Pupil Premium
Purpose, Use and Eligibility
Purpose
Publicly-funded schools in England get extra funding from the government to help them improve the attainment of their disadvantaged pupils.
Evidence shows that children from disadvantaged backgrounds:
- generally face extra challenges in reaching their potential at school
- often do not perform as well as their peers
The pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve.
Eligibility and funding
The government has announced that pupil premium and service premium rates will remain unchanged for the financial year 2021 to 2022.
From April 2021, pupil premium allocations for mainstream and special schools will be calculated based on the number of eligible pupils recorded by schools in their census in October 2020.
Schools get pupil premium funding based on the number of pupils they have from the following groups.
Free school meals
Schools get £1,345 for every primary age pupil, or £955 for every secondary age pupil, who claims free school meals, or who has claimed free school meals in the last 6 years.
Looked-after and previously looked-after children
Schools get £2,345 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order.
Local authorities get the same amount for each child they are looking after; they must work with the school to decide how the money is used to support the child’s personal education plan.
Service premium
The service premium is not part of the pupil premium as the rules to attract the service premium are different.
Schools get £310 for every pupil with a parent who:
- is serving in HM Forces
- has retired on a pension from the Ministry of Defence
This funding is to help with pastoral support.
Use of the pupil premium
It’s up to school leaders to decide how to spend the pupil premium.This is because school leaders are best-placed to assess their pupils’ needs and use funding to improve attainment.
Tiered approach
Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, targeting spending across the following 3 areas below but focusing on teaching quality - investing in learning and development for teachers.
Read the Education Endowment Foundation’s (EEF) pupil premium guide for information about the tiered approach to spending.
Teaching
Schools arrange training and professional development for all the their staff to improve the impact of teaching and learning for pupils.
Academic support
Schools should decide on the main issues stopping their pupils from succeeding at school and use the pupil premium to buy extra help.
Wider approaches
This may include non-academic use of the pupil premium such as:
- school breakfast clubs
- music lessons for disadvantaged pupils
- help with the cost of educational trips or visits
- speech and language therapy
Schools may find using the pupil premium in this way helps to:
- increase pupils’ confidence and resilience
- encourage pupils to be more aspirational
- benefit non-eligible pupils
Eligibility
Ever 6 free school meals
Pupil premium will continue to be based on ever 6 free school meals, whereby pupils recorded as eligible for free school meals at the time of the October census, or at any point in the previous 6 years, will attract pupil premium funding.
For 2021 to 2022, this means pupils having been recorded as eligible for free school meals at any point between January 2015 and October 2020.
Children adopted from care or who have left care
Allocations for previously looked after children (post-looked-after children) will be based on the October census for mainstream and special schools.
Looked-after children
There will be no change to the methodology for calculating allocations for looked-after children.
As before, ESFA will allocate a provisional amount per child looked after in June. That allocation will then be updated and finalised based on the children looked-after data return SSDA903.
Ever 6 service children
Service children are not disadvantaged but share the pupil premium payment process. Service child premium allocations will be based on the October census for mainstream and special schools.
For 2021 to 2022, that means pupils recorded as eligible for the service child premium since the January 2015 census as well as those recorded as a service child for the first time on the October 2020 school census.
Alternative provision, pupil referral units and hospital schools
There will be no change to the allocations process for alternative provision, pupil referral units and hospital schools.
These institutions will continue to be funded based on the January census as before. There is no census for alternative provision or hospital schools in October, and the October census is not representative of the number of pupils in pupil referral units across a full academic year.
Implications for school census returns
The move to using the October census for the pupil premium has no impact on the information schools are asked to submit to DfE.
Schools should continue to record free school meals eligibility, Service Child indicator and post looked after arrangements data as they normally do for each termly census.
Allocation and payment arrangements
Using the October census for the pupil premium will give schools early certainty about the additional funding they will receive the following year, helping them to plan the support that they will give to pupil premium pupils.
In this transitional year, pupil premium allocations will be confirmed to the usual timeline in June 2021. As from next year, allocations for mainstream and special schools will be published earlier in the year, giving these schools greater certainty around future funding levels earlier in the year.
Allocations for alternative provision, pupil referral units and hospital schools will continue to be published to the usual timeline as these will continue to be based on the January census.
