Pupil Premium & Catch Up Funding

Detail 

Data 

School name 

New Horizons Academy 

Number of pupils in school  

75

Proportion (%) of Pupil Premium eligible pupils 

PP 25 

33%

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

2024 - 2027 

Date this statement was published 

December 2024 

Date on which it will be reviewed 

January 2025 

Statement authorised by 

Matt Hance

Interim Headteacher 

Pupil Premium lead 

Elliott Hodson

Management Committee lead 

Cath Kitchen

Detail 

Amount 

Pupil Premium funding allocation this academic year 

Nil – DfE allocation for the academic year 24/25 

£43,378 – projected funding based on current number of pupils on roll  

At New Horizons Academy, we target our Pupil Premium Funding (PPF) to ensure that all PP pupils receive high quality teaching and make at least expected progress, especially in reading, writing and oracy, and, in turn, developing a safe community of lifelong learners, which in turn benefits all of our pupils due to the high quality teaching delivered. Our strategy is designed to help create an individualised approach in order to provide our PP pupils with the ability to succeed, not only within our setting with their learning, but also within the wider world. 

To help prevent negative labelling or social stigma, we at New Horizons Academy prefer to use the term ‘PP pupils’ instead of the phrase ‘disadvantaged pupils’. Therefore, this term will be used throughout the remainder of this document. Due to the difficulties and likely barriers our pupils face, we believe that all the pupils who attend the academy would greatly benefit from the opportunities that PPF may bring and so we look to appropriate ways in which our PPF can benefit not only our PP pupils but all of our pupils, especially those who have other challenges or barriers to their learning.

Our ultimate objectives are to: 

• Diminish likely barriers to learning created by poverty, family circumstance, school experience and background. Improve outcomes for disadvantaged pupils both within the academy, their mainstream school and the community.  
• Ensure all pupils are able to read and write fluently, and with a good understanding to enable them to access the breadth of the curriculum.  
• Enable pupils to improve their ability to self-regulate so they can be safe, positive members of the community.  
• Develop confidence in their ability to communicate effectively in a wide range of contexts.  

In order to achieve our objectives and overcome identified barriers to learning we will: 

• Regularly assess and review the needs of our pupils. 
• Provide all teachers with high quality CPD to ensure that pupils access effective quality first teaching (QFT). 
• Provide targeted interventions that support pupils to make progress in their identified area(s) of need academically, their speech and language, and SEMH needs. 
• Purchase resources to support pupils’ learning and progress. 
• Provide experiences outside of the academy, such as educational visits and enrichment activities. 
• Adopt a whole school approach in which all staff take responsibility for disadvantaged pupil outcomes and have high expectations of what they can achieve. 
• Provide appropriate opportunities for children to learn and practice co and self-regulation strategies.  

Key Principles: We will ensure that effective teaching, learning and assessment meets the needs of all pupils through the rigorous analysis of data. Class teachers will identify through the class Pupil Premium plan specific intervention and support for individual pupils which will be reviewed at least termly. Alongside academic support, we will ensure that those pupils who have social, emotional and mental health needs will access high quality provision from appropriately trained adults. 

Likely Challenge number 

Detail of challenge  

1 

Lower levels of Oracy 

Oracy is essential for the development of communication skills, which are key to successful learning. Oracy has also been shown to be an essential part of literacy skills and reading comprehension.  

2 

Significant gaps in attainment in Reading, Writing and Maths

Robust baseline testing for all new pupils who join the academy.

3 

Lack of co- and self-regulation strategies  

Pupils at the academy often have an under-developed ability to co and self-regulate. Due to this, they are unable to fully access the learning opportunities and reach their potential. 

4 

Reduced Access to Wider Opportunities 

 Many of the children who attend the academy have missed out on access to wider opportunities due to their challenging behaviour. It is crucial that we give them access to rich, quality experiences that enhance their learning from first-hand experiences to improve outcomes.   

5 

Lower attendance 

Regular school attendance is a key component to support children’s educational, economic and social outcomes. Due to the importance of good attendance, this remains a focus on our SIP for this year.  Individual attendance contracts have been put in place for pupils whose attendance is a cause for concern.  

6

Diminished SEMH 

Due to various reasons such as changes in homelife circumstances, pupils at the academy may struggle with their SEMH. Our curriculum and the work done by our staff, allows for children to be supported in this area and develop strategies that they can use to ensure they are safe and able to fulfil their potential. 

Intended outcome (from challenges) 

Success criteria for the end of 3 years

1. Improved pupils’ oracy to improve their attainment in reading and writing.  

Improvements in oracy will be evidenced by: 

• Assessment data
• Observations show that pupils are using a greater complexity of language.  
• Book looks reveal that pupils are applying taught vocabulary.  

