This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils. To view last year’s Pupil Premium statement please click here – Pupil Premium 2021-2022
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 | Heathcote School |
| Number of pupils in school | 902 (Year 7-11) |
| Proportion (%) of pupil premium eligible pupils | 32 % |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-25 |
| Date this statement was published | September 2022 |
| Date on which it will be reviewed | September 2023 |
| Statement authorised by | Sonia Close |
| Pupil premium lead | Sonia Close / Julie Vasquez |
| Governor / Trustee lead | Mike Ashwell |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £306,078 |
| Recovery premium funding allocation this academic year | £84,524 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| 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 | £390,602 |
Part A: Pupil Premium strategy plan
Statement of intent
- We are absolutely committed to the life chances of our disadvantaged pupils and this is a key value of the school, evident in our website, recruitment advertising, CPD and all staff are aware of this drive to ensure the best outcomes for these pupils.
- Our approach is not to make assumptions about disadvantaged pupils but to ensure we are robust in our identification of need, ensure the barriers to learning are removed and clear that all staff need to take responsibility for outcomes for these pupils.
- Our main strategy is to ensure highly effective learning and teaching for all pupils. The education endowment foundation identified high quality teaching as having the biggest impact on the progress of disadvantaged pupils whilst maintaining the progress of all pupils. We have adopted Rosenshine’s principles to support the curriculum and have focused support on feedback and marking and how to do this effectively in a ‘live’ fashion. Challenge Weeks, 3 times a year, identify pupils that are not making the desired progress in class and lessons can be adapted to support these learners.
- Staff complete Know your class sheets after each data drop which identify pupils who need a more targeted approach in class and strategies designed and deployed.
- We invest in intervention for pupils who may be falling behind their peers
- We will ensure every department has had an in-depth ‘Spotlight’ identifying areas of strength and areas for development.
- School Leaders at all levels ensure that a focus is given to the quality of learning and teaching for disadvantaged pupils and this is a focus of quality assurance exercises such as the MER and Spotlights.
- In each year group, we consider where class sizes can be smaller; for example, in Year 10 and 11, English and math’s groups allow for smaller numbers to ensure foundation pupils are supported.
- Pupils at Key Stage 3 are also supported in their core subjects with Lexia and additional numeracy, to support the additional classes. All pupils in Year 7, 8 and 9 follow the Accelerated Reader Programme.
- In addition, we have focused intervention and resources on our disadvantaged learners. This includes in-school intervention.
- The school has additionally recognised that challenge for HAPs is a key priority and this has been the drive for departments during the year based on Challenge Week and spotlight outcomes, with a focus on disadvantaged HAP pupils.
- We have also focused on widening the participation of disadvantaged learners and have targeted trips to central London, theatre trips and have prioritised disadvantaged learners for opportunities such as Duke of Edinburgh and trips abroad, as well as careers events in both National Career Week events and a variety of employer interactions. This is being logged and monitored on both Arbor and Unifrog and is a key driver after restrictions during Covid, when so many opportunities were limited.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils. This data is taken from half term 1 figures in the Autumn Term 2022 and data from Challenge Week 1 (Autumn Term 2022)
| Challenge number | Detail of challenge |
| 1 | The SATs data revealed that Year 7 pupils on average have an English scaled score of 105.2 (national average being 100), whilst disadvantaged pupils were 103.3 and non-disadvantaged 105.8. The mathematical ability of the Year 7 coming in from primary schools are above (104.3) the national average (100). The average score for disadvantaged pupils was 101.4 compared to 105.2 for non-disadvantaged pupils. |
| 2 | The progress of disadvantaged pupils compared to their peers due to lock down closures in recent years. The assessment data from the school has identified that disadvantaged pupils are reducing the gap. This is particularly evident year 11. In year 11 2021-22 final outcomes showed the average attainment 8 score for a disadvantaged pupil is 48.43 compared to a non-pp student that is 50.60 (gap of 2.17 compared to a gap of 9.96 in 2018-19; internal data from this year in Y11 shows a gap of 5.54). Internal question level analysis data has also revealed that disadvantaged pupils have significant knowledge gaps relating to the topics that were taught during lock down. |
| 3 | We report on pupils’ effort in lessons in each progress capture. Disadvantaged pupils achieved a score of 1.8 on a scale of 1-3 compared to non-disadvantaged who achieved 2.0. |
| 4 | Motivation and engagement of disadvantaged pupils in relation to their learning resulting in poor behaviour within lessons. Internal data relating to behaviour shows 49% of detentions and 54% of internal exclusions are given to disadvantaged pupils despite them only making up 32% of the school. Disadvantaged pupils get 72% of all fixed term exclusions even though they only make up 32% of the school and receive only 28% of incidents of praise. |
| 5 | The wellbeing of all pupils during the lockdowns was monitored rigorously. All pupils were effected emotionally and socially during this period. Many families reported anxiety issues within their child upon returning to school. This has certainly affected the attendance of some disadvantaged pupils which stands at 87.4% compared to 93.6% for non- disadvantaged. This is below the national average for disadvantaged pupils. |
| 6 | Pupils have also missed many opportunities to enrich their lives due to the lockdowns and the restrictions that have been put in place since. This must be rectified using the enrichment curriculum and is a key focus of the school improvement plan. |
| 7 | Attendance of Disadvantaged pupils is lower than that non disadvantaged. 88% v 93% |
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. These outcomes tie in with our School Improvement Plan and can be cross referenced.
