This statement is for 2024-25

This statement details our School’s use of pupil premium (and recovery premium) 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 outcomes for disadvantaged pupils last academic year.

School overview

Detail	Data
Number of pupils in school	503 in Years 7-11 as of July 2024
Proportion (%) of pupil premium eligible pupils	8.53% (including Ever6, LAC and PLAC as % of Years 7-11), as of July 2024
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)	2024-2027
Date this statement was published	Summer 2024
Date on which it will be reviewed	Summer 2025
Statement authorised by	Shona Buck, Headteacher
Pupil premium lead	Marcus Croft
Governor / Trustee lead	Harriet Holdsworth

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£45 590
Recovery premium funding allocation this academic year Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024.	£0
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£10 421
Total	£56 011

Part A: Pupil premium strategy plan

Statement of intent

· We aim for Pupil Premium students to feel exactly the same as any other student, and our approach is to support them in a way which does not draw attention to the fact that they draw this additional financial help.

· We aim for them to be well supported in their learning, both in lessons and outside, so that they make progress in all areas of School life. We want them to be the best versions of themselves, and to become EAGER learners (Engaged, Aspirational, Generous, Enthusiastic and Reliable).

· We aspire to a situation where all parents and students make ambitious decisions about their post-16 or post-18 study routes.

· We aim for a situation where Pupil Premium students’ progress and attainment is in line with other groups. Crucially, we aim for a positive Progress 8 score in 2025, 2026 and 2027 for Pupil Premium students, which is close to the cohort as a whole, and at least 0.1 of a grade closer than in 2019 in each year (we chose this date as 2023 was a very small cohort, 2022 data was suppressed and 2021 and 2020 were COVID years).

· We aim to close any gaps in terms of achievement, supporting them with the demands of class-work, homework, non-examined assessment and examination components of their chosen courses.

· We aim for a pupil premium Attainment 8 score that is as close to the cohort as a whole as possible, and at least 0.5 less than the gap in 2019.

· We aim for 100% Grade 5+ in English and Maths. We aim for the EBacc entry percentage to be at least 85%.

· We expect Pupil Premium destinations data to be in line with that for others at the end of KS4, and we would like to see our Pupil Premium students leaving for destinations at the end of KS5, which makes them indistinct from other students as a group (particularly, in our context, in terms of accessing higher education or apprenticeships).

· We aim for attendance of disadvantaged students to be in line with other students and at least 95%, as per DfE guidance.

· We aim for participation in extra curricular clubs to be as high as for non-disadvantaged students.

Challenges

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

The evidence we have used to support our selection of these challenges is:

Our own experiences of the students. Some of this is qualitative (especially 1,2,4), and is clear to us via, for instance, our tutor interviews, discussions with staff, feedback in staff meetings, student questionnaires.
Discussions with students about what they want to do and their own aims. This could be in careers meetings, tutor interviews, or more generally with staff.
Consultation with key documents, for example, the DfE ‘using pupil premium: guidance for school leaders’, the Key and ‘The EEF Guide to the Pupil Premium’.
Some of the data we have used to inform our priorities include: attendance; destinations; teacher feedback; behaviour incidences; extra-curricular club participation; questionnaires from staff, students and parents; progress data; safeguarding and SEND information.
We have also ensured that this plan dovetails with our School Improvement Plan.

Challenge number	Detail of challenge
1	Pupil Premium students can have lower aspirations, and have the perception of themselves as less able within a selective setting. This can manifest itself in lower attainment throughout the School, and ultimately in their GCSE examinations in terms of Progress and Attainment. This can be compounded by the standard of teaching received by students, which is why highly qualified, effective and motivated staff.
2	They can suffer from lower self-confidence and less academic and pastoral resilience. This can manifest itself in poor behaviour.
3	Some have less ambitious future study choices than their peers.
4	Their personal organisation and study skills can be less secure. Their ability to stretch and challenge themselves can be restricted, as sometimes they are not in a position to access extra resources for use both in and outside of the classroom.
5	They can have less concern with or experience of travel, and less extra-curricular participation than other students, which can impact on their enjoyment of School, their engagement and, ultimately, their attainment in lessons. Pupil Premium students can have a lower level of cultural capital in general.
6	There can be lower attendance rates for disadvantaged students.