2. Improve attainment among disadvantaged pupils.   

By July 2027: 

• All PP pupils will make at least expected progress in core subjects to help close the attainment gap during placement.  
• All PP pupils will be able to use higher level vocabulary in reading, writing and discussions.   

3. Pupils are able to co- and self-regulate so that they are able to access the learning opportunities more effectively.  

By July 2027: 

• There will be a 25% reduction in the use of physical intervention. 
• Observation of reflections forms will demonstrate a greater understanding of triggers and calming strategies.  
• Observations show that pupils are accessing a greater variety of calming strategies.  

4. Improved access to wider opportunities 

Children at NHA will be able to access wider opportunities through the developed curriculum, additional enrichment opportunities led by staff as well as further external learning opportunities. 

This will be seen through:

• Curriculum plans
• Tracked enrichment opportunities 
• Regular external provision used for off-site educational opportunities 

5. Improve attendance

By July 2027: 

• We aim to have an overall attendance figure of 85%
• Advocate team member to be given direct role in monitoring and improving attendance

6. Support the promotion of of children’s SEMH

Improvements in our children’s SEMH will be evidenced through:

• Comments made by children in their reflection journals 
• Improvements in the relevant categories in our ‘Readiness for Reintegration’ data
• Children engaging in their PSHE sessions and being able to discuss the use of positive strategies in pupil voices 

Actions and approaches  

Evidence that supports this approach 

Intended and actual impact and lessons learned 

Challenge number(s) addressed

Quality First 

Teaching CPD and 

Learning Support Assistant CPD 

Three inset days and weekly CPD sessions focusing on QFT. Core subject Lead Learners to receive support through half termly coaching so they can drive forward their subjects. 

The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all pupils, particularly the most disadvantaged.  

EEF suggests Teaching Assistants can provide positive impacts on learner outcomes, however, deployment is key. Investing professional development for Teaching Assistants to deliver bespoke interventions can be a cost-effective approach to learners’ outcomes.   

Improved Teaching Quality: Teachers will use evidence-based strategies and best practices to enhance teaching and learning, ensuring that all students, particularly disadvantaged ones, receive high-quality, inclusive education.

Personalised Learning: Teachers will become more skilled in adapting their teaching to meet the needs of diverse learners, ensuring that all students are challenged and supported appropriately.

Enhanced Student Engagement: By implementing more engaging and interactive teaching methods, teachers will foster a classroom environment where students are more motivated and actively participate in their learning.

Higher Achievement Levels: With improved teaching quality, it is expected that students will show progress in their academic outcomes.

Increased Teacher Confidence: Teachers will feel more confident in their abilities to manage diverse classrooms and meet the varied needs of their pupils, reducing burnout and enhancing job satisfaction.

Improved Assessment and Feedback Practices: Teachers will use formative assessments and provide timely, constructive feedback that helps students improve

1 and 2

Literacy Tree

One inset day per year and two development days to support English leads.  

Language provides the foundation of thinking and learning and should be prioritised. Evidence suggests that pupils need to internalise language structures needed to write through ‘talking the text’ as well as close reading. There is extensive evidence from the EEF that enrichment children develop as readers and writers through high quality vocabulary. 

Improved Literacy Skills:
The Literacy Tree Scheme of Work is designed to improve students' reading, writing, and comprehension skills, particularly in developing higher-order thinking skills and critical analysis of texts.

Increased Engagement with Texts:By using a diverse range of high-quality literature, students will be more motivated to engage with texts, fostering a love for reading and writing.

Enhanced Vocabulary Development:The scheme aims to expand students' vocabulary through exposure to rich, varied texts, helping them improve both their spoken and written language.

Stronger Writing Skills:The Scheme is intended to guide students in developing their writing, ensuring they improve in areas such as structure, coherence, grammar, and creativity.

Development of Critical Thinking:Through engaging with the texts in the Literacy Tree Scheme, students will develop stronger analytical and critical thinking skills, learning to respond to and evaluate texts effectively.

Improved adaptation and scaffolding in Literacy:The scheme will allow for increased adapted learning, ensuring that the literacy needs of all students (including those with SEND or who are EAL learners) are met.

Increased Confidence in Literacy:
Students will show improved confidence in their reading and writing abilities as they develop stronger literacy skills through consistent use of the scheme.

1 and 2 

Read Write Inc. training

CPD sessions to all staff delivering phonics. Fortnightly coaching for each phonics teacher. Two development days from RWI consultant to provide coaching and support to phonics leads. 

The EEF findings show an effective phonics program has a positive impact overall, often making an additional 5+ months’ progress over the course of the year, particularly those form disadvantaged backgrounds.  

