Pupil Premium Strategy Statement
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 name||Healing School|
|Number of pupils in school||986|
|Proportion (%) of pupil premium eligible pupils||12.6%|
|Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)||2021 - 2022|
2022 – 2023
2023 - 2024
|Date this statement was published||December 2021|
|Date on which it will be reviewed||Termly|
|Statement authorised by||Mrs A Smith and Mrs C Gunn|
|Pupil premium lead||Sam Hall SENDco|
|Governor / Trustee lead||Chair of Governing board (Local Academy Council)|
|Pupil premium funding allocation this academic year||£166,845|
|Recovery premium funding allocation this academic year||£18,995|
|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
Part A: Pupil premium strategy plan
Our intention at Healing School is that all pupils, irrespective of their background or the challenges they face are able to make good progress and achieve their potential across the curriculum. We are aware of the importance of addressing pupils’ social and emotional well-being and to view each child’s needs holistically.
This highlights the overall Trust values that, “We are inclusive. We believe that every child can be successful regardless of background or ability”.
As referenced in the EEF’s Pupil Premium Guide and in line with national research, the school has taken a tiered approach to the use of Pupil Premium and has therefore focused on the following areas: High Quality Teaching, Targeted Academic Support and that of the wider strategies involved.
Notably, we are mindful that some pupil premium pupils are high attainers and we wish them to achieve their potential via the most appropriate learning journeys. Overall, the Attainment 8 figure for disadvantaged pupils in the 2020 -21 was 54.2 compared to 55.8 for all pupils; these are encouraging figures as compared to the 2019 National Average data of 46.7 for all pupils and 36.7 for disadvantaged pupils. Nonetheless, as shown by 2021 Teacher assessed target data, 18% of high attainers who were also disadvantaged were the least well performing in comparison to 7% of non-disadvantaged high attainers. Strategies to improve the performance of disadvantaged high attainers will therefore remain a focus of the three-year Pupil Premium plan and will be monitored following each assessment data.
The impact of the Covid 19 pandemic on all pupils and in particular disadvantaged pupils remains ongoing and as referenced in the Safeguarding Review by Clennell (September 2021), “the DSL referred to an increase in the identification of SEMH issues, specifically anxiety and the number of reports.” Such issues, including the need to ensure greater parity in terms of the quality of the remote learning model for all pupils remains an area of focus.
High Quality Teaching
Many of the strategies for disadvantaged pupils will also be of benefit to non-disadvantaged pupils, especially the classroom based strategies whereby high quality teaching is delivered which is where the attainment gap is best addressed overall. Quality first teaching is at the heart of our approach.
For vulnerable pupils (this may include young carers, pupils with social workers or mental health needs), regardless of disadvantage, their needs will also be met. The school continues to raise the profile of disadvantaged pupils through internal school communications and CPD. Ultimately, a whole school strategy will be the most effective tool in our approach to support those most in need and this is referenced in challenge numbers 1,2 and 3 with intended outcomes as follows: improved attainment among disadvantaged boys across the curriculum at the end of Key Stage 3, improved reading comprehension among disadvantaged pupils across Key Stage Three and improved metacognitive and self-regulatory skills among disadvantaged pupils across all subjects
Targeted Academic Support
As referenced in challenge numbers 2 and 3 in particular, the school will also incorporate wider school plans for education recovery such as the National Tutoring Programme and Covid catch-up funding for pupils whose education has been worst affected, including non-disadvantaged pupils. There is a particular focus on reading skills as these are arguably some of the most critical aspects in determining the success of pupils’ academic journeys. Via the Learning Support environment, the corrective reading programme, phonological awareness and the Lexia prgramme is delivered to those pupils who require it, whereas the Accelerated Reader package is accessed by pupils of all levels of ability at Key Stage 3 through the mechanism of English lessons in order to improve and enhance reading skills.
Wherever possible, we will use diagnostic assessment and also the feedback from those such as the pastoral staff and teaching staff/ tutors who have the greatest contact with our pupils. The school has adopted a CPD programme with a strong focus on the delivery of metacognitive strategies as well as self-regulation, which is particularly important following school closure periods due to the pandemic during the 2020 – 2021 academic year.
