Pupil Premium

 

Pupil Premium Strategy Statement 2022-23

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. 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

Christ’s School

Number of pupils in school 

1032

Proportion (%) of pupil premium eligible pupils

17.2%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021-2024

Date this statement was published

October 2022

Date on which it will be reviewed

June 2023

Statement authorised by

Governing Body

Pupil premium lead

Alice Buchanan

Governor / Trustee lead

Penny Cox

 

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£174,345

Recovery premium funding allocation this academic year

£ 43,332

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

£217,667

 

Part A: Pupil premium strategy plan

Statement of intent

You may want to include information on:

What are the key principles of your strategy plan?

At Christ’s we are committed to fulfil our mission statement which aims to ensure that all of “our students become confident, responsible and successful young people, who love learning, have a desire to lead and to serve, and are ambitious for their own futures”. 

What are your ultimate objectives for your disadvantaged pupils?

  1. Increase levels of reading and literacy of those disadvantaged students who have been identified as underachieving. 
  2. Increase levels of attainment in English and Maths so that all disadvantaged students make at least expected progress at the end of KS4 from their starting points.
  3. Ensure that all disadvantaged students have the support and resources they need to access the curriculum and participate in the extra curricular programme.
  4. Ensure the curriculum is challenging, with high expectations for all students.
  5. Redress the disproportionate impact covid has had on disadvantaged students nationally.

How does your current pupil premium strategy plan work towards achieving those objectives?

  1. Increasing Reading and Literacy levels of students: our Bedrock Reading Programme provides targeted and bespoke support for all Year 7 students as part of their English curriculum. Extend the Bedrock programme so it can be utilised by students up to Y10 and Y11 to help accessibility to KS4 texts.
  2. Our PPG Champions work with some of our most vulnerable students to improve their attendance to school. Monitoring PPG attendance, and working with the attendance team to increase attendance, especially PPG PA, and using the rewards system for individual students where it would have impact. 

  3. The EdIT (Education Intervention Team) Maths and English intervention programme, targeted at KS3, aims to support students who are underachieving in either/both core subjects. The aim of these additional weekly lessons, delivered by specialist teachers, is to increase confidence and ultimately attainment in both subjects. 

  4. The Team Up tutoring programme operates during personal development time at the end of the school day. This 12 week programme provides targeted students in Key Stage Three with 1-1 Maths and/or English tuition  

  5. Our PPG Champions (1 per Year group from Year 7 to 11) work with a targeted cohort in each year group to ensure that they have the resources they need to access the curriculum and encourage them to take part in the enrichment programme. 

  6. Our PPG champions will be trained to identify the long term impact of interventions and support programmes, and through their judicious use of data will be able to alter and determine the bespoke programmes for PPG students.

  7. Our main Teaching and Learning priority for 2022-23 is Quality First Teaching with an emphasis on Inclusive Teaching and support for our Disadvantaged and SEND students.

  8. We will invest in the cultural capital of our PPG students; this can be a critical barrier to success at KS4 and something we are able to support.

  9. Assessment for PPG students to analyse retention as the key indicator of progress, a move away from what learning can be demonstrated, this is a key barrier identified in the EEF literature.

 

Challenges

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

Challenge number

Detail of challenge 

1

Low Levels of Reading and Literacy amongst a significant number of students

2

Absence of disadvantaged students is greater when compared to all students

3

Metacognition skills (learning how to learn) are often less evident 

4

Underachievement in Maths and English

5

Lack of funds to access the curriculum resources required and to participate in extracurricular activities

6

Students resilience and confidence 

 

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

Improve Reading and Literacy of KS3 and KS4 PPG students  20% progress from starting points
A minimum of 95% attendance for PPG students Attendance figure at the end of the academic year, strategic improvement in attendance statistics at each tracking point
High levels of satisfaction  from students following Elevate Study Skills Programme At least 95% of students find the study skills sessions useful and informative
Maths and English outcomes Year 11 60% of Disadvantaged Year 11 students achieve grade 5 or above in English and Maths (10% growth on 2022 outcomes)
All Disadvantaged students have resources required to access the curriculum as well as extra curricular opportunities

All Disadvantaged students take part in at least one school trip during the academic year

All Disadvantaged students are supported by PPG Champions with the resources they need to access the curriculum 

All Disadvantaged students are supported to access and attend at least one enrichment club or activity

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: £99,413

Activity

Evidence that supports this approach

Challenge number(s) addressed

Developing high quality teaching, assessment, and a curriculum that responds to the needs of students EEF teaching and learning toolkit: a programme of accessible educational support; evidence on the impact of HQT 1, 3, 4 
Whole staff CPD: What is Inclusive teaching? EEF teaching and learning toolkit: a programme of accessible educational support; evidence on the impact of HQT 1, 3, 4
Data training for all staff who monitor disadvantaged students - focus on retention and evidence of long term progress EEF teaching and learning toolkit: a programme of accessible educational support; evidence on the value of effective use of data for progress and tracking 1, 3, 4
Elevate programme of metacognition and study skills for academic retention EEF teaching and learning toolkit: a programme of accessible educational support; evidence on the importance of metacognition and self regulation 3
Recruitment and retention of teaching and support staff EEF teaching and learning toolkit: a programme of accessible educational support; evidence on the impact of HQT 1 - 4
Professional development on evidence based approaches, for example feedback, metacognition, reading comprehension, phonics or mastery learning EEF teaching and learning toolkit: a programme of accessible educational support; evidence on the impact of HQT 1, 3, 4

