Pupil Premium

Since September 2012 there is a general requirement for schools to publish details of their pupil premium grant allocation, how it is spent and the impact it has on attainment.

The Department for Education website makes it clear that the government believes that this grant, which is in addition to the main school funding, is the best way to address the current inequalities between children who are eligible for free school meals, or who have been at some time in the last six years, and their wealthier peers. The pupil premium funding is therefore targeted at the pupils who need it the most and whilst schools are free to spend the grant as they see fit, they are accountable for the use of this additional funding in support of students from low-income families.

Barriers to learning for disadvantaged students at Christ’s

At Christ’s we endeavour to ensure all our students to feel safe and ready to achieve their full potential. Some of our students come from challenging backgrounds and require additional support to do so.

Some of the more basic but fundamental barriers to learning can include:

  • not having the correct uniform
  • cost of equipment or resources required to access the curriculum.

Many disadvantaged students also find it difficult to afford some of the educational trips which may have an impact on learning. The school works hard to identify these students and make sure that they attend at least one trip per year.  Christ’s offers a 50% reduction in cost and in exceptional circumstances will fully fund a place.

This support has had great impact in certain subjects, ie the annual PE GCSE trip which has given students the opportunity to make progress towards achieving 20% of their overall result. 

English trips have included several different theatre trips (with varying cost levels) which invariably are linked to learning and the curriculum. Again disadvantaged students are identified and encouraged to take part and efforts are made to make these visits more affordable through school subsidy. 

Some students may also find it difficult to access the internet and may not have access to computers or tablets at home. The school can provide funding to support the purchase of these items. At Christ’s we also provide daily access to computers and the internet in our after school homework club which is open to all students.

Use of Pupil Premium

The school is fully committed to the ’narrowing the gap’ agenda and views the pupil premium as an excellent opportunity to make a real difference to the life outcomes of students on the free school meal register.

Our use of the Pupil Premium is based on the following principles:

  • Working with stakeholders (parents, students, governors, staff, external providers) in respect of the best use of these funds, to offer, where possible, personalised support for each individual.
  • Targeting the support specifically on raising academic attainment, whilst accepting that attendance, self-esteem and self-worth contribute significantly to this goal.
  • The creation of a team of specialist staff to provide comprehensive and cohesive support for all aspects of students’ needs.
  • The extension of additional provision, when capacity allows, to other vulnerable students to ensure a positive impact of these resources on the largest possible number of students. Priorities are to support young carers, students/families in very difficult financial or other circumstances, those on the special educational needs register and students with a limited grasp of the English language.

To view our Pupil Premium Strategy, please download it from the link at the bottom of this page. The document also lists the date of the next review of the strategy.

Pupil Premium IMPACT STATEMENT 2017-18


  • To raise the attainment and progress of students from low income families so that they achieve outcomes that are at least in-line with their peers
  • To increase social mobility amongst disadvantaged students


Christ’s School

Academic Year


Total PP budget


Date of most recent PP Review

February 2018

Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

Spring Term 2019


Context: Christ’s School is a Church of England Co-educational Secondary School with a comprehensive intake of students of whom approximately 23% are disadvantaged. Following a review of our provision for this cohort of students in the Spring Term of 2017 we introduced a new initiative which aimed to provide targeted academic and pastoral intervention to individual students. The Education Intervention Team (EdIT) was launched in October 2017 and operates an intervention referral system which offers a range of pastoral and academic interventions, including additional Maths and English small group tuition from specialist teachers.

Year 11 GCSE results 2018





5+ A*-C GCSE’s with En&Ma (4+)




5+ A*-C GCSE’s with En&Ma (4+) - HPA




5+A*-A (7+) - HPA




En&Ma Threshold (4+)




En&Ma Threshold (5+)




Baccalaureate - Entries




Baccalaureate – Achieved (4+)




Baccalaureate – Achieved (5+)




Progress 8 - Overall




Progress 8 - English




Progress 8 - Maths




Progress 8 - Ebacc




Progress 8 - Other




Attainment 8 - Overall




Attainment 8 - English




Attainment 8 - Maths




Attainment 8 - Ebacc




Attainment 8 - Other





PPG Impact Statement for 2017-18


1.Quality First Teaching For All


Desired outcome

Chosen action/approach

What was the evidence and rationale for this choice?