There will be no change in the payment arrangements for the pupil premium. The pupil premium grant will continue to be paid in quarterly instalments.
The conditions of grant for the 2021 to 2022 pupil premium will be published before the start of the 2021 to 2022 financial year
Pupil Premium Strategy 2021-22
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 |
Stretford Grammar School |
Number of pupils in school |
891 |
Proportion (%) of pupil premium eligible pupils |
15.8% |
Academic year/years that our current pupil premium strategy plan covers |
2021-22 |
Date this statement was published |
November 2021 |
Date on which it will be reviewed |
July 2022 |
Statement authorised by |
M Mullins |
Pupil premium lead |
D Price |
Governor / Trustee lead |
S Lynn |
Funding overview
Detail |
Amount |
Pupil premium funding allocation this academic year |
£118, 855 |
Recovery premium funding allocation this academic year |
£14,985 |
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 |
£133,840 |
Part A: Pupil premium strategy plan
Statement of Intent
Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum, particularly in the core subjects. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and those who are accessing support from the pastoral and safeguarding teams. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not. High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through small group tutoring for pupils whose education has been worst affected, including non-disadvantaged pupils. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment (from data captures that are a result of formative assessments designed to track progress effectively), not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
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Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number |
Detail of challenge |
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1 |
Attainment in English Language of disadvantaged pupils is lower than English Literature at KS4. Assessment data shows that progress in language is +0.74 whilst progress at literature is +0.90. (2021). The aim is to maintain positive progress and to close the gap so that language progress is at least matching progress in literature. |
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2 |
Attainment in maths has fluctuated over time for disadvantaged pupils. FFT estimates show that disadvantaged pupils in all year groups have projected average grades that closely match their peer group. The aim is to put into practice support strategies for all year groups to ensure that mathematical knowledge and application is fully grasped for all disadvantaged pupils and any other pupil who has been identified as requiring intervention/support.
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3 |
Our assessments (including wellbeing survey), observations and discussions with pupils and families have identified social and emotional issues for many pupils, such as anxiety, depression (diagnosed by medical professionals) and low self-esteem. This is partly driven by concern about catching up lost learning and exams/future prospects, and the lack of enrichment opportunities due to the pandemic. These challenges affect disadvantaged pupils, including their attainment. |
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4 |
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5 |
PP pupils are more likely to be further behind following C19 school closures because of a lack of resources such as internet, devices, parental time and educational opportunities. The lack of face to face teaching and learning has had a detrimental effect on progress. |
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 |
Improved attainment among disadvantaged pupils across the Maths and English at the end of KS4. |
2022 KS4 outcomes will show that disadvantaged pupils achieve:
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To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged. |
Sustained high levels of wellbeing demonstrated by:
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Disadvantaged pupils attend curriculum enrichment trips and Year 7 Conwy Residential and Year 9 School Camp. Music lessons funded. Aspiration activities to provide careers advice and guidance. |
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Laptops and wifi access provided. |
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
Budgeted cost: £68,872
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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1 |
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3. EEF research on mastery learning states that: A high level of success should be required before pupils move on to new content – it is crucial to monitor and communicate pupil progress and to provide additional support for pupils that take longer to reach the required level of knowledge. |
2 |
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4. EEF research on individualised instruction states that: Individualised instruction can be an effective approach to increasing pupil attainment. |
1,2 |
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5. EEF guidance on literacy in the secondary school states: Disciplinary literacy is an approach to improving literacy across the curriculum. It recognises that literacy skills are both general and subject specific, emphasising the value of supporting teachers of every subject to teach pupils how to read, write and communicate effectively |
1 |
Targeted academic support
Budgeted cost: £14,985
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
|
1,2 |
Wider strategies
Budgeted cost: Education Resources and Additional Support £36,083; IT Provision Support £12,400; Counselling £15,000; Residential and trip support – Total: £49,983
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
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1,2 |
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2. DFE guidance on wellbeing in schools states: Taking a coordinated and evidence-informed approach to mental health and wellbeing in schools and colleges leads to improved pupil and pupil emotional health and wellbeing which can help readiness to learn. |
3 |
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3. DFE EdTech survey demonstrated that access to devices and the ability to access resources online is a major barrier to learning: |
5 |
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4. EEF research states: Outdoor adventure learning approaches vary widely. A potential mechanism for impacting pupil outcomes might be through the development of non-cognitive skills such as resilience, self-confidence and motivation.