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
1) We aspire to a situation where all parents and students make ambitious decisions about their post-16 or post-18 study routes.	All students leave at age 16 or 18 going to university, further education or into an apprenticeship scheme or equivalent in 2025, 2026, 2027
2) We aim for a positive Progress 8 score in 2025, 2026 and 2027 for Pupil Premium students which is close to the cohort as a whole, and at least 0.1 of a grade closer than in 2019.	Positive progress 8 in 2025, 2026, 2027. Closing the gap on non-PP students by 0.1 grades at least on 2019.
3) We aim for a pupil premium Attainment 8 score that is as close to the cohort as a whole as possible, and at least 0.5 less than the gap in 2019.	Attainment 8 score which is at least 0.5 of a grade closer to non-PP students in 2025, 2026 and 2027 than in 2019.
4) We aim for 100% Grade 5+ in English and Maths. We aim for the EBacc entry percentage to be at least 85%.	100% 5+ in English and Maths and 85% EBacc entry in 2025, 2026 and 2027.
5) We aim for attendance of disadvantaged students to be in line with other students and at least 95%.	Attendance target of 95% achieved at the end of 2025, 2026, 2027
6) We aim for good progress for disadvantaged students at KS3, based on high-quality teaching and practice across the curriculum. To measure this, all students should make 1 Standard of Progress per year, and the Attainment and Attitude to Learning grades should be indistinguishable for PP as for non-PP students as a cohort	Progress of all disadvantaged students in in line with our expectations at KS3- tracked in a provision plan by the Assistant Head for Teaching and Learning. If not, interventions are to be put in place for individuals. All students should make 1 Standard of Progress per year, and the Attainment and Attitude to Learning grades will be indistinguishable for PP as for non-PP students as a cohort
7) We aim for a good take-up of extra-curricular activities amongst disadvantaged pupils. To measure this, the proportion of PP students participating in a club should be in line with other students.	Participation is high amongst PP students, and this is tracked as evidence. The proportion of PP students participating in a club will be in line with other students.

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.

Amongst other things, we have consulted the Key, the DfE ‘Using pupil premium: guidance for school leaders’, the EEF ‘Teaching and Learning toolkit’, the EEF ‘menu of approaches: evidence brief and supporting resources, the EEF ‘Pupil Premium menu’ and the EEF ‘guide to the pupil premium’

