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Holy Trinity C of E School Pupil Premium Commitment:
Know our students as individuals
Develop good behaviours for learning
Identify and remove barriers to learning
Promote academic excellence
Research suggests that the most effective way to close the achievement gap between Pupil Premium students and their peers is to have access to good quality teaching and learning. In addition to the support that happens in the classroom, there are several interventions and extra-curricular activities that the school provides, including:
Supporting Literacy and Numeracy skills with specialised tutors
Small group subject support, with specialist teachers, to focus on progress intervention in Math's and English
Small group revision and Homework support in a specialised Study Studio
Prioritised setting in core subjects
Some of the funding will be used to support those Pupil Premium students who have difficulty providing the equipment and experiences necessary to specific subject areas
The appointment of key staff including Pupil Premium coordinator led by a member of our Senior Leadership Team whose focus is to narrow the achievement gap of PP students
The appointment of dedicated Learning Support Assistant time, whose focus is to support the Pupil Premium Coordinators in tracking and intervening to support the academics and wellbeing of Pupil Premium students
Enabling wider participation:
Prioritised careers counselling and support
Prioritised student leadership opportunities
Cultural Capital days and KS3 passport
Personal well-being and attendance:
Dedicated Learning Support Assistants to support emotional wellbeing
Student passports sharing Pupil Premium student voice with all staff, overseen by Learning Support Team
Student referral system to triage intervention, updated in weekly meetings, maintained by dedicated administrator
High levels of attendance of Pupil Premium students maintained through proactive contact with families and assiduous relationship building from dedicated staff
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
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Challenge number
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Detail of challenge
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1
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Disadvantaged students are making less progress
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2
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Engagement levels of our disadvantaged students has been affected following school closure alongside this, school avoidance and anxiety has increased. SEMH levels are higher than national averages in the country and the level of disadvantage in the locality is great, with the economic effect of the pandemic on local employers such as Gatwick airport particularly effecting disadvantaged students.
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3
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A significant number of disadvantaged students have lower literacy levels. In particular, the reading comprehension of these students is lower than non-disadvantaged peers impacting all subjects.
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4
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A lack of aspiration and opportunities affects student engagement with careers and enrichment activities
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5
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Attendance to school for PP is lower than Non-PP and Parental engagement to key events such as parents evening is lower for families of PP students in comparison to Non-PP.
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6
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Access to equipment, technology, and the appropriate environment to learn at home.
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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.
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Intended outcome
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Success criteria linked to WSIP
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Ensure that ‘Quality First’ Teaching enables all students in all measures to achieve
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1.2
TEEP metacognition skills embedded within Quality First Teaching
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Enable all students to access the curriculum and maximise their potential by improving school wide literacy levels
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1.3
action plan embedded
The place of Literacy in all subjects is understood and used to enable students to better access the curriculum.
Vocabulary gap is closed for PP students
Accelerated Reader shows improved engagement and STAR tests show improved reading scores, illustrating a more reading engaged cohort.
Bedrock relaunched to Year 7 and 8 students
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Actively identify student and family barriers to learning and overcome these to secure student capacity to achieve their potential.
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2.1
Year Leaders analyse data and identify students who are not making expected progress and explore all avenues of pastoral support to identify barriers, find solutions and present findings to Executive SLT on a regular basis
Student Referral system, used by all staff to refer students not making expected progress against targets
Development of support afforded to families particularly through the implementation of Year Team LSAs allocated to all Year Groups to work with those who are not making expected progress
Study Studio available in for Year Group in the library
Intervention support in place for PP Students who also have EAL
Year 10/11 intervention (Cambridge/Phoenix) supported by specialist teachers
Implementation of BTEC Vocational Studies as an additional option at KS4
Tuition programmes launched for Maths and English.
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Students are provided with a broad enrichment and work-related offer that stimulates their aspirations as global citizens.
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3.1
New staff vacancy for a Work Experience & Careers administration Coordinator to support the careers leader.