Another important focus of the pupil premium strategy based on the 2020-21 academic year is the SEMH needs of all pupils but in particular those of disadvantaged pupils who have been particularly affected by the pandemic. This has been referenced in Challenge number 5 and will be an ongoing approach with the ultimate aim of sustained high levels of pupils’ wellbeing from 2021/22. Also based on data and observations from 2020-2021, the attendance of disadvantaged pupils is a concern and there is therefore a focus as referenced in challenge number 6 which will incorporate improved attendance for all pupils but particularly that of disadvantaged pupils with a view to reducing the gap and further addressing persistent absenteeism. Although overall whole school attendance for the academic year 2020 to 2021 was 95.3%, the attendance for Pupil Premium pupils was 93.5% compared to a figure of 95.5% for non-Pupil Premium pupils.
This Pupil premium strategy will be subject to termly monitoring and review and will be responsive to pupils’ emerging needs. Progress data for disadvantaged pupils will be tracked and monitored on a termly basis and strategies to improve the attendance and well-being of disadvantaged pupils will be closely evaluated in consultation with the pastoral team. There will be a focus on addressing gaps between non disadvantaged and disadvantaged pupils in response to each of the key challenge areas detailed on pages 5 and 6 below. Ultimately, actions will be based on the ongoing key findings from the specified challenges designated in the Pupil Premium plan and will be responsive to each of the intended outcomes. Most importantly, the ongoing and evolving needs of our pupils will be of the highest priority: as such, termly reviews will be an essential mechanism to monitor the ongoing impact of the school’s strategies.
This details the key challenges to achievement that we have identified among our disadvantaged pupils. The school will adopt a three-year plan which will be subject to annual reviews and also mid-year reviews. As recommended by the EEF’s Pupil Premium Guide a tiered model will be adopted as follows :
- high-quality teaching
- targeted academic support
- wider strategies
Detail of challenge
|1||Assessments and consultations with Heads of Faculty/ Middle Leaders indicate that the KS3 disadvantaged boys in Year 9 in particular are currently underachieving and are in the top 20 percent of underachievers as indicated by the school’s internal data system. This is impacting upon progress at the end of KS3 and is an area to address.|
There is also a continued need to monitor KS4 Basics 4+ and Science 4+ and 5+ for disadvantaged pupils and therefore the school will continue to implement strategies as required.
|2||Reading Assessments, initial tests and observation with KS3 pupils indicate that disadvantaged pupils generally have lower levels of reading comprehension than their peers (the average reading age for the 2021 cohort being 10 years 11 months). On entry to year 7 in 2021, over 30% of our disadvantaged pupils arrived with below average reading ages (NGRT standardised score assessments ), compared to 8% of non-disadvantaged pupils. For the 2021 Year 7 cohort, 19% of disadvantaged pupils had a reading age of below 9 years old on entry compared to 9% of non-disadvantaged pupils . This impacts upon their progress in all subjects. Led by the SENDCo and the Learning support team, such issues are addressed in Learning Support sessions through a programme of targeted support and intervention. |
|3||Our assessments, observations, whole school surveys and discussions with pupils and families suggest that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are backed up by several national studies as well as reports based on internal data by Head of Faculties /Middle Leaders. This has resulted in significant knowledge gaps resulting in pupils falling further behind age-related expectations.|
|4||Our observations of lessons and discussions with middle leaders suggest many lower attaining disadvantaged pupils lack metacognitive / self-regulation strategies when faced with challenging tasks wherein pupils can become discouraged and demotivated. This is indicated across curriculum areas, though through effective and ongoing CPD, staff are building a repertoire of techniques to address such challenges.|
|5||Our observations and discussions with pupils and families have identified social and emotional issues for many pupils, such as anxiety 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 and is also associated with low motivation. These challenges particularly affect disadvantaged pupils, including their attainment. During the pandemic, referrals for support markedly increased. There have been 43 referrals over this time for disadvantaged pupils, including for counselling support, Compass Go, Youthoria etc. Most specifically 15% of disadvantaged pupils required counselling support compared to only 6% of non-disadvantaged pupils. As referenced in the safeguarding Review by Clennell (September 2021), “the DSL referred to an increase in the identification of SEMH issues, specifically anxiety and the number of reports.” Therefore, and in line with the school placing “a high priority on safeguarding, pupil safety and welfare,” this will be an ongoing focus of the three-year plan for disadvantaged pupils.|
|6||Our assessments and regular LEAP data entries indicate that absenteeism is negatively impacting disadvantaged pupils’ progress. Attendance data analysis shows that in the summer term, 27% of our disadvantaged pupils had attendance below 90% - this is in comparison to non-disadvantaged pupils where there were 10% pupils with low attendance. Data from the 2021 autumn term shows attendance of 94.3% for non-disadvantaged pupils compared to 92.7% of disadvantaged pupils.|
As well as the school’s use of an Education Welfare Officer to support its work on pupil attendance, “there is a focus on vulnerable pupils, and regular contact with families where absence issues are identified.” (Clennell report 2021). Local Authority statutory interventions will also be used as needed.
