Each School is required by law (The School Information (England) (Amendment) Regulations 2012), to make the following information available on their school website.

The amount of funding the school is allocated from the Pupil Premium grant in respect of the current academic year plus the following information:

• Details of how it is intended that the allocation will be spent.
• Details of how the previous academic year's allocation was spent.
• The effect of this expenditure on the educational attainment of those pupils for whom the funding was allocated.

Focus for 2022/23

Our focus on the use of Pupil Premium funding for 2022/23 is to ensure that all pupils irrespective of their background or the challenges that they face, make good progress and achieve high attainment across all subject areas.

At Key Stage 3 we have a specific focus on literacy and are increasing the use of the
Accelerated Reader programme, Bedrock, ‘The Day’ and the tutor reading programme
to enrich students’ vocabulary, comprehension and reading ages.
All staff are able to bid for PP funding in order to support individuals or groups of
Disadvantaged Pupils with specific needs.

 Our prime focus for all Disadvantaged Pupils follows the current research evidence that ‘quality first teaching’ is the most effective strategy we can employ.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. Our current drive on embedding ‘Metacognition’ into the classroom and developing peer mentors continues with our focus from recent years by developing the most effective strategies identified in the Education Endowment Toolkit (strategies found by research-led evidence to be most effective in improving the progress of Disadvantaged Students) – metacognition, feedback and peer mentoring.

In addition we will embed systemic change which is planned into the way our school is run to address the needs of Disadvantaged Pupils, for example, through timetabled transition sessions for Year 7 students and mixed ability teaching in English as well as additional ‘Learn to Learn’ lessons for Year 7 as part of the Personal Development offer.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment. The approaches we have adopted complement each other to help pupils make good progress.

To ensure they are effective we will:

• ensure disadvantaged pupils are challenged in the work that they’re set
• act early to intervene at the point need is identified
• adopt a whole school approach in which school culture requires all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve
• track the progress that all children are making to ensure good progress is being made and strategies being used are effective
• ensure that all children have access to enrichment experiences such as visits, sporting experiences and enrichment opportunities
• Assistant Progress Leaders will monitor attendance and support parents/carers to ensure their child attends school so that there is no gap between the attendance of disadvantaged children and others