| Intended outcome | Success criteria | |
| 1 | To ensure that curriculums are ambitious and challenging to empower all pupils to achieve their potential at all key stages Improve the quality of education across all year groups within the school | A curriculum that is knowledge rich, challenging, but accessible to all will continue to be developed and all departments will ensure actions from the spotlights are acted on and this is monitored. The curriculums are personalized, made relevant and engaging for Heathcote pupils. |
| 2 | To see a significant improvement over the year in the data and pathways of pupils identified as disadvantaged in our school with clear actions at all levels | The attainment and progress scores of disadvantaged pupils continue to close the gap. This year, there remains a particular focus on Key Stage 4 and 5 as a result of lost learning during Covid and ensuring these pupils achieve the best outcomes. |
| 3 | To ensure targeted exam intervention, resources and tutoring programmes are in place which supports our most disadvantaged pupils | Pupils have access to intervention and resources to ensure that any Covid gaps are eliminated and pupils are prepared to sit exams. |
| 4 | To establish a process for monitoring enrichment for disadvantaged pupils and ensuring an increase in opportunities. | Pupil enrichment is tracked by departments and there is a clear rise in opportunities for pupils across year groups. This includes activities in and out of school. |
| 5 | To have a clear structure in place for all pupil leadership activities in school which are published for all pupils and for there to be a plan for an increase in the number of disadvantaged pupils involved in leadership which shows impact by end of year | Disadvantaged pupils are represented proportionally in leadership activities |
| 6 | By end of July 2023, for all pupils to have attended at least 2 curriculum trips to support the learning and ensure disadvantaged pupils have financial support where needed to access the trip/ event | Disadvantaged pupils are supported to attend trips. All pupils eligible for FSM receive a discount for trips and events and ensure most trips are low cost |
| 7 | Ensure disadvantaged pupils are proportionally represented in KPIs such as detentions, IEUs, Isolation, suspensions etc. This will be achieved using the targeted support of PSAs, Year Leads and through referral meetings. | High expectation and standards within lessons and continual behavioral and emotional support lead to a reduction in figures for this group. Increase use of praise for disadvantaged pupils to support and motivate |
| 8 | Improve the attendance of disadvantaged pupils to be in line with the national average | Narrow the gap for attendance figures for disadvantaged pupils for both PA and attendance. |
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: £ 160,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Challenge Week assessment and activities | Feedback is information given to the learner about the learner’s performance relative to learning goals or outcomes. It should aim to (and be capable of producing) improvement in students’ learning. https://educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/feedback All pupils entitled to EAA are support in exams to ensure best outcomes | 1 |
| Accelerated reader in Year 7, 8 and 9 to increase reading for pleasure and associated impact | Reading comprehension strategies can have a positive impact on pupils’ ability to understand a text. Reading comprehension strategies | Toolkit Strand | Education Endowment Foundation | EEF https://p.widencdn.net/ipvvlr/R58148 Ensure all pupils reading ages are shared with staff to enable the pitch and planning of lessons to be appropriately challenging | 1, 4 and 6 |
| TLR Postholders in English and Maths at KS3 | The DfE non-statutory KS3 guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence- based approaches: Teaching mathematics at key stage 3 – GOV.UK (www.gov.uk) To teach maths well, teachers need to assess pupils’ prior knowledge and understanding effectively, employ manipulatives and representations, teach problem solving strategies, and help pupils to develop more complex mental models: KS2_KS3_Maths_Guidance_2017.pdf (educationendowmentfoundation.org.uk) | 1, 2, 3 |
| Additional classes in Maths and English to support progress – additional staffing | Reducing class size is an approach to managing the ratio between pupils and teachers, as it is suggested that the range of approaches a teacher can employ and the amount of attention each student will receive will increase as the number of pupils per teacher becomes smaller. https://educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/reducing-class-size | 1, 2, 3 |
| Improving literacy in all subject areas in line with recommendations in the EEF Improving Literacy in | Acquiring disciplinary literacy is key for students as they learn new, more complex concepts in each subject: Improving Literacy in Secondary Schools Providing Lexia for all pupils in year 7 to improve standards of literacy across the year. | 1, 2, 3 |
| Improving numeracy skills of all pupils | Whole school numeracy strategy in form time Use of mathswatch for all pupils along with and Year 7 use Sparx maths to support with developing the numeracy skills. | 1,2,3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 80, 770