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £4 425

Activity	Evidence that supports this approach	Challenge number(s) addressed
Making sure the curriculum is suitably challenging for PP students. We are focusing on our intent and implementation as a priority during the 2022-2026 period, focusing in turn on KS3, KS4, KS5 and KS2 transition. We will support departments with this, via a planned programme of internal INSET.	Part of the Ofsted review of our School was that we need to focus more on the knowledge required for students to make effective progress at GCSE. The EEF talks about the importance of challenge for all students, and this is of course very true for PP students. The EEF Guide to pupil premium says that ‘high quality teaching is the most powerful way for schools to improve pupil attainment, particularly for socio-economically disadvantaged students’. We have used resources such as the Ofsted subject guidance to help inform the direction of our curriculum review.	1 2 4
We will also set aside some of our PP money to support departments procure curriculum materials to fulfil the last target	We have looked at the EEF guide to pupil premium, as well as the Teaching Toolkit to support this decision. The EEF Guide to pupil premium says that ‘high quality teaching is the most powerful way for schools to improve pupil attainment, particularly for socio-economically disadvantaged students’. We have used resources such as the Ofsted subject guidance to help inform the direction of our curriculum review.	1 2 4
We will also set aside some of our PP money to allow staff to attend departmental CPD outside of School to support the first target in this section.	The EEF guide to pupil premium states that ‘evidence indicates that high quality teaching is the most powerful way for schools to improve pupil attainment, particularly for socio-economically disadvantaged students’. It says that CPD should ‘build knowledge, motivate teachers, develop specific techniques, and embed new approaches’. The EEF’s ‘effective professional development’ guide also emphasises the importance of targeted CPD, and our programme is focusing primarily on KS5 and then KS2/3 transition in the next two academic years.	1 2 4
We will set aside some money to allow teachers to go on NPQ and other similar training, to develop their skills and keep them motivated.	The EEF guide to pupil premium states that ‘offering effective professional development is key to retaining great teachers’. We believe that the skills and knowledge developed on these professional courses will benefit teacher practice in the classroom, to the advantage of PP students (and all others)	1 2 4
We have a particular focus on ‘communication skills’ in this three-year cycle. All students, including PP students, will be supported in developing communication skills across the curriculum.	We have used a variety of evidence to inform our drive towards a better ‘communication curriculum’, especially at KS3. The EEF ‘improving literacy in Secondary Schools’ has been a particularly useful resource. This is not only useful in a whole range of subjects for GCSE outcomes, but also for helping students to prepare themselves for interviews and the wider working world	3 1 2
We have a bespoke package of support for new staff, and effective ECT and ITT provision.	The EEF guidance on ‘Effective mechanisms of PD’ is one useful resource which shows the benefits and techniques of effective mentoring and coaching. Mentoring and coaching is highlighted as a useful aspect of promoting high quality teaching to benefit all in the ‘menu’ of options for using PP money.	1 2 4
We will devote some of our PP money to managing teacher workload, focusing on invigilation.	Our own research, from asking staff members who come to the Teaching Group meetings, is that this is the best way to help with workload. The EEF states that ‘managing workload is key to retaining great teachers’ and specifically references workload as a useful way of directing the funding.	1
We will invest in software that supports the tracking of student progress to allow for teaching and pastoral interventions to be most effective: currently SISRA, Bromcom and specialist software such as Sibelius in the music department.	The EEF pupil premium guide states that technology can be a useful way of directing the funding, as long as ‘specific barriers’ are being addressed and focus is on PP students. We want to focus the money on Software that helps us diagnose PP progress, but also put some funds into wider technological improvements in ICT for access at lunchtimes, as we know that some PP students struggle to access this at home, and we want to develop their resilience and independence as learners.	1 4
Develop our tracking system to show progress of PP students as part of our provision plan, linking in with the technological investments above.	Identifying the areas that students are weakest in unquestionably helps to ensure progress, as without it there is no sense of what issues need to be tackled. This feeds into the high quality teaching referenced by the EEF and the DfE	1 4