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions) must impact minimum 75%

Budgeted cost: £49,684

Activity

Evidence that supports this approach

Challenge number(s) addressed

Targeted subject specific intervention for KS4 students 

EEF research on Targeted academic support

3,4 &5

£3,969

KS3 Maths and English small group intervention for students underachieving 

EEF research on Targeted academic support

4

£8,563

Study Skills workshops for every year group - Elevate

EEF research on Metacognition

3

£4,940

Bedrock reading programme for all Year 7 students and targeted group of Year 8

EEF research on Targeted academic support

1

£4,240

1-1 Maths and English tuition through Team Up (external agency) for KS3 

EEF research on Targeted academic support

4

£9,600

English and Maths 1-1 tutoring (tutors employed by the school) for KS3&4 students 

EEF research on Targeted academic support

4

£16,200

Provision Map - tracking programme to audit the implementation and impact of intervention on disadvantaged students EEF research on Targeted academic support

1, 3, 4

£2,172

 

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

Budgeted cost: £48,570

Activity

Evidence that supports this approach

Challenge number(s) addressed

PPG Champions support a targeted cohort of students in each year group

EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

5 & 6

 

£10,300

PPG Attendance Reward Programme

EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

2

£1,000 - to be used at the discretion of the PPG Champions

Education Welfare Officer weekly meetings with HOYs to support students who are PA

EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

2

£13,330

Weekly meetings between HOY, PSW, Learning Support Lead; Behaviour Mentors and Pastoral Deputy Head to plan support for vulnerable students

EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

2 & 4

 

£20,640 (approx)

Behaviour Mentor small group interventions

EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

6

£2,200

Breakfast clubs and additional meal provision EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

2, 3, 4 & 6

£1,000

Developing effective communication with harder to reach parents EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

1 & 6

£1,000

 

 

Contingency funding (for example supplementing costs of uniform, trips and enrichment, equipment needed for school, increasing access to cultural capital activities)

Budgeted cost: £20,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Tailored support to meet the needs of PPG students with any issues that might appear during the course of the year EEF research into the effectiveness of a range of wider strategies to support disadvantaged students

All challenges 1 - 6

£15,000

 

Total Budgeted Cost: £217,667

 

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 2021 to 2022 academic year. 

 

This is the first exams that students have sat since 2019. The pre-Covid data for 2020 was indicating significant improvement on 2019 data, however we are aware that the disadvantaged national cohort have been disproportionately impacted by Covid and the partial school closures. 

Headline

2019 

2022 

5+ 9-4 GCSEs with English & Maths

Disadvantaged - 58%

All - 74%

Disadvantaged - 68%

All - 85%

5+ 9-5 GCSEs with English & Maths

Disadvantaged - 29%

All - 53%

Disadvantaged - 50%

All - 73%

Since the last set of exams in 2019 the % of disadvantaged students obtaining 5+ 9-4 in EnMa has risen by 10%, however, the percentage increase for all students is up by 11%. For 5+ 9-5 in EnMa the percentage of students obtaining this has risen by 21% while all students have only risen by 20%.  Overall, although the gap is almost the same one key area in 2019 as it is in 2022, one key area that has improved is the % of students who obtain both measures where this gap has closed by 11% (29% in 2019, whereas, in 2022 it was only 18%).

Intervention

Impact 

Cost

CPD programme to focus on improving pedagogy and curriculum challenge

Staff survey (summer 2021) 83.8% agreed that CPD programme supported their development (69% 2019)

£73,700

  1. Students not making expected progress in Maths and English in KS3 have small group intervention

 
 

English

Maths

Total

45

47

PP

25

17

Expected Progress

18

12

More than expected progress

7

5

£31,600

2.Improve reading competence for Year 7 students

  1. Bedrock Reading Programme

 

Total who took part

146

Total PP

36

Average overall improvement

16%

Average PP improvement

18%

£5,270

PPG students mentored by 5 PPG Champions

Engagement tracker outcomes

 

Maths 1-1 tuition

 

Year

number

Progress

11

5

80% met/exceeded target grades

10

7

71% made progress

9

5

100% made progress













 

£18,934

English 1-1 Tuition

 

Year

number

Progress

11

3

100% improved by 1 grade

10

1

No improvement

9

2

100% from “developing” to “secure”

8

3

7

3

Attendance reward scheme

PPG students with attendance concerns targeted with reward programme overseen by PPG Champions

Autumn Term 2: 47 students targeted; 78% improved attendance by the end of term

Summer term 1: 17 students targeted; 82% improved attendance

£1,000

 

 

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

After School 1-1 Maths and English Tuition programme 

PPG Intervention Data 2021-22

Year

Number

Average attendance

Average effort

Baseline grade

Progress grade

Progress per term (grades)

PPG progress per term (grades)

Male

Female

PPG

7

16

83%

5/6

2.8

3.2

1.4

0.85

60%

40%

35%

8

18

85%

5/6

2.5

3.7

1.2

0.2

53%

47%

40%

9

19

94%

4/6

1.7

2.7

0.8

1.97

79%

21%

45%

10

19

94%

5/6

2.9

4

1.1

0.6

71%

29%

40%

11

18

81%

5/6

1.9

3.9

2

0.8

60%

40%

50%

Team Up

 

cost £11,400

   


 

 

Pupil Premium Date  
Pupil Premium Strategy 2022-23 05th Dec 2022 Download
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