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| After- school Intervention programme | Extending school time involves increasing learning time in schools during the school day or by changing the school calendar. This can include extending core teaching and learning time in schools as well as the use of targeted before and after school programmes. It also includes revisions to the school calendar to extend the total number of days in the school year. https://educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/extending-school-time | 2, 6 |
| Literacy identification including LASS screening and whole school literacy including TA intervention | Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction: Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF Teaching assistants (also known as TAs, classroom support assistants or teachers’ aides) are adults who support teachers in the classroom. Teaching assistants’ duties can vary widely, but they are generally deployed in two ways; to support the teacher in the general classroom environment, or to provide targeted interventions, which are often delivered out-of-class. https://educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/teaching-assistant- interventions | 1, 2, 6 |
| Whole school literacy work including support to departments from Literacy Coordinator and EAL lead | Acquiring disciplinary literacy is key for students as they learn new, more complex concepts in each subject: Improving Literacy in Secondary Schools Reading comprehension, vocabulary and other literacy skills are heavily linked with attainment in maths and English: | 1, 2, 6 |
| To develop pupil independence and home learning | The Education Endowment Foundation’s (EEF): “The evidence shows that the impact of home learning, on average, is five months’ additional progress.” A focus on the home learning to ensure that pupils are acquiring key knowledge and practicing recall. Reading comprehension, vocabulary and other literacy skills are heavily linked with attainment in maths and English: word-gap.pdf (oup.com.cn) | 1,2,3 |
| word-gap.pdf (oup.com.cn) | ||
| Contribution to ICT refresh to support learning including Chrome Books | The majority of UK teachers believe that technology can play an important role in boosting pupils’ literacy levels, but access to hardware, software and wifi in schools is poor and teacher training is inconsistent. https://literacytrust.org.uk/news/lack-access-technology-schools- holding-pupils-back/ Increase on online applications to support with learning such as Seneca, Uplearn, Sparx maths, Educake and Lexia | 2, 6 |
| Engaging with the National Tutoring Programme to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers or have poor atttendance. | Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: One to one tuition | EEF (educationendowmentfoundation.org.uk) And in small groups: Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF Use of academy 21 for pupils who cannot engage in school learning. | 1, 2, 3 |
Wider strategies (for example, related to attendance, behavior, wellbeing)
Budgeted cost: £129,832
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Trips and activities to support disadvantaged pupils. | Arts participation approaches can have a positive impact on academic outcomes in other areas of the curriculum. https://educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/arts-participation | 6 |
| Debate Mate fees | Debate Mate is designed to tackle educational inequality and social immobility. The intervention aims to increase speaking and listening attainment and improve a range of higher-order thinking skills and non-cognitive abilities such as confidence, teamwork, and leadership. https://www.evidence4impact.org.uk/interventions/1127?page=18 | 6 |
| Contribution to pastoral support assistants and 2ics for each year group | Behaviour interventions seek to improve attainment by reducing challenging behaviour in school. This entry covers interventions aimed at reducing a variety of behaviours, from low-level disruption to aggression, violence, bullying, substance abuse and general anti-social activities. | 5 |
| Onsite EWO | To improve school attendance, we have invested in an Educational welfare officer for 3 days a week. This person has become the link between home and school and undertakes home visits, meetings and sets up support to get pupils back into school. Attendance has an impact on pupil outcomes and pupils eligible for PP currently have lower attendance than non PP pupils. Embedding principles of good practice set out in DfE’s Improving School Attendance advice. The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels. | 5 |
| HLTA for each year group | We have a designated higher – level teaching assistant for each year group to support with SEN needs. They provide intervention and in class support for pupils with SENK and those who are also PP | 5 |
| https://educationendowmentfoundation.org.uk/education- evidence/teaching-learning-toolkit/behaviour-interventions | ||
| Contribution to counsellor | School-based humanistic counselling is effective and should be considered as a viable treatment option for children suffering from mental health issues despite its costs, new research has found https://www.bacp.co.uk/news/news-from-bacp/2021/21-january- effectiveness-of-school-counselling-revealed-in-new-research/ | 5 |
| Contingency fund for acute issues. | Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified. | All |
Total budgeted cost: £390,602