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

Budgeted cost: £16 715

Activity	Evidence that supports this approach	Challenge number(s) addressed
Intervention for PP students from an LSA where progress is weak. This would primarily target our students who are both PP and SEND.	In the past, students who have had 1-to-1 support, whether SEN, PP (or neither) have identified the value of this. The DfE recommends small group support in its pupil premium guidance. The EEF mentions that tracking should ‘provide teachers with information about what pupils do and do not know’ to inform planning, in its research into effective PP strategies. It goes on to say that these sort of ‘collaborative learning approaches have a positive impact’ on raising attainment. The latest EEF guide to pupil premium states that ‘disadvantaged pupils with SEND have the greatest need for excellent teaching’, so we will support our LSA salaries with some of this money.	1 4 2
Provide £100 academic grant to all students.	At a recent PP national conference, which MC attended, an Ofsted inspector talked about the importance of PP students having some ownership of some of the PP money in helping to see the value of the support and to be on board with the process. We have certainly seen this. The latest EEF guidance states that ‘targeted academic support can support pupil progress’ and we believe that involving parents and students in this process can only be beneficial, which is why we want to continue to support students in this way. The benefits of this model of spending were also mentioned in a case study session at the 2024 national Pupil Premium convention in Birmingham.	1 4 5
Provide revision guides for all students at KS4.	Revision guides undoubtedly have value in supporting independent preparation for examinations. The EEF states that ‘targeted academic support can support pupil progress and is useful in ‘literacy or numeracy as well as other subject areas’.	1 4
Provide language guests for 1-to-1 support and small group interventions for all students in modern languages	The EEF’s pupil premium menu guidance promotes the ‘implementation’ of ‘intensive individual support, either one to one or as a small group’. The EEF toolkit also supports this approach.	1 4
Provide support for home extensions in English, Maths and Science at KS3.	The current DfE drive towards recursive planning and low stakes assessment underpins the value of regular revisiting and consolidation of classwork. The EEF mentions the importance of ‘using tasks and resources to challenge and support pupils’ mathematics and literacy as a key area of useful intervention with PP money.	1 4
Sixth-form mentoring with Year 11 and, later in the year, Year 10 students if needed.	Our evidence from feedback amongst students in the past is that mentoring is an effective way of supporting all students in making progress and identifying gaps in understanding. The EEF says that the impact of mentoring varies but does have a ‘positive impact on attainment’, especially one-to-one when pupils are ‘identified as struggling in particular areas’. They particularly emphasise the value of ‘peer tutoring’. We understand that this is most effective where there is teacher input on the topics, although we also like the students to be able to input where they would most like support.	1 4
Mentoring programme for students at KS3 in the Spring and Summer terms as decided on Autumn and Spring term assessments	Our evidence from feedback amongst students in the past is that mentoring is an effective way of supporting all students in making progress and identifying gaps in understanding. The EEF says that the impact of mentoring varies but does have a ‘positive impact on attainment’, especially one-to-one when pupils are ‘identified as struggling in particular areas’. They particularly emphasise the value of ‘peer tutoring’. We understand that this is most effective where there is teacher input on the topics, although we also like the students to be able to input where they would most like support.	1 4
We invest in the Bedrock literacy programme to support the work being done in the classroom. PP students would be prioritised where this was needed.	The DfE guidance on Pupil Premium is particularly keen that support is focused on literacy and numeracy, which ties in well here. The EEF ‘improving literacy in secondary schools’ guidance also supports this.	1 4
We invest in maths software, such as Dr Frost, in order for students to consolidate the work being done in the classroom.	The DfE guidance on Pupil Premium is particularly keen that support is focused on literacy and numeracy, which ties in well here.	1 4
Private tuition offered to PP students where needed, primarily using the NTP programme.	Private tuition can help to embed understanding- this was a DfE suggestion for the use of our COVID recovery money. The EEF says it is most useful for PP students ‘if it is additional to and explicitly linked with normal lessons’. The EEF toolkit also supports this approach, and the EEF pupil premium menu guidance states that this is most effective when the teachers are involved with the selection of curriculum content to be revisited.	1 4
Use some money to support improve and encourage literacy and reading via £10 scholastic book vouchers, and PP prioritisation and financial support for author visits, Harry Potter Night and also Percy Jackson night.	The DfE guide to Pupil Premium says that reading and maths should be a specific focus. Also, as the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects. The EEF toolkit also mentions that anything to support reading comprehension strategies is a useful resource. Groups like the ‘Letterbox Club’ from the Book Trust have done research that physical books have a benefit to students in promoting reading.	1 4 5

