a plethora of resources and materials for staff to continue their development outside of the classroom to support the needs of pupils.

The well-being of pupils is a central priority for the academy due to the impact of the COVID-19 pandemic on it’s pupils. The academy’s small school pastoral structure will deliver high quality localised care, providing human-scale support that is targeted to meet the needs of all pupils. A dedicated on-site counselling service will be available to all pupils, as well as close links with external agencies and support providers. 

The academy’s enrichment, cross-curricular and cultural programmes will provide all pupils with opportunities to excel in areas of passion and interest outside of the realms of academic studies. This programme will develop and promote pupil well-being and supports positive mental health and behaviours, which in turn support academic progress.  

The key principles of the academy’s pupil premium strategy statement are as follows: 

  • The work undertaken through the use of the Pupil Premium Grant will be aimed at improving the lives and future choices of our most disadvantaged pupils.
  • Appropriate provision is in place to accelerate pupil progress to meet and exceed age expected standards. 
  • Teaching and learning meets the needs of all pupils. 
  • The well-being and aspirations of our pupils are enhanced and championed throughout the academy with the provision of high-quality career and enrichment opportunities to facilitate informed life choices. 
  • We will ensure that appropriate provision is made for disadvantaged pupils, including the needs of socially disadvantaged pupils being assessed and addressed. 
  • Pupil premium funding will be linked to academy priorities.


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

Challenge 1

Pupil agency and autonomy – a pupil’s belief and attitude towards their own learning can have a significant impact on academic progress. Our assessments, observations and discussions with our pupils and their families suggest that those who are at risk of falling behind their peers may be unaware of how to engage with learning, representing a significant barrier to their own progression. These findings are backed up by several national studies.

Challenge 2

Attendance – attendance below 95% has a negative impact on pupil progress. Persistent absence (below 90%) can seriously damage a pupil’s chance of future success. Our attendance data for the 2020-21 academic year shows that attendance from disadvantaged pupils was 2.18% lower when compared to non-disadvantaged pupils.

Challenge 3

Literacy – a significantly high proportion of pupils join the academy with less than expected literacy and reading ages. This prevents our pupils from engaging fully with the curriculum, hindering their ability to demonstrate progress in their studies.  Assessments undertaken with the academy’s 2021-22 Year 7 cohort suggest that the reading scaled score of disadvantaged pupils was 3.59 less than non-disadvantaged pupils. This is mirrored by the Year 8 cohort, with disadvantaged pupils’ reading scaled score 2.67 less than non-disadvantaged pupils.

Challenge 4

Numeracy – a number of pupils join the academy with less than expected numeracy levels. This represents a barrier to their own learning and hindering their ability to achieve the right qualifications and experience for their chosen career path. Assessments undertaken with the academy’s 2021-22 Year 7 cohort suggest that the maths scaled score of disadvantaged pupils was 2.33 less than non-disadvantaged pupils. This is mirrored by the Year 8 cohort, with disadvantaged pupils’ maths scaled score 2.61 less than non-disadvantaged pupils.

Challenge 5

Welfare – a significant amount of our pupils require additional support for a range of emotional, social and family issues. These issues can limit the academic progress a pupil can have, as well as causing the pupil to feel negative emotions such as stress, anxiety and low self esteem.

Challenge 6

Resource – some of our pupils are unable to access appropriate learning resources outside of the academy. This inability to develop their own understanding outside of normal learning hours can have a negative impact on their academic progress and participation in enrichment activities.

