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

Our strategy sits alongside our School Development Plan with key foci for our more vulnerable students centered around improving literacy, stretch and challenge for our higher attaining pupils and supporting our community recover from the pandemic. We understand that the language gap is the attainment gap and as such, literacy is a key focus not just this year but as part of our long-term strategic goals.

We want to remove any barriers to the school day for our most vulnerable pupils, ensuring they can access a broad and balanced curriculum, top quality levels of pastoral care and achieve in line with their non-PP peers. We will do this through an evidence informed Teaching and Learning strategy, targeted academic support and wider support to help our whole school community, as detailed below.

SEND review attendance figures 28% PP parents did not attend

Wider challenges such as food provision, uniform provision, hygiene provision, access to tech and learning resources.

Embed reading in the day to day curriculum

To demonstrate an improvement in reading age and fluency which leads to and increasing vocabulary, reading skills and literacy to aid the articulation of their learning across all year groups.

–        To increase pupil participation in assemblies, open evenings, transition evenings and award evenings.

–        Test reading age in all year groups. Test writing at the beginning of year 7 and year 8.

–        For SEND PP children to demonstrate an improvement in reading fluency for students with a slow reading and comprehension score.

–        Progress evidenced through pupil voice in our monitoring

–        Parental attendance at parents evenings in line with non-PP parents

–        Launch of ambition project

–        Schemes of work that link to the curriculum and CEIAG

–        Celebration of attendance. Close partnership with other agencies.

–        For all pupils to be able to access all aspects of the school day. For socio-economic background not to limit opportunities for our pupils to engage in learning and wider school life

(Challenge 2)

–        Active engagement and response to feedback

–        Improved performance in assessments throughout the school year and summative, external examinations.

–        Increased numbers at homework clubs where support is available.

–        Effective use by staff of homework club

–        Success of school counsellors

–        Pastoral board minutes

–        Continued resourcing of wellbeing activities and interventions

All departments to take part in a Collaborative Enquiry using the Great Teaching Toolkit by Evidence Based Education and several department’s foci will be closing the PP gap

Year 7 literacy strategy. Lunchtime intervention for students working below expected (identified from reading and writing ages) and then a small cohort of y7 read with sixth formers.

Sounds write

Reading club run by Sixth formers

Support mental health- the use of the library for peer support. Working with Anna Freud for year 11 and 13

ONE bid with curriculum continuity in Geography and History

Through effective diagnostic assessment and targeted academic support we have followed the EEF guidance on implementing a small group intervention programme called STEP for our year 11 pupils.

Tech audit completed in-school to identify area of need for pupils and pupils then directed to homework club or laptop provided where appropriate.

Small group tuition in groups of no more than 3.

The Ambition Program and the Scholars Program

Accelerated reader

Payment for leaver’s hoodies and prom tickets.

Revision materials – calculators and revision guides

Celebration assemblies with rewards for year 11

Celebration newsletter shown to students in tutor time.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/outdoor-adventure-learning

Pay for transport for university visits

Raising aspirations

School counselling service

Piece of Mind

Resilience Nurse

EWEL (Emotional wellbeing and effective learning)

PSA parent support advisor

Chaplain

5

Active Lunch

STEM

Anatomy

Active lunch Sport

Music

IT club

Myths and Legends

Drama

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?

Strategy Aims:

1)     Achieve top quartile for progress made by disadvantaged pupils amongst similar schools

2)     Close gap between PP and non-PP student progress

3)     Achieve national average for attainment for all pupils

4)     Close gap between PP and non-PP student attainment

5)     Achieve average English and Maths 5+ scores for similar schools

6)     Attendance of PP students to be in line with that of non-PP students

7)     Ensure access to remote learning Key worker bubble, laptops provided, internet provided, check-in calls to identify barriers to learning and support put in place

8)     Better national average EBacc entry for all pupils

Teaching Priorities

1)     Recruit and retain high quality staff to ensure quality first teaching for all pupils

SLE ‘s appointed.

2)     Support staff to develop effective, research-informed teaching practices for blended learning

– Trust wide teach meet focused on blended learning.

– Whole school CPD whole staff, voluntary, recorded CPD, new staff induction and one-to-ones

— ECT training and Vol T&L focused on blended learning strategies.

3)     Ensure a smooth transition for year 7 pupils who have been adversely affected by the remote learning period at the end of Primary and transition to Secondary.

Disruption continued during the 2020-2021 academic year but mitigating measures were put in place for the 2021 cohort such as our Summer School.

ONE project

Work of the Director of English and Maths

Virtual transition

Targeted academic support:

1)     Small group intervention and mentoring for KS4 & KS5 pupils ( STEP)

2)     Registration time all year groups literacy and numeracy intervention

Wider strategies:

1)     Rewards based strategy to motivate and encourage pupils in their learning

2)     Strategy to engage parents in the remote learning of their children

3)     Engaging pupils on the return to school post-lockdown who are underachieving

Links to intent statement, allows us to articulate how strategies are evolving, adapting and changing over time. Tells the story of our school and our approach to disadvantage.

Our PP strategy employs a learning led approach, not a label led approach, ensuring we use robust data to target pupils who need the support most. Our 5 key challenges tie in to our whole-school development plan. We plan to use the EEF implementation guide to support in discussions on how to strategically explore and identify challenges and allow us to build in regular opportunities to evaluate the impact of the strategies. We are aware of pupils who face multiple hurdles of disadvantage (such as FSM, SEND etc) and our needs-driven approach allows us to target the most effective support for those pupils based on needs, rather than labels.