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

Budgeted cost: £28 901

Activity	Evidence that supports this approach	Challenge number(s) addressed
Promoting the Invest IN courses for PP students where there is a need	Previous students have been on these courses and fed back that they valued the opportunities and that they helped to raise awareness of ambitious careers.	3
Provision of an independent counsellor which Pupil Premium students have priority access to.	We know from previous students who were PP (as well as others) that mental health can definitely be a barrier to learning. There is a current national focus on this, and our counsellor Sally Grey can confirm its benefit. The EEF mentions that social and emotional development is on average the equivalent to ‘four months additional progress in academic outcomes’ over the course of one year. Groups like ‘Inspiring Learning’ who presented at the 2024 national Pupil Premium convention in Birmingham, have pointed out that building resilience in this way is essential for PP students to make academic progress.	2 6
Provide financial support for ELSA (Emotional Literacy Support Assistance) training for relevant SEND staff so that PP and other students can benefit from this to improve wellbeing	The latest EEF guide to pupil premium states that ‘disadvantaged pupils with SEND have the greatest need for excellent teaching’. Also, ‘social and emotional skills support effective learning and are linked to positive outcomes later in life’.	2 6
Support a SUMO (stop, understand, move on) programme to support parents and to encourage resilience in students- this programme takes place for 6 weeks after School in the Spring. PP students would be prioritised if this is needed.	The EEF guide to pupil premium states that ‘social and emotional skills support effective learning and are linked to positive outcomes later in life’.	2 6
Support uniform costs, printing costs and lockers.	At a recent PP conference that MC attended, several speakers mentioned the importance of PP students feeling disengaged if they stood out, and this support helps resilience and a positive attitude to School.	2
Support all curriculum trips.	As a staff, we strongly support curriculum trips as valuable learning activities for all pupils- this is why they are organised. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects. Curriculum trips have direct relevance to the departmental Schemes of Learning. Groups like Kingswood have provided evidence that outdoor learning benefits all students- they presented their findings at the 2024 national Pupil Premium Convention in Birmingham	1 5 4
Support Bronze Duke of Edinburgh.	At a recent PP conference before the pandemic, there were many speakers who emphasised the importance of pupil engagement and attainment benefiting from extra-curricular activity. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects. Groups like Kingswood have provided evidence that outdoor learning benefits all students- they presented their findings at the 2024 national Pupil Premium Convention in Birmingham	5
Encourage higher participation in 11+ tests via more website information, a change in our Admissions Policy to prioritise PP students for 2024 entry onwards, and information for local primary schools to encourage applications for our 11+ tests, especially from PP students. We also plan to engage more with primary schools to allow potential students to develop a link with us prior to applications.	It is self-evident that we cannot provide support for the most able in this selective context if they don’t arrive in the first place, which is why we see this as a key focus.	1 2 3 4 5 6
Supporting music lessons for all KS4 musicians who do GCSE music.	At a recent PP conference before the pandemic, there were many speakers who emphasised the importance of pupil engagement and attainment benefiting from extra-curricular activity. This also ties in with our belief that a broad curriculum with an emphasis on creative subjects helps all learners to make good progress. Our exam results also support this belief. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects. This obviously has direct links to outcomes in GCSE music.	5 1
Support for residential outward bounds trip for all Year 7 eligible students.	At a recent PP conference before the pandemic, there were many speakers who emphasised the importance of pupil engagement and attainment benefiting from extra-curricular activity. The EEF says that the evidence base is weak, but that these kind of outdoor experiences do ‘show positive impacts’. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects. Groups like Kingswood have provided evidence that outdoor learning benefits all students- they presented their findings at the 2024 national Pupil Premium Convention in Birmingham	2 5 1