Phonics approaches have been consistently found to be effective in supporting younger pupils to master the basics of reading, with an average impact of an additional five months’ progress. Research suggests that phonics is particularly beneficial for younger learners 

(4−7 year olds) as they begin to read. 

Teaching phonics is more effective on average than other approaches to early reading (such as whole language or alphabetic approaches). 

Improved Phonics Knowledge and Delivery:
Staff will gain a developed understanding of phonics and how to effectively teach reading and writing using the Read Write Inc. program, which will lead to a more systematic and consistent approach across the school.

Increased Student Reading and Writing Fluency:
Through consistent use of Read Write Inc., students will develop stronger reading and writing skills, particularly in phonics, blending, and segmenting, which will lead to improved literacy outcomes for all students.

Better Identification of Learning Needs:
Staff will be better equipped to identify students who may be struggling with phonics and early literacy skills, allowing for more targeted interventions and support.

Stronger Classroom Management for Phonics Instruction:
Teachers and teaching assistants will feel more confident in managing phonics lessons, with clearer structure and routines that will help students stay engaged and focused.

Enhanced Confidence in Supporting SEND and EAL Learners:
The training will equip staff with strategies to effectively support students with additional needs, including SEND and EAL learners, by ensuring they receive appropriate phonics support tailored to their needs.

Consistent Phonics Instruction Across the School:
The introduction of Read Write Inc. will ensure a whole-school approach to teaching phonics, providing continuity and consistency for students as they move through different year groups.

Improved Student Outcomes in Literacy:
Over time, the consistent application of Read Write Inc. will contribute to improved student outcomes in both reading and writing, particularly for students who are below age-related expectations in literacy.

1 and 2

Feedback and 

Impact training 

Introduce new Feedback and Impact Policy. 

Half-termly CPD focusing on effective feedback.  

Regular book looks to provide each teacher with bespoke development points.  

The EEF findings demonstrate providing feedback is well-evidenced and has a high impact on learning outcomes. Effective feedback tends to focus on the task, subject and self-regulation strategies.  

Different methods of feedback delivery can be effective and feedback should not be limited exclusively to written marking. Studies of verbal feedback show slightly higher impacts overall (+7 months). Written marking may play one part of an effective feedback strategy. 

It is important to give feedback when things are correct, not just when they are incorrect. High-quality feedback may focus on a task, subject and self-regulation strategies. 

Improved Feedback Practices Across the School:
The new feedback policy aims to standardise feedback practices across the school, ensuring that all teachers use effective, consistent feedback strategies that are aligned with best practices to improve student learning and progress.

Increased Student Progress through Targeted Feedback:
By providing clear, actionable, and timely feedback, students will have a better understanding of their strengths and areas for improvement, leading to more targeted efforts for progress.

More Effective Teacher Reflection and Development:
Teachers will engage in regular CPD sessions focused on effective feedback, which will deepen their understanding of feedback strategies, leading to more reflective teaching and better outcomes for students.

Timely and Consistent Monitoring of Student Work:
Regular book looks will allow leaders to monitor the consistency and quality of feedback across subjects, ensuring that feedback practices are having the intended impact and identifying areas for improvement as well as supporting staff development through the sharing of best practice.

Increased Student Engagement and Motivation:
Clear and specific feedback will make students more aware of their learning goals and encourage them to take ownership of their progress. This will increase student motivation and engagement with their learning.

Improved Teacher Collaboration:Through the book looks and CPD sessions, teachers will collaborate more effectively, sharing feedback and best practices on how to implement feedback strategies in the classroom. This will lead to a more cohesive approach to teaching and learning across the school.

Better Use of Formative Assessment:Teachers will make better use of formative assessments to provide more timely and specific feedback. This will allow for adjustments to teaching strategies and interventions that are responsive to student needs.

2

Activity 

Evidence that supports this approach 

Intended and actual impact and lessons learned 

Challenge number(s) addressed

Social and 

Emotional Learning (SEL) intervention training  

Evidence suggests that children from disadvantaged backgrounds have, on average, weaker SEL skills at all ages than their more affluent peers. These skills are likely to influence a range of outcomes for pupils; lower SEL skills are linked with poorer mental health and lower academic attainment. 

SEL interventions in education are shown to improve SEL skills and are therefore likely to support disadvantaged pupils to understand and engage in 

Improved Emotional Regulation: Staff will be equipped with the tools and strategies to help pupils regulate their emotions more effectively, leading to fewer behavioral incidents.

Enhanced Social Skills: Pupils will develop better interpersonal skills, improving relationships with peers and adults, and enhancing cooperation in group settings.

Increased Self-awareness: Students will become more aware of their emotions and triggers, helping them manage their reactions in different situations.