The school will continue to raise the importance of attendance more widely though the curriculum via focused assemblies, tutor activities, the PSHCE curriculum and via the ongoing work of the Careers and Enterprise Co-ordinator.
An increased focus on the attendance of disadvantaged pupils will be further facilitated by the newly developed inclusion tracker.
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.
|Improved attainment among disadvantaged boys across the curriculum at the end of KS3||2021/22 Key Stage 3 outcomes demonstrate that disadvantaged Year 9 boys achieve in line with their peers and are on track to achieve targets at the end of Key Stage 4. Disadvantaged pupils achieve in line with their peers for Basics measures and GCSE Science. |
|Improved reading comprehension among disadvantaged (incl. LAC) pupils across KS3.||Reading comprehension tests and improved AR scores demonstrate improved comprehension skills among disadvantaged pupils and a smaller disparity between the scores of disadvantaged pupils and their non-disadvantaged peers. Regular reading assessments in English lessons and data tracking should show measurable improvements.|
|Improved metacognitive and self-regulatory skills among disadvantaged pupils (incl. LAC) across all subjects.||Observations and feedback from class teachers (across faculty areas) suggest disadvantaged pupils are more able to monitor and regulate their own learning.|
Staff CPD supports and enables staff to provide targeted and bespoke strategies for disadvantaged pupils.
|To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged (incl. LAC).||Sustained high levels of wellbeing from 2021/22 demonstrated by:|
|To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.||Sustained high attendance from 2021/22 (the 2020-21 figure for all pupils was 95.3%) demonstrated by:|
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: £91765.07
Evidence that supports this approach
Challenge number(s) addressed
|Continue to overstaff in key subject areas to allow for targeted and bespoke intervention for small group sessions and smaller class sizes where possible to enable targeted small group withdrawal with specialist teachers within faculty areas to address pupils’ learning gaps.||Small group support can be very effective in addressing attainment gaps:|
Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF
|Continue to develop metacognitive and self-regulation skills in all pupils|
This will involve ongoing teacher training and support and release time.
This has been rolled out across the school but is an ongoing strategy and is supported by the central CPD portal and TLC team who deliver staff training and develop whole school resources.
|Teaching metacognitive strategies to pupils can help pupils become more independent learners:|
Metacognition and self-regulation | Toolkit Strand | Education Endowment Foundation | EEF
|Use of Learning Mentors as well as TA’s time to deliver one to one units of work (5 or 6 lessons per week) for the Prince’s Trust for disadvantaged pupils. ||Small group lessons for an intense period of time has proved beneficial (EEF)|
|Quality First teaching CPD is ongoing via a structured programme of after school sessions which staff select from and subsequently attend.||EEF toolkit case study from Mary Webb school (benefits of quality first teaching for disadvantaged pupils.|
|Improving literacy in all subject areas in line with recommendations in the EEF Improving Literacy in Secondary Schools guidance.|
Staff CDP is ongoing with Targeted vocabulary support sessions being rolled out during Staff Development Days,
Continue to subscribe to the Accelerated Reader (to include the funding of staff training), the subscription to The Day, Lexia (a personalised literacy support programme) and to provide time for the Literacy Co-ordinator to promote Literacy and to monitor the performance of disadvantaged (incl. LAC) pupils.
|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:
Improving Literacy EEF
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £45612.19
Evidence that supports this approach
Challenge number(s) addressed
|Provision of additional targeted Literacy lessons within English sessions for Pupil Premium pupils, which incorporates the Lexia programme.|
Reading interventions for disadvantaged (INCL. LAC) pupils who need additional help to comprehend texts and address vocabulary gaps as follows:
Use of Learning Mentor for one to one support for corrective reading programme, reading for meaning, phonological awareness
Use of TA support in tutor activities for buddy reading, paired/ shared reading
|Reading comprehension strategies can have a positive impact on pupils’ ability to understand a text, and this is particularly the case when interventions are delivered over a shorter timespan:|
Reading comprehension strategies | Toolkit Strand | Education Endowment Foundation | EEF
|Purchase of boy friendly resources at KS3 introduction of interventions in tutor times to carry out timely interventions which will address under performance across the ability range, including more able disadvantaged pupils. Such activities will be under annual review and adapted following assessment periods.|
Improved access to remote learning via the provision of laptops for disadvantaged pupils.