How did we ensure it was implemented well?




KS4 Pupil Premium students meet their target grades at GCSE

(English and Maths progress as priority)

Close gap between attendance of PP students and all other students

92.72% v 94.95% (2016-17) Direct correlation between attendance and academic progress

Regular communication between and from:

Attendance officer






Overall whole school attendance: PPG 93.35% v all students 95.4% (2017-18 attendance figures)


Students not making expected progress may be referred to “EdIT” for bespoke intervention

Students who are underachieving and/or need additional pastoral support; referred to intervention team by HODs; KSLs

Weekly EdIT referral meeting; post tracking referral meetings after each tracking round


English intervention: 34 PPG referred; 85% made progress from starting point; Maths Intervention: 51 PPG referred; 71% made progress from starting point


Students not making expected progress may be referred to “EdIT” for bespoke intervention

Maths and English 10 hours

Students identified as underachieving were given additional Maths and English intervention lessons


Majority of students referred  made progress from starting points


Revision Guides as well as other equipment and resources provided for Year 11 ppg cohort in all core subjects

Resources required to support all students in preparation for final GCSE exams

Students identified by Heads of Department and revision guides purchased for them through the school; revision guides used regularly for homework assignments throughout year 11


Improved outcomes on 2017 for PPG overall and for English and Maths


Need to address lack of engagement in reading with boys- especially PP students

Literature results; engagement with reading in class

Year 12 reading ambassadors recruited to work with KS3 boys in class to support reading; Year 10 and 12 reading mentors recruited for weekly morning reading sessions with Year 7 students


24 students (paired reading), 12 met or exceeded their end of year target grade in English; 6 made good progress towards their target grade and 6 made . 14 boys were engaged in the reading programme; 7 met or exceeded their target grade.



KS4 Pupil Premium students meet their target grades at GCSE

(English and Maths progress as priority)

Underachieving PP students are the additional focus at every tracking round by teachers; HODs; KSLs and SLT

% PP students not making expected progress at KS3 or KS4

Post tracking intervention plans as single agenda item for Middle Leader Meetings with SLT


Plans shared at following SLT meeting


Year 11 2018: 5+A*-C (9-4) 12%GAP; A8 3% gap for HPA; MPA & LPA. Year 9 gaps in English (5%) and Maths (8%)


Work sampling prioritises PP students at every point in work sample cycle

Previous sampling evidence

SLT to sample range of books from all subjects at every round of cycle


PPG sample autumn term 1 (grade 3 -not expected standard); sample term 2 (grade 2)


PP students focus for targeted intervention by all departments

% of PP students, especially MPA, meeting target grades was lower than the rest of cohort

Intervention timetable centrally organised

SLT support: “collection and delivery” of PP students to intervention sessions


42% of all entries were on or above target; 34.4% of PPG entries were on or above target; 31.7% of all MPA entries were on or above target; 27.5% of PPG MPA entries were on or above target


All HPA PP students  placed in sets 1 or 2 in core subjects

Brightest students placed in the most challenging teaching groups

Policy implemented Sept’ 2017

Review at every tracking round with HODs/SLT


HPA (all students): 5+A*-C (9-5) 99% v HPA (PPG) 100% A8 (all): 67% v (PPG) 62.4%


Maths homework catch up session held every Wednesday after school

Many PP students were not meeting HW deadlines

SLT/HOD will collect and deliver targeted students to session


52% referred for homework intervention were PPG; 57% made progress following intervention


Maths mentoring for PP students at risk of not achieving grade 4/5

Year 10 summer tracking data

10 students took 10 week course starting September 2017


SLT monitored attendance and progress


All 10 students who attended this programme achieved at least a grade 4 in their Maths GCSE


Year 11 students all move on to post 16 courses that offer direction for the future

LA mentor support for PPG students at risk of being NEET

PPG students who engaged with this programme in 2016 had successful transition to FE/apprenticeships

MWI and JBU organised 1-1 meetings

Free of charge

All PPG students have destinations suitable for their academic potential within Christ's and in external institutions


Pupil Premium students are fully integrated into school life; flourishing personally and socially

Targeted student mentoring by SLT

PP students were seen by an assigned SLT (focus on Key Stage 4 students)

PP students were seen by an SLT member after every tracking round to have a learning conversation