Improved Mental Health and Well-being: By providing SEL support, students will experience a reduction in anxiety, stress, and other emotional difficulties.

Better Academic Engagement: With emotional needs addressed, students will be better able to focus in the classroom and engage with their learning.

Staff Confidence and Competence: Teachers and support staff will gain confidence in delivering SEL interventions, creating a more emotionally supportive environment within the school.

3 and 6

Speech and Language

All pupils to be assessed on entry.  

Individual 

SALT interventions based on identified need.  

Evidence suggests the average impact of oral language interventions is approximately an additional six months’ progress over the course of a year. Some studies also often report improved classroom climate and fewer behavioural issues following work on oral language. 

There is evidence to suggest that pupils from lower socio-economic backgrounds are more likely to be behind their more advantaged counterparts in developing early language and speech skills, which may affect their school experience and learning later in their school lives. 

Improved Communication Skills:
Students will develop stronger spoken communication skills, including clarity, vocabulary, and sentence structure, enabling them to express themselves more effectively in both social and academic settings.

Increased Confidence in Speaking:
Pupils will show greater confidence when speaking to peers, teachers, and other adults, which will help foster positive relationships and improve their overall social interaction.

Enhanced Listening and Comprehension:
Students will demonstrate improved listening skills, including the ability to follow instructions and engage in conversations, leading to better understanding in academic tasks and classroom discussions.

Better Social Interaction:
By developing their communication skills, pupils will be better equipped to engage in meaningful social interactions with peers, reducing isolation and improving peer relationships.

Progress in Literacy Skills:
Improved language skills will lead to better reading and writing outcomes as students are able to use more complex vocabulary, understand and process written text more effectively, and express ideas clearly in writing.

Reduction in Behavioral Issues:
As students’ communication improves, particularly in expressing their needs and emotions, there will be fewer instances of frustration-related behavioral problems or misunderstandings in the classroom.

Support for Special Educational Needs:
Pupils with speech and language delays or disorders will receive tailored support to address specific needs, helping to close any communication gaps that may be hindering their overall development and learning.

Early Identification of Speech and Language Concerns:

Speech and language activities will help to identify students with specific speech or language difficulties at an early stage, allowing for targeted interventions and support.

Increased Engagement and Participation in Class:
As students’ communication abilities improve, they will be more engaged in class discussions, group activities, and academic tasks, leading to a more active participation in the learning process.

Improved Emotional Regulation through Communication:
Developing effective ways to communicate will also contribute to better emotional regulation, as students will be able to articulate their feelings, reducing frustration and behavioral outbursts.

1

Activity 

Evidence that supports this approach 

Intended and actual impact and lessons learned 

Challenge number(s) addressed

Attendance Strategy 

Develop and implement a strategy with robust attendance monitoring. 

Embedding principles of good practice as set out in the DFE’s Working Together to Improve School Attendance 

https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c

23e5bd1b/Working_together_to_improve_school_attendance_-

_August_2024.pdf 

Improved Attendance Rates Across the School:The attendance strategy is designed to improve overall attendance rates, aiming for a consistent increase in daily attendance across all year groups, with particular focus on students with historically poor attendance.

Earlier Identification of Attendance Issues:
By tracking attendance data closely, the strategy aims to identify attendance issues early, enabling timely intervention and support before attendance problems escalate.

Improved Academic Performance:
By improving attendance rates, the strategy aims to have a positive impact on academic performance, as students who attend regularly are more likely to perform well academically.

More Effective Monitoring and Reporting: The strategy will introduce more effective monitoring and reporting mechanisms, ensuring that attendance data is analysed regularly and that action is taken to address attendance concerns.

5

Incentives for individual pupils as required. Address persistent absentees, building positive relationships with families and identifying potential barriers.  

As stated in the Education Committee report ‘Persistent absence and support for disadvantaged pupils’, any absence leads to lost learning for pupils. Attending school is critically important for children’s life chances, including their attainment, wellbeing, safety and wider development. The pandemic caused higher levels of sickness absence and exacerbated existing problems with persistent absence, with vulnerable children particularly affected. 

Improved Attendance Rates Across the School:The attendance strategy is designed to improve overall attendance rates, aiming for a consistent increase in daily attendance across all year groups, with particular focus on students with historically poor attendance.
.

Reduction in Persistent Absenteeism:
The strategy seeks to reduce persistent absenteeism by implementing targeted interventions and support systems for students and families facing barriers to regular school attendance.

Increased Parental Engagement and Awareness:
The strategy intends to foster stronger relationships with parents and carers, ensuring they understand the importance of regular school attendance and the impact it has on their child's learning and outcomes

5