Google Translate

Pupil Premium

Pupil premium strategy statement

 

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.

School Overview

Detail Data
School name Heath Park
Number of pupils in school 1198
Proportion (%) of pupil premium eligible pupils 45% of students from Year 7 to 11 are eligible for pupil premium. 43% of students from Year 7 to 13 are eligible.
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2021 – 2024
Date this statement was published 01/10/21
Date on which it will be reviewed 01/09/22
Statement authorised by Mrs Holloway
Pupil premium lead Mrs Adamson
Governor / Trustee lead Mr Selkirk

Funding overview

Detail Data
Pupil premium funding allocation this academic year £414 470
Recovery premium funding allocation this academic year £63 945
Pupil premium funding carried forward from previous years (enter £0 if not applicable) None
Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year
£478 415

Statement of Intent

Our aim is to improve the academic outcomes for disadvantaged students so that their long term outcomes and opportunities improve.

With outcomes that compare very favourably with all students nationally at this stage, we aim to close the in-school gap between disadvantaged and non-disadvantaged students.

We wish to ensure that the use of the Pupil Premium fund puts provision for this group of students as an ongoing key priority for the school.

We will look to provide the best quality classroom experience and provide the additional support (both academic and pastoral) which individuals and groups need to excel.

Challenges

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

Challenge Number Detail of Challenge
1 Curriculum Engagement – disadvantaged students struggle to engage with the curriculum in the way that their peers may because of:

  • Literacy and numeracy barriers
  • Lack of cultural capital to contextualise their learning
  • Lack of resources
2 Wellbeing – the wellbeing of the disadvantaged is a challenge that manifests itself as:

  • Lower motivation
  • Poor resilience
  • Lack of confidence
3 Low aspirations – disadvantaged students are less aware of possible pathways than their peers which may include:

  • Access to further and higher education
  • Vocational routes
4 Attendance – the attendance of disadvantaged students is lower than that of their peers and as a result, progress and attainment are at risk because of missed learning experiences

Intended Outcomes

This explains the outcomes we are aiming for by the end of our current strategic plan, and how we will measure whether they have been achieved.

Intended Outcome Success Criteria
The intended outcomes for disadvantaged students improves The Progress 8 and Attainment 8 scores for disadvantaged students are higher than the national average for all students and non-disadvantaged students

The in-school gap in progress and attainment has closed

The proportion of highest grades for disadvantaged students improves

The quality of classroom provision improves The proportion of good and outstanding lessons improves

Teachers and all support staff are fully informed of the strategies to deliver effectively for disadvantaged students

CPD and strategies for improvement is clearly based on national and international research

Provision for disadvantaged students is explicitly evident in quality assurance feedback

Stakeholder feedback from disadvantaged students and their families indicates strong support for the classroom experience

The well-being of students is fully supported Disadvantaged students report high levels of well-being in school surveys

Students receive pastoral care which meets their needs throughout their school career

Disadvantaged students are exposed to other adults and experiences which support their resilience and motivation

Destinations for disadvantaged students shows ambition The curriculum choices at Year 9 and Year 12 for disadvantaged students are informed by ambitious destinations.

The proportion of students applying to Russell Group universities and universities beyond the City increased.

The proportion of students applying to higher-level apprenticeships improves.

The attendance of disadvantaged students improves Attendance is above the national average for all students

The in-school gap in attendance has closed

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: £282 265

Activity Evidence that supports this approach Challenge number(s) addressed
Use of National College webinars to ensure all colleagues are Covering a wide range of the EEF strategies to raise attainment

WCPP – The role of CPD in closing the attainment gap

1 & 2 & 4
Wide use of additional teaching staff in all subject areas to support planning, delivery and assessment Supports the EEF identified strategies of:

  • Individualised instruction
  • Feedback
  • Mentoring
  • Small group tuition
  • One to one tuition
  • Reducing class sizes
1 & 2
Wide use of learning support assistants across the curriculum and ability groupings  Supports the EEF identified strategies of:

  • Small group tuition
  • Mentoring
  • Use of teaching assistants
1 & 2
Excellence Academy provision Supports the EEF identified strategies of:

  • Summer schools
  • Peer tutoring
  • Metacognition
  • Mastery learning
  • Homework (learning beyond the classroom)
1 & 2 & 3

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

Budgeted cost: £71 762

Activity Evidence that supports this approach Challenge number(s) addressed
Access to laptops and internet access in school and at home Supports the EEF identified strategies of:

  • Digital technology
  • Homework
1 & 2
Post 16 tutoring of younger students in key areas Supports the EEF identified strategies of:

  • One to one tuition
  • Peer tutoring
Subsidies for all school visits and experiences to build cultural capital in the widest sense   Steve Moffitt

https://www.sec-ed.co.uk/best-practice/pupil-premium-closing-the-vocabulary-gap/

1 & 3
Subsidised revision materials for students in Years 10 and 11 Supports the EEF identified strategies of:

  • Homework
1 & 2
Targeted intervention beyond the school day to meet key needs Supports the EEF identified strategies of:

  • Extended school time
  • Feedback
  • Collaborative learning
1 & 2

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

Budgeted cost: £124 388

Activity Evidence that supports this approach Challenge number(s) addressed
Focused EWO support to ensure all attendance issues addressed quickly  https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/412638/The_link_between_absence_and_attainment_at_KS2_and_KS4.pdf 2 & 4
Focused pastoral manager support and identified pastoral programmes to provide a key worker and guidance and additional support Supports the EEF identified strategy of:

  • behaviour interventions
  • mentoring
  • social and emotional learning

Click to access HT_briefing_layoutvFINALvii.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219638/DFE-RR253.pdf

2 & 3
Priority support through Trust based behavioural programmes including withdrawn provision Supports the EEF identified strategy of:

  • behaviour interventions
  • mentoring
  • social and emotional learning

Click to access HT_briefing_layoutvFINALvii.pdf

 

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219638/DFE-RR253.pdf

2 & 3
Priority CEIAG support including one to one consultation and readiness for work Supports the EEF identified strategies of:

  • aspirations intervention
  • mentoring
  • social-emotional learning
2 & 3
Engagement with Aspire to HE in all years with targeted NCOP students Supports the EEF identified strategies of:

  • aspirations intervention
  • mentoring
  • social-emotional learning
2 & 3
POWER programme to support resilience and ambition Supports the EEF identified strategies of:

  • mentoring
  • social-emotional learning
2
Priority support through school nurse to address health and wellbeing concerns Supports the EEF identified strategies of:

  • social-emotional learning
2

Total budgeted cost: £478415

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

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

Due to COVID-19, performance measures have not been published for 2020 to 2021 and 2020 to 202. However, as a school, we continue to monitor against the previous measures for internal use.

In 2019, the Progress 8 measure for disadvantaged students was above well above average. This was also the case in 2020 and 2021 when calculated using valid data. The gap in progress in school has been closing year on year since 2018

In 2019, the Attainment 8 measure for disadvantaged students was higher than the average for England. The measure for 2020 and 2021 also showed a score higher than the national average for 2019. The gap in attainment in school has been closing year on year since 2018.

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme Provider

Download Full Copy of the Pupil Premium