Pupil Premium 2021-22
At Heathcote School we are proud that there is virtually no gap between the progress of our disadvantaged pupils and others.
Pupil Premium & Recovery Premium - Strategy Statement - 2021-22
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding which was used to help improve the attainment of our disadvantaged pupils.
It outlines the pupil premium strategy, how we intend to spend the funding in this academic year and the effect it had within our school.
School overview
Detail |
Data |
School name |
Heathcote School |
Number of pupils in school |
879 (Year 7-11) |
Proportion (%) of pupil premium eligible pupils |
40.9% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021-24 |
Date this statement was published |
December 2021 |
Date on which it will be reviewed |
September 2022 |
Statement authorised by |
Emma Hillman |
Pupil premium lead |
Miriam Argyrakis |
Governor / Trustee lead |
Mike Ashwell |
Funding overview
Detail |
Amount |
Pupil premium funding allocation this academic year |
£323,517 |
Recovery premium funding allocation this academic year |
£42,253 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£15,490 |
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 |
£365,770 |
Part A: Pupil premium strategy plan
Statement of intent
Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils. |
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 2021 and data from Challenge Week 1 (Autumn Term 2021)
Challenge number |
Detail of challenge |
1 |
Very little information on the current Year 7 was made available to us, so this baseline testing was done using CATs scores. The data revealed that Year 7 pupils on average have an English scaled score of 103.3 (national average being 100), whilst disadvantaged pupils were 101.7 and non-disadvantaged 105.5. 25 pupils within a cohort of 166 have an average score of 75.and a large proportion of these pupils within the 25 are disadvantaged 47% of pupils with an English score below 100 are disadvantaged compared to 3% of those with a score of 100 or more. The mathematical ability of the Year 7 coming in from primary schools are above (102.4) the national average (100). The average score for disadvantaged pupils was 101.2 compared to 104.4 for non-disadvantaged pupils. 47% of pupils with a Maths score below 100 are disadvantaged compared to 32% of those with a score of 100 or more.knowledge gaps relating to the topics that were taught during lock down. This implies a lack of engagement during the online learning period. Motivation and engagement of disadvantaged pupils in relation to their learning resulting in poor behaviour within lessons. Internal data relating to behaviour shows 51% of detentions and 53% of internal exclusions are given to disadvantaged pupils despite them only making up 39% of the school |
2 |
The progress of disadvantaged pupils compared to their peers due to lock down closures over the past two 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 2020-21 final outcomes showed the average attainment 8 score for a disadvantaged pupil is 47.12 compared to a non-pp student that is 52.56 (gap of 5.1 compared to a gap of 9.96 in 2018-19; internal data from this year in Y11 shows a gap of 2.56). 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. This implies a lack of engagement during the online learning period |
3 |
We report on pupils’ effort in lesson each progress capture. The system is a scale with 4 representing excellent. And 1 being a pupil that is a cause for concern The most recent data capture this year has shown disadvantaged pupils to have an average effort grade at a 2.9 and their peers to have a grade at 3.1. |
4 |
Motivation and engagement of disadvantaged pupils in relation to their learning resulting in poor behaviour within lessons. Internal data relating to behaviour shows 52% of detentions and 56% of internal exclusions are given to disadvantaged pupils despite them only making up 39% of the schoolAt the School we report on students’ effort in lesson each progress capture. The system is a scale with 4 representing excellent. And 1 being a pupil that is a cause for concern The most recent data capture this year has shown disadvantaged students to have an average effort grade at a 2.9 and their peers to have a grade at 3.1. |
5 |
The wellbeing of all pupils during the lockdown’s 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 90.5% compared to 93.3% for non-disadvantaged. This is below the national average for disadvantaged pupils at 92%. |
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 during this academic year. |
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 |
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. |
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 rise and the gap remains very small. This year, there is a particular focus on Key Stage 4 and 5 as a result of 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, small group tutoring 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 with a focus on Year 7 and 10 |
Pupil experience is tracked 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 2021, to have planned at least 2 trips abroad* for pupils to support learning and take action to support disadvantaged pupils to access the trips*subject to Covid restrictions |
Disadvantaged pupils are supported to attend trips. |
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 behavioural and emotional support lead to a reduction in figures for this group. |
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
|
1 |
Accelerated reader in Year 7 and 8 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 |
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 Secondary Schools guidance.We will fund professional development and instructional coaching focussed on each teacher’s subject area.It will be rolled out first in maths to help raise maths attainment for disadvantaged pupils, followed by subjects identified as priorities. |
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:word-gap.pdf (oup.com.cn) |
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 (including additional small group or one to one tuition). 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 |
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:word-gap.pdf (oup.com.cn) |
1, 2, 6 |
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/
|
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. |
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 |
1, 2, 3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 125,000
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
Trips and activities to support disadvantaged pupils including National Theatre Connexions project |
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 |
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.https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions
|
5 |
Contribution to EWO service |
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 |
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 foundhttps://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: £ 365, 770
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, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met? |
Please Click Here to download a PDF version of this document.
Previous Years
Please Click Here to download a copy of the Pupil Premium Information from last year.
Please Click Here to download a copy of the Pupil Premium Information 2019-20.
Please Click Here to download a copy of the Pupil Premium Information 2018-19.
Please Click Here to download a copy of the Pupil Premium Information 2017-18.
Please Click Here to download a copy of the Pupil Premium Information 2016-17.