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.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £125, 741.33

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

Budgeted cost: £60,000

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

Budgeted cost: £92, 870.66

Activity 1

Retention of Small School Pastoral teams

Evidence that supports this approach

Challenge number(s) addressed

1, 2, 5 and 6

Activity 2

Recruitment of Academy well-being team

Evidence that supports this approach

Challenge number(s) addressed

1, 2, 5 and 6

Activity 3

Retention of Onsite Counselling

Evidence that supports this approach

Challenge number(s) addressed

1, 2, 5 and 6

Activity 4

Retention of Academy Attendance Officer

Evidence that supports this approach

Challenge number(s) addressed

1, 2, 5 and 6

Activity 5

Retention of Educational Psychologists

Evidence that supports this approach

Challenge number(s) addressed

1, 2, 5 and 6

Review of outcomes in the previous academic year

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


The academy has provided a number of pupils in Years 7 and 11 with virtual 1-1 tuition as part of the National Tuition Programme. Pupils have consistently attended over 70% of sessions, providing tuition in English and mathematics in line with examination end point assessment objectives. Tuition-based assessment has demonstrated that pupils in English improved their overall attainment by +1.2 grades, with mathematics attainment progressing +1.4 grades.

The academy ran a series of seasonal intervention schools for pupils in Years 7, 11 and 13 to provide additional learning time for gaps identified in pupil knowledge and skills. Attendance was targeted following a series of in-year baseline assessments, with over 80% of all pupils in targeted year groups accessing high quality in-academy face to face tuition during the holiday periods. 

Pupils in Year 11 and 13 held two in-year assessment windows, designed to be in line with qualification specification assessment endpoints. Pupils were provided with a series of mock examination intervention breakfast sessions during their two examination windows. These targeted intervention sessions were attended by over 80% of the cohort each day.

Seasonal schools and mock examination breakfast sessions have supported the academy achieving an in-year Year 11 Attainment 8 score of 42.39, a +2.95 improvement when compared to the 2019-20 academic year. In the English and maths crossover, Year 11 students achieved the following: Grade 7+ 8% (in line with 2019-20), Grade 5+ 34% (+5%from 2019-20) and Grade 4+ 55% (+ 3% from 2019-20)

Pupils in Year 13 achieved an in year Value-Added score of +1.04, an improvement of +0.68 when compared to the 2019/20 academic year.

Literacy Development and Reading Age

The provision of the 1-1 Chromebook device scheme has enabled all pupils in key stage 3 to access the Accelerated Reader and MyOn. Pupils in key stage 4 have been able to access a variety of web-based literacy programmes to develop literacy levels. All teaching staff have also accessed TT Education led EAL and literacy CPD training to support pupils’ literacy and language development. 

This support has led to 35% of all students in Key Stage 3 making more than one years progress in their reading age over the course of the academic year. This is an improvement of 11% when compared to the 2019-20 academic year. The academy increased the number of students making progress in their reading age by 18% when compared to the 2019-20 academic year.

Pastoral - Pupil Well-being and autonomy

Pupil well-being has been impacted due to the extended periods of isolation due to academy closures this academic year. The academy has sought to develop pupils’ well-being and commitment to learning through enhanced parental communication through Bromcom communication and the provision of online and in academy resources. The provision of these resources had led to the following impact:

Attendance and Punctuality

The academy has maintained a whole academy attendance of 92.6%, despite significant disruption due to self-isolation of pupils. All pupils have accessed their full curriculum due to the support of the Google Classroom Learning Platform and the 1-1 Chromebook Device Scheme.

Punctuality to the academy has improved by 31% this academic year. This equates to recovering over 300 hours of lost   learning time this year.


The average number of suspensions has significantly reduced by 50%, ensuring pupils have access to a greater number of lessons, supporting the recovery of their academic progress. The number of referrals to the academy’s Seclusion Room has reduced by 54%. With the provision of the 1-1 Chromebook Device Scheme, all pupils maintain access to their full curriculum and teaching resources via the Google Classroom Learning Platform.

Commitment to Learning and Remote Learning Contextual Data

The academy requires all teaching staff to report on their pupil’s Commitment to Learning as part of the Assessment, Recording and Reporting Cycle. A pupil’s Commitment to Learning encompasses a range of measures, including a pupil’s focus, behaviour, attendance and resilience. Through the provision of specialist resources, the following impact on pupils Commitment and Remote Learning during academy closures can be seen, with the improvement trend for the academic year highlighted in brackets:

Commitment to learning and remote learning contextual data