Drop-down career or work-related activities for relevant year groups with an aim for at least one per year group delivered within the Cultural Capital Programme or school calendar year linked to curriculum [GBM4,5&6]
Work Experience planning finalised and partially implemented - Year 11 [GBM6]
All students in Years 7, 8 & 10 to have a record of their pathways progression with Unifrog through REACH [GBM3]
Targeted Gatsby benchmarks from 2021 COMPASS review improve
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Student engagement in learning within the classroom is both aspirational and positive which provides all students the opportunity to achieve their potential.
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2.2
In house training in place for all HTS staff.
LSAs in class actively encouraging students in lessons.
Teachers actively engage students to participate in lessons working with LSAs to identify students to work alongside
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Student Voice and Student Leadership directly influences the improvement of the school.
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3.2
Student leadership working alongside the staff equality and diversity working party
Effective Student Council structure in place and contributing to whole school life
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The school co-curricular provision enriches and maximises the curriculum that students access stimulating their aspirations as global citizens.
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3.4
Termly Cultural Capital Days successfully delivered
Planned inter-house competitions delivered throughout the curriculum and throughout the year
A KS3 Passport is being established and has been launched with Year 7 with clear links interwoven into the curriculum and a prescribed set of experiences identified for graduation in Summer 2024
Extra-curricular activities are running successfully outside of the normal school curriculum
Student participation in cultural capital is not restricted to certain groups
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Chaplaincy: The school has developed a sustainable model of Chaplaincy that meets the spiritual needs of the community.
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4.2
Chaplaincy links with families established
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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: £ 80,000
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Activity
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Evidence that supports this approach
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Challenge number(s) addressed
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Ensure that ‘Quality First’ Teaching enables all students in all measures to achieve
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TEEP metacognition skills embedded within Quality First Teaching
EEF metacognition and self regulation implementation plan in place to ensure practice is implemented embedded across curriculum
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1,3
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Enable all students to access the curriculum and maximise their potential by improving school wide literacy levels
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Improving literacy in all subject areas in line with recommendations in the EEF Guidance Improving Literacy in Secondary Schools
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1,3
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Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 132,000
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £46,805
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Activity
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Evidence that supports this approach
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Challenge number(s) addressed
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Student engagement in learning within the classroom is both aspirational and positive which provides all students the opportunity to achieve their potential.
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Our approach is the belief that good relationships are essential for outstanding education.
Relational schools project
The key to classroom management
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1,2,3,4,5,6
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Student Voice: Student Voice and Student Leadership directly influences the improvement of the school.
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EEF guidance Improving behaviour in schools
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4,5,6
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The school co-curricular provision enriches and maximises the curriculum that students access stimulating their aspirations as global citizens.
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EEF guidance - life-skills enrichment
EEF guidance on physical activity
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4,5,6
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Chaplaincy: The school has developed a sustainable model of Chaplaincy that meets the spiritual needs of the community.
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CofE research in secondary school chaplaincy
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4,5,6
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Total budgeted cost: £ 258,805
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 the 2020 to 2021 academic year.
Disadvantaged pupil performance overview for last academic year (Non Disadvantaged pupil performance in brackets)
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Attainment Target set for 2022
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2019
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2020
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2021
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Progress 8
Achieve better than average progress made by disadvantaged pupils for similar schools (-0.5)
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-0.498
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N/A
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N/A
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Attainment 8
Attainment 8
Achieve national average attainment for disadvantaged pupils from similar schools at KS2
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30.64
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34.91
(50.29)
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35.57
(49.48)
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Percentage of Grade 5+ in English and maths
Percentage of Grade 5+ in English and maths
Achieve average English and maths 5+ scores for similar schools by prior attainment (low 2% middle 22% high 77%)
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13.2%
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16.7%
(49.7%)
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22%
(48.8%)
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Attendance
Improve attendance for disadvantaged students to national average (94.5%)
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92.89%
(96.37%)
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91.39%
(96.14%)
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94.24% *
73.37
(92.37%)
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* PP attendance data after adjustment of the coding, DFE coding changed for period of lockdown X7 Closed on PHE advice, C authorised absence for vulnerable students reflected actual attendance of disadvantaged students
Teaching priorities for academic year 20/21
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Measure
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Activity
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Review from Whole School COVID Recovery Plan Key Performance Indicators
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Priority 1: Metacognition Program
Priority 2: Differentiation
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Development of a whole school metacognition program that will help to enable knowledge acquisition.
