Pupil Premium

Students in Y7-11 recorded as having had Free School Meals at any point in the last 6 years.

Children Looked After by Local Authority Care.

Children in ‘post-Local Authority’ care, including those who have been Adopted from Care.

Students in Y7-11 recorded as having been the child who has had a parent in the Armed Forces in the last 5 years.

By the end of Year 1:

• Through focus groups meet with pupils eligible for FSM - in particular girls who are eligible for FSM - to develop a greater depth of understanding as to why they experience a lower sense of belonging and school engagement with particular reference to the drivers of value of school, agency and teacher relationships
• Data from the Spring term TEP pupil survey shows evidence of improved headline engagement scores for pupils eligible for FSM
• Use of data from the TEP family engagement survey to develop understanding of what engagement looks like for our disadvantaged families

By the end of current 3 year plan:

• Headline Engagement data for pupils eligible for FSM continues to be above the national benchmark
• Headline Engagement data for pupils eligible for FSM - in particular girls who are eligible for FSM - is improved
• Pupils eligible for FSM are experiencing a greater sense of belonging and school engagement in particular with reference to the drivers of value of school, agency and teacher relationships
• Data from the TEP family engagement survey shows improved scores with regard to headline engagement and belonging for our disadvantaged families
• Improved engagement in school events for our disadvantaged families

To be monitored by data from the TEP pupil survey carried out during the Autumn and Spring terms

By the end of Year 1:

• Improved understanding of the drivers leading to lower attendance for our disadvantaged learners
• Improved attendance figures for those eligible for pupil premium
• Reduction in the % of Persistent Absence for those eligible for pupil premium

By the end of current 3 year plan:

• Pupils eligible for pupil premium have reached the school’s attendance target.
• Minimal/no gap in attendance between disadvantaged and non disadvantaged pupils

To be monitored by weekly by attendance administrator, HoY, form tutors, Deputy Head Inclusion and PP Lead

By the end of Year 1:

• Any attainment gaps between pupil premium and non-pupil premium to be identified and appropriate interventions implemented to support progress and attainment
• Current Year 11 cohort to have improved attainment and progress data compared with their outcomes from the end of Year 10

By the end of current 3 year plan:

• Maintain current levels of attainment and progress whereby KS4 outcomes for our pupil premium learners are in line with that of non disadvantaged learners nationally
• Progress and attainment of pupil premium learners are in line with their non-disadvantaged peers

To be monitored by Deputy Head Curriculum (Assessment and Data), HoFs, SLs, SENCo and PP Lead

Improved reading scores for our
disadvantaged learners leading to a narrowing
of the gap between disadvantaged and
non-disadvantaged learners by the end of KS3

By the end of Year 1:

• Improvement in reading scores for targeted disadvantaged learners as a result of reading / literacy interventions

By the end of current 3 year plan:

• Programme of reading interventions embedded
• Pupils eligible for pupil premium to have age related reading age scores in line with their non disadvantaged peers by the end of KS3.

To be monitored by PP Lead, SENCo, T&L Lead, Literacy coordinator

Pupils with multiple vulnerabilities (includingPP eligibility and SEND) are supported with their learning, sense of belonging and school engagement so as to sustain and improve their progress and attainment

By the end of Year 1:

• Pupil Premium register to be in place; all staff to be able to access ensuring awareness of multiple vulnerabilities

Pupil Premium Personalised Learning Plans to be in place for those eligible for pupil premium

By the end of current 3 year plan:

• Pupil Premium register and Pupil Premium Personalised Learning Plans are embedded; all staff aware of those pupils with multiple vulnerabilities, barriers to learning and engagement, and strategies for success

To be monitored by PP Lead, Deputy Head (Pastoral), SENCo, HLTAs, HoYs, PastoralSupport Officer, PP Champions, Form tutors, data from the TEP pupil survey

High levels of organisation and exemplary
behaviour for learning

By the end of Year 1:

• Reduction in the number of behaviour points given for lack of organisation / lack of equipment / not completing home learning to those eligible for pupil premium.

By the end of current 3 year plan:

• Attitude to Learning data for those eligible for pupil premium is in line with their non-disadvantaged peers
• Rewards and consequences data shows no/minimal disparity between those eligible for pupil premium and their non-disadvantaged peers.

To be monitored by pastoral team including tutors and HoY, Deputy Head Inclusion, PP Lead and Pupil Premium Champions

Support in place for pupils with mental health
or wellbeing concerns

By the end of Year 1:

• Use of an assessment tool such as ‘Pass’ to identify those pupils with low self esteem/ well being concerns
• Introduction of ELSA programme of intervention

By the end of current 3 year plan:

• Early identification and implementation of intervention programmes (such as ELSA) to provide support for pupils with low self-esteem, wellbeing concerns or mental health concerns
• Improved attendance, wellbeing, school engagement and attainment and progress for those pupils of concern

To be monitored by Welfare Officer, Attendance Administrator, HoYs, Mental Health Lead, Deputy Head Inclusion and PP Lead