All SLT to take a manageable number of students


10 PPG students identified and mentored by SLT; 60% made progress in line with their target grades


Targeted Work experience (WEX) for our most vulnerable 20 students

Evidence from similar programme with previous cohorts was positive; part of programme to raise aspirations and confidence

Work experience placements contacted and feedback received


75% success rate in terms of WEX placements and employer feedback


Enrichment involvement- all PP students involved in at least 2 extra-curricular activities across the year

Year 9 PPG group targeted for inclusion in DofE programme

Evidence/research confirmed that PP students are disadvantaged by lack of “social capital”; any support of this nature should raise self-esteem and aspirations

Termly audit of extra-curricular clubs and registers

Part of conversation post tracking with PP students and SLT

Clubs free of charge

52% of all PPG students attended at least one Extra Curricular Activity from Jan to July 2018



Reduction in number of FTEs and IEs for PP students

Reduction of days missed would give more time in class learning and should lead to better outcomes

Consistent application of RRS by all staff

Quality first teaching

PPG HPA students in top sets

PPG students books marked first

Whole school initiative

All Year 10/11 HPA PPG in top sets; school protocol to mark PPG students books first; attendance of PPG up by 0.63% on 2016-17; PA downward trend stable at 16 students v 32 in 2015-16; FTEs down to 16 students v 18 in 2015-16


Kick London Mentoring for disengaged students: aim to develop resilience and confidence to engage in school

History of success of using this approach and this organisation for similar cohorts

Weekly meetings with mentor and regular assessment of progress measured on attitude scales


Increase in attendance of disadvantaged students and reduction in FTEs



Employment of Behaviour Mentor, providing additional pastoral support for vulnerable students

History of success of using this approach and this organisation for similar cohorts

Weekly meetings with mentor and regular assessment of progress




Able and Ambitious

Number of students on A&A register

Proportionate nomination of PPG students across departments as Most Able or Able and Ambitious

Raise expectations and self- esteem

Provide super-curricular opportunities for stretch and challenge

Core departments to provided super-curricular activities for all A&A nominated students


Super-curricular activities introduced in Science (STEM) and in Maths. 44% of PPG students are identified as A&A in at least 1 subject. (19% GAP) which is up from 39% in the previous academic year


Increase Parent/Carer Engagement

Number of parents attending parent/carer information evening

Contacted all PP parents before parents evening: admin phone call/email

Contacted PP parents that didn’t attend- tutor; PSW; KSL

Increased engagement of parents/carers should help to inform and support learning of students at school and at home

Made contact with parents/carers of disadvantaged students who did not attend

Contact home with praise/concerns following tracking


Parents evening attendance:

Year 11: 78% (36% of non-attendees=PPG)

Year 10: 79% (58% non-attendees=PPG);

Year 9: 78% (42% non-attendees=PPG)

Year 8: 84.5% (39% non attendees PPG)

Year 7: 85% (25% non-attendees=PPG)


Provide appropriate curriculum to meet needs of all students

Alternative Provision x 2 Disadvantaged students


Required to improve engagement, attendance and outcomes

Both enrolled into

vocational college courses, providing an appropriate curriculum; regular visits to check progress


Both students completed college courses and achieved a variety of NCFE and GCSE qualifications


School Trips

Increase number of PP students on school trips

Trip leader highlights PP students signed up before SLT approval Financial support offered for PP students

Pupil premium students are fully integrated into school life; flourishing personally and socially

EVC keeps log of all PP students on each trip

SLT review % of PP students during approval stage for every trip

Central Record of financial support for PP students


In process of collation; data to be added


Destination Data:

No disadvantaged students to be NEET at the end of Year 11 or 12

%Russell Group

% apprenticeships

Additional careers advice and guidance to be offered. Where feasible, students to apply to Christ’s as a back-up at least

To ensure PPG students make appropriate post 16 applications

SKI attends 14-19 meetings in the Borough to be sure we are aware of latest initiatives to support PPG destinations.

KSL for Y11 to refer students to the borough’s pre-NEET programme.

SKI/MWI to meet termly re: careers programme.

Each tracking round provides updated info regarding students’ progress so we can track likelihood of students achieving grades required for post 16 courses.


No Disadvantaged students NEET; all progressed to suitable further training


   Total cost






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