Support Year 9 residential outward bounds course.	At a recent PP conference before the pandemic, there were many speakers who emphasised the importance of pupil engagement and attainment benefiting from extra-curricular activity. The EEF says that the evidence base is weak, but that these kind of outdoor experiences do ‘show positive impacts’. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects. Groups like Kingswood have provided evidence that outdoor learning benefits all students- they presented their findings at the 2024 national Pupil Premium Convention in Birmingham	2 5 1
Prioritise careers advisor if this is needed.	As we know from many programmes, such as the Gatsby Benchmark scheme and Compass, careers education is beneficial to all learners in helping them prepare for their futures. Effective and individual careers advice was recommended as a strategy for supporting PP students at the 2024 national Pupil Premium Convention in Birmingham.	3
Attendance monitoring and intervention to support attendance problems, including financial support for the position of attendance officer and SLT overview of this.	It is self-evident that learning must be disrupted by low attendance, and the national picture in the wake of the pandemic emphasises the importance of this- the Teaching Unions, for instance, have all outlined this. We therefore see it as a key focus for all students. The EEF mentions the importance of ‘attendance data and levels of absence’ in student progress. It says in the guide to Pupil Premium that ‘poor attendance at School is linked to poor academic attainment across all stages’. The EEF guidance ‘Working with parents to support children’s learning’ includes a focus on supporting attendance as a key priority for student performance.	6
We will support students on a planned cultural and library based city trip	The EEF states in its toolkit that Arts Participation helps progress, and the DfE guide to Pupil Premium says that ‘maths and literacy’ should be a focus.	5 1
Support for cost of costumes in the School Play and encouragement for PP students to get involved in School drama.	At a recent PP conference before the pandemic, there were many speakers who emphasised the importance of pupil engagement and attainment benefiting from extra-curricular activity. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects. In this case, speaking and listening in English would particularly benefit.	5 2 1
Buy in to external presentations for Personal Development to improve confidence, resilience, health and wellbeing and preparation for the wider world.	The importance of creating resilient and confident learners is underlined by the importance of PSHEE in the National Curriculum, and by the emphasis on Personal Development in the new Inspection Framework. The EEF mentions that social and emotional development is on average the equivalent to ‘four months additional progress in academic outcomes’ over the course of one year. In the guide to pupil premium, it states that ‘social and emotional skills support effective learning’	2 1
Transition package to help smooth entry to Year 7	Our own feedback from all students and parents in Year 7 shows how much they value the transition arrangements and support as they enter the School.	1 2 4
Buy into the BOSS programme or use money to support PSP provision if needed to support behaviour management.	The EEF states that ‘social and emotional skills support effective learning’. The Teaching and Learning toolkit also supports this as a useful support.	2 1
Money to support extra-curricular recreation opportunities at breaks and lunchtime and encouragement for students to use these.	At a recent PP conference before the pandemic, there were many speakers who emphasised the importance of pupil engagement and attainment benefiting from extra-curricular activity. The EEF says that the evidence base is weak, but that these kind of outdoor experiences do ‘show positive impacts’. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects.	2 5 1
Monitor extra-curricular participation and encourage students to engage with extra-curricular provision frequently.	At a recent PP conference before the pandemic, there were many speakers who emphasised the importance of pupil engagement and attainment benefiting from extra-curricular activity. The EEF says that the evidence base is weak, but that these kind of outdoor experiences do ‘show positive impacts’. As the EEF states: ‘extra-curricular activities are an important part of education’ and develop confidence and skills which can benefit outcomes in a whole range of subjects.	2 5 1