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4 |
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5. DfE guidance on the importance of Careers guidance states: High quality careers education and guidance in school or college is critical to young people’s futures. It helps to prepare them for the workplace by providing a clear understanding of the world of work including the routes to jobs and careers that they might find engaging and rewarding. Through encounters with employers, further and higher education institution it will raise pupil awareness of the world of work and study and enable them to make informed choices about pathways, improve their life opportunities and contribute to a productive and successful economy. It supports them to acquire the self-development and career management skills they need to achieve positive employment destinations. The COVID-19 pandemic has had an unprecedented impact on the economy, education and the opportunities open to students. |
4 |
Total budgeted cost: £ 133,840
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.
Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, the outcomes based on TAGs referred to in this review have been taken from the FFT. Their data set is derived from those schools that uploaded their TAGs – this constitutes over 1,700 schools and almost 300,000 pupils. Therefore the progress measures reported are a fair reflection of the progress made by our pupils. |
Teaching priorities 2020-21
Measure |
Activity |
Outcomes Based on TAGs |
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Priority 1 – English |
Develop pupils’ literacy abilities in order to achieve progress in English in line with FFT targets. |
Our internal assessment data demonstrated that the performance of disadvantaged pupils was positive in all 3 priority areas. Data from FFT shows this:
FFT data for the subject areas targeted: |
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Priority 2 – Maths |
Enable PP pupils to meet or exceed their FFT targets in mathematics assessments, and terminal examinations at GCSE. |
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Subject |
PP |
Non-PP |
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English Language |
+0.74 |
+0.64 |
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Priority 3 - Science |
Support PP pupils in science to ensure that scientific principles are fully understood and grasped at each Key Stage. |
English Literature |
+0.90 |
+0.41 |
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Mathematics |
+0.35 |
+0.17 |
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Biology |
+0.09 |
+0.13 |
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Barriers to learning these priorities address |
As a result of marginal gaps in APS in Maths and English, and a gap in dual science - Pupils having a secure knowledge base in core subjects as a result of disruptions to learning. |
Chemistry |
+0.17 |
+0.12 |
|
Physics |
+0.10 |
-0.10 |
Targeted academic support 2020-21
Measure |
Activity |
Outcomes |
Priority 1 – Academic Mentoring |
Academic mentor assigned to PP pupils working with small groups – delivering specific English, Maths and Science lessons across years 7-9.
Academic mentoring provided to years 10-11 via small group tuition provided by subject specialists. |
Two teaching staff delivered mentoring to identified pupils – Science and English. Sessions were delivered during school time and additional hour long interventions after school. Attendance was interrupted due to covid isolations, however, delivery of mentoring sessions continued online via Google Classroom. |
Priority 2 – Access to IT provision |
PP pupils provided with IT equipment to enable access to Google Classroom, teaching resources and school software packages such as GSCEPOD, Office 365 and core subject specific packages (Kerboodle to provide pupils with GCSE support materials). |
A total of 47 laptops were deployed to PP pupils.
Google Classroom was rolled out to both staff and pupils to enable access to lessons online and to teaching and learning resources. |
Wider strategies 2020-21
Measure |
Activity |
Outcomes |
Priority 1 – Uniform provision |
Ensure that disadvantaged pupils are provided SGS badged uniform items and PE kit in light of DfE guidance review on the cost of school uniform https://www.gov.uk/government/publications/cost-of-school-uniforms/cost-of-school-uniforms |
Uniform and PE kit provided for disadvantaged pupils. |
Priority 2 – Curriculum based trips and enrichment |
Enable PP pupils to take part in all curriculum based trips and also extra-curricular experiences where possible – Year 7 residential, active learning trips and by providing essential kit (boots, sleeping bag) in order to take part in the DofE Award. |
Covid disruption meant that the opportunity for pupils to engage in extra-curricular activities was curtailed. This will be addressed in 2021-22 as extra-curricular opportunities will be reinstated. |