High quality differentiation to enable all students to successfully access the curriculum
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Senior Leaders attended online meetings with SSAT about TEEP 2.0.
All staff trained on the new Underpinning Elements during March inset. All new staff will received Day 1 of TEEP 2.0 on Friday 3rd Sept. TEEP 2 Inset Day delivered to whole staff completed with all resources available to staff .TEEP 2 Learning & Teaching displays in all classrooms
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Priority 3: Ready to learn skills
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Development of whole school Study Studio and breakfast club that will enable students to be ready to learn
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Study Studio running after school in every zone staffed by LSAs
Every PP family invited to PP appointments at Online Parent Evenings
All PP families contacted by pastoral team to improve attendance to Parents Evening and Study Studio
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Priority 4: Reading and Vocabulary development
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Reading and Vocabulary to be prioritised across the curriculum and where needed intervention to be put in place
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Interventions in place – eg Nessy
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Priority 5: Behaviour
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Implementation of a behaviour management system that is applied consistently by all staff which focusses on praise in public and sanction in private
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Pivotal Behaviour Management methodology implemented for September 2020
With training to all existing staff (15 hours online) and new staff who joined the school during the academic year as part of the new staff induction processes.
Ready, Respectful, Safe screensavers placed on all computers
Restorative questions sheets placed in every classroom and all colleagues expected to follow this script whilst performing restorative conversations. If required, members of the behaviour and pastoral teams have been on hand to coach colleagues whilst conducting restorative conversations. Staff training was delivered by colleagues to all student facing adults, with a slightly amended script.
Staff survey suggests that 86% of teachers were utilising the praise board in their classroom during the period of time when we had peripatetic teaching in year group zones.
A total of 11,388 praise awards were issued through subjects during the academic year. This equates to around 1898 awards being issued each half term, which averages out at each student receiving 1.5 awards per half term. Some staff issued more than others so consistency is an issue.
A total of 3064 praise awards were given by form tutors. The expectation was reduced from 10 per week to 5, in line with staff voice.
3064 averages out at 15 praise awards per tutor group, per half term.
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Barriers to learning these priorities address
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Low levels of engagement with curriculum
Ability to engage remotely
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Projected spending
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£70,000
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Targeted academic support for current academic year:
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Measure
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Activity
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Review
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Priority 1: Setting
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To ensure all disadvantaged students make good progress
All disadvantaged students are accurately analysed for potential and positively discriminated when set provision is planned in core subjects.
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New system in place for September 2020
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Priority 2: Literacy
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Development of a whole school literacy program including targeted intervention
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After the long term absence of the literacy lead this is now led by the SENDCO.
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Priority 3: Numeracy
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Development of a whole school numeracy program including targeted intervention
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Numeracy Ninja supplied to Tutor groups
Additional Maths teachers in Years 7-9 creating a new class to target students with gaps in their learning
Maths Wiz delivered to intervention groups by specialist teacher.
In a dedicated and upgraded computer suite allowing 15 students a session.
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Priority 4: SEMH
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Ensure disadvantaged students have access to high quality inclusion, pastoral and mental health support to enable them to succeed academically
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Referral system in place to triage range of in house provision and support
65 PP students received intervention support with an average outcome as expected
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Barriers to learning these priorities address
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Low levels of literacy and numeracy
SEND students enabled to access the curriculum at an appropriate level to meet their needs and stage of development.
Language and Communication prioritised through vocabulary development to address the levels of SEND and EAL students as well as recognising this as a key skill for all students.
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Over the course of the year 60 students have received targeted literacy support and 78 students have received targeted numeracy support
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Projected spending
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£135,000
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Non-DfE programmes purchased in the previous academic year.
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Programme
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Provider
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Solution focus mentoring
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Kick London
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