Total budgeted cost: £50 041

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

This review relates to the 2021 to 2024 strategy.

Intended outcome	Success criteria	Outcome
1) We would aspire to a situation where all parents and students make ambitious decisions about their post-16 or post-18 study routes.	All students leave at age 16 or 18 going to university, further education or into an apprenticeship scheme or equivalent in 2022, 2023 and 2024	Of our 5 Pupil Premium students in Year 11 in 2020/21, 4 stayed to do A-levels and one went to do A-levels elsewhere. Of those 5 Pupil Premium students from a total of 10 that stayed with us at the end of GCSE in 2019, all went on to study at university. In 2021/2, our 9 disadvantaged students all went to university bar one, who is doing voluntary work with a plan to reapply to UCAS next year. Of those in Year 11, 3 stayed with us to the sixth form, 2 went to other sixth-form colleges, and one has an apprenticeship with Norwich FC. In 2022/23, of our 7 disadvantaged students in Year 11, 100% moved on to further education. Of the disadvantaged students in Year 13, 7/9 went to university, one is on a gap year pending an application to a conservatoire, and one is applying for midwifery. In 2023/24, all 5 of our Year 11 PP students went on to sixth-form, either at CGS or elsewhere. The 4 students who we retained to Year 13 that had been PP in Year 11 all went to university. We are therefore happy that this target is being achieved.
2) We aim for a positive Progress 8 score in 2022, 2023 and 2024 for Pupil Premium students which is close to the cohort as a whole, and at least 0.1 of a grade closer than in 2019.	Positive progress 8 in 2022, 2023, 2024. Closing the gap on non-PP students by 0.1 grade at least on 2019.	The GCSE results confirmed that our Pupil Premium students were well supported. In 2019, their progress 8 score was positive (+0.07), but the whole school figure was +0.64, even though the PP results were very strong in comparison to national progress figures for disadvantaged children. In 2022 their P8 was suppressed, but was actually better than for non-PP students. In 2023, the figure was -0.28 as opposed to +0.55 for all students. In 2024, the figure was suppressed for PP students, as opposed to +0.68 for all students. However, we calculated it as a healthy positive for our small cohort. We would say that we are making good progress in this target, but that the 2023 figures suggest we should maintain it as a focus.
3) We aim for a pupil premium Attainment 8 score that is as close to the cohort as a whole as possible, and at least 0.5 less than the gap in 2019.	Attainment 8 score which is at least 0.5 of a grade closer to non-PP students in 2022, 2023 and 2024 than in 2019.	2019 figures were 72.9 whole school and 68.6 PP. 2022 figures were suppressed, but closer than in 2022. In 2023,the whole-school figure was 69.10 and 64.67 for disadvantaged. In 2024, the figures were suppressed. However, we calculated that they were a weaker cohort than the whole-School picture, and so (when taken in conjunction with the P8 figure) it suggests that this should remain a focus.
4) We aim for 100% Grade 5+ in English and Maths, although this will be a challenge. We aim for the EBacc entry percentage to be at least 85%.	100% 5+ in English and Maths and 85% EBacc entry in 2022, 2023 and 2024.	These figures were suppressed in 2022. In 2023, these figures were 83.3% 5+ in English and Maths, and 83.33% entering the EBacc. In 2024, the figures were 80% 5+ in English and Maths and 100% Ebacc entry. Overall, the 100% 5+ was an extremely stiff challenge, and we are pleased with the results, although we recognise that this is an area to continue working on as it opens up opportunities for the students. The Ebacc entry figures are especially pleasing.
5) We aim for attendance of disadvantaged students to be in line with other students and at least 95%.	Attendance target of 95% achieved at the end of 2022, 2023, 2024	Attendance of PP students was 95.3% in 2021/22. This is in line with our target. In 2022/23, this was 89.7%. This is significantly lower than our aim, and an area we will be focusing on even more in 2023/24. In 2023/4 the figure was 92.87%, which is better, but still is an area we will continue to work on.
6) We aim for good progress for disadvantaged students at KS3	Progress of all disadvantaged students in in line with our expectations at KS3- tracked in a provision plan by MC. If not, interventions are to be put in place for individuals.	· Progress in KS3 is generally good, and MC began to track this in 2021- a more rigorous tracking system is part of the new plan. From 2021/22, we were already improving the process of tracking the students more closely to identify underachievement in Year 11 especially. This will be enhanced with the new SISRA package in 2023/24, and was one of the reasons we decided on this package. The support received from the sixth-from mentors has proved especially useful in recent years. We are planning on embedding this more fully in the next academic year across all years. In 2021/22, we used this more with our KS3 students and continued with this in 2022/3. · In 2023/24, internal data at KS3 and KS4 suggests that students are making good progress. We are especially confident that the Year 9 and Year 10 students are strong cohorts, but will focus our attention on Year 8 next year especially.
7) We aim for a good take-up of extra-curricular activities amongst disadvantaged pupils	Participation is high amongst PP students, and this is tracked as evidence.	· We supported students with a range of extra-curricular activities, as well as with equipment and support for their normal lessons as appropriate. Several take part in concerts, plays and a range of clubs, as well as the Duke of Edinburgh programme. We are confident that this support has made the students feel more included and more resilient in School, and has helped to ensure that they do not lose out to others in terms of resources or opportunities for personal development. We are confident that this strategy has had a qualitative impact on pupil premium students’ attitude to School and take up for extracurricular day trips and visits by Pupil Premium students is in line with take up from other students. MC completed a survey to show the take-up of extra-curricular activities amongst PP students, which was very positive in 2022. AE has now formalised this more. In 2022/3, 87% of PP students attended a lunchtime club in the Autumn term, and 89% in the Spring, with 65.2% in the summer (when the numbers do tail off due to exam classes leaving). · In 2023/24, 85.4% of PP students took part in an extra-curricular club in the Autumn term; 83.3% in the Spring and 83.3% in the Summer. We were very happy, as our figures here are just over the whole-School totals.