|Evidence shows that academically able pupils from disadvantaged backgrounds are most at risk of under-performing.|
|As disadvantaged pupils have been most impacted by the pandemic, the school is using the National Tutoring programme to offer specialist teacher intervention for all but with a focus on targeted disadvantaged pupils. Such targeted intervention takes place in structured after school sessions, lunchtimes and some breakfast clubs |
The school also uses the Learning Mentor and Deputy SENDCo’s time to review the progress of disadvantaged (incl. LAC) pupils after each assessment period, including 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: £59932.96
Evidence that supports this approach
Challenge number(s) addressed
|Adolescent mental health: A systematic review on the effectiveness of school-based interventions | Early Intervention Foundation (eif.org.uk)|
“High-quality programme implementation is critical to achieving positive outcomes”
|Strategies to improve the attendance of pupil premium pupils is ongoing and activities include:||“Absence affects attainment, wellbeing and wider outcomes. Empower staff to take responsibility for attendance.” (DFE guidance)|
Embedding principles of good practice set out in DfE’s Improving School Attendance advice.
|Use of pastoral team’s and Learning Coordinator’s time to mentor and support forces pupils and to liaise with parents. |
|Strategies aimed at breaking the cycle of deprivation: || (Relevant to the local area context/ coastal town)|
Total budgeted cost: £197,310.22
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.
Our internal assessments and overall outcomes in during 2020/21 suggested that the performance of disadvantaged pupils was lower than that of their peers in some areas, particularly at Attainment 8, Basics 4+ and Science 4+ and Science 5+, though it was pleasing to see that strategies for more able pupils have had an impact, with the Basics 5+ figure for disadvantaged pupils being almost in line with non-disadvantaged pupils. It was also pleasing to see the performance of the Basics 7+ figure of 25% which was above the non-disadvantaged figure, showing that some of the strategies aimed at motivating able disadvantaged pupils has had an impact. The Ebacc APS figure for disadvantaged pupils was almost in line with non-disadvantaged pupils, though at Attainment 8 the gap is indicated by 55.8 for the overall cohort and 54.2 for disadvantaged pupils (non- disadvantaged =56.1).
Where there are disparities, we feel that these outcomes point primarily to the impact of Covid-19, which disrupted all of our subject areas to varying degrees. As evidenced in schools across the country, partial closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree that we intended, nor the motivational enrichment activities which are normally offered. Nonetheless the impact was mitigated by our resolution to maintain a broad and balanced curriculum, including during periods of partial closure, which was aided by use of online resources such as those provided by Oak National Academy, Google Classroom and live delivery of Zoom lessons. We also ensured that each disadvantaged pupil was offered a place in school during school closure periods and that the pastoral team maintained regular contact. We continue to look at ways of improving the remote learning offer to all pupil groups.
Although overall attendance in 2020/21 was lower than in the preceding year at 95.3%, it was higher than the national average. At times when all pupils were expected to attend school, absence among disadvantaged pupils was 2.1% higher than their peers and persistent absence 7.6% higher. These gaps are larger than in previous years, which is why attendance is a focus of our current plan.
Our assessments demonstrated that pupil behaviour, wellbeing and mental health were significantly impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils with ongoing assistance from our pastoral team, learning mentors and Pupil Counsellor as well as targeted interventions where required.
Externally provided programmes
|The Lexia Programme|
Service pupil premium funding
|How did you spend your service pupil premium allocation last academic year?||There is a very low figure for services families at Healing (0.7%) but the role of the pupil counsellor and the Learning Co-ordinators involve a combination of academic and emotional support for pupils who suffer loss or anxiety when a family member is deployed.|
|What was the impact of that spending on service pupil premium eligible pupils?||All service children had the opportunity to attend class visits and other educational experiences offered. Service children have generally not required referrals for emotional well-being due to the culture of support available through staffing in learning support enabling interventions at the time of need. |