Externally provided programmes

Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year.

Programme	Provider
Literacy	Bedrock
Counselling	Sally Gray Counselling Services
E-booksMusic	Wheelers Book Club Ltd
E-booksMusic	Lincolnshire Music Services

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

· Service Premium funding is designed primarily to provide pastoral support for students from service families, to mitigate the negative impact of family mobility or parental deployment. We received £2400 in the academic year 2017-18, £2100 in the year 2018-19, £1800 in the year 2019/20, £3100 in 2020-21, £2480 in 2021/22, £2240 in 2022/23, £3350 in 2023/24, and we predict £3400 in 2024/25. Our money is used to support our counselling service, to which Service Premium students have priority where needed, and also we would use our Learning Support Advisors to smooth the transition of Service Premium students into the School when they arrive if this is needed- especially if they do so mid-year. We also use the Service Premium grant to support some of our Personal Development programme that is designed to improve the social resilience of service students- we have outside speakers to do some of this at Key Stage 3 in particular, and we also supported a range of ‘off-timetable’ activities in the Summer Term. As part of our support for Service Premium students, we would also consider spending the money on supporting students to build their confidence through participation in extra-curricular activities to raise their self-esteem, and we focus this on participation in day curriculum trips.

· Where Service Premium students are falling significantly behind their expected progress, or are falling short in terms of their commitment to learning, we would also use some of the money to give them time with our Learning Support Advisor to help get them back on track. Appreciating the disruption to the home life of some Service Premium students, we would also be able to provide revision guides and other support material for them to use at home should this be necessary. As with Pupil Premium students, Service Premium students are informed about our policy at the beginning of each academic year.

The impact of that spending on service pupil premium eligible pupils

We have found that service premium students generally make very good progress in line with other non-SP students. This is, we believe, in large part because the SP students in our School tend to come from families with stable placings- we have very few students moving in and out of the School. Nevertheless, we keep a careful track of internal and external exam results to ensure that we do not take our eye off the ball, and assume that this will always be the case in terms of attendance and progress. We have such small numbers of SP students that we believe any data would be suppressed if it were to be reported nationally in the future.

Pupil Premium

Pupil premium strategy statement 2024-27

This statement is for 2024-25

School overview

Funding overview

Part A: Pupil premium strategy plan

Statement of intent

Challenges

Intended outcomes

Activity in this academic year

Teaching (for example, CPD, recruitment and retention)

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

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

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

Externally provided programmes

Service pupil premium funding (optional)

Relevant Documents

FSM Guidance for Parents

Calendar

Sixth Form

Students

Parents’ Area

Join Us

Term Dates