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 | Holy Trinity Academy |
| Number of pupils in school | 840 |
| Proportion (%) of pupil premium eligible pupils | 23.57 |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2025 |
| Date this statement was published | 16/12/22 |
| Date on which it will be reviewed | 01/09/23 |
| Statement authorised by | Angus Neal |
| Pupil premium lead | Amanda Welsh |
| Governor / Trustee lead | Mark Anderson |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £145,780 |
| Recovery premium funding allocation this academic year | £42,228 |
| 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 | £188,008 |
Part A: Pupil premium strategy plan
Statement of intent
| All members of staff and the governing body accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their academic, pastoral and social needs within a caring and nurturing environment. Underpinned by a clear focus on T&L, it is our intention that each child will develop a love for learning and acquire skills and abilities commensurate with fulfilling their potential and as an adult finding employment. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Analysis of the language used in assessments and the types of text students are reading suggests that student’s cultural capital is not developed through the tutor reading programme. This does then not close the gap identified on NGRT scores for year 7. |
| 2 | Inconsistent approach across the school to key literacy and numeracy skills meaning students grasp of key skills is being hindered. |
| 3 | Lesson observation and quality assurance suggests that the whole school approach to equity for PP students is not consistent across the school. |
| 4 | Proportional representation suggests an imbalance in the number of PP students with h/w detentions. |
| 5 | Pupil and parent voice suggests that not all PP parents and students are aware of the importance of attendance. |
| 6 | Analysis of data relating to repeat offenders for behaviour suggest an imbalance for PP students. |
| 7 | Internal reviews indicate that curriculum plans do not always identify starting points and use data to inform teaching. Analysis of internal assessments show that HAP PP students are more likely to not attempt all questions compared to HAP other. |
| 8 | Exposure to a range of careers for PP students is below that of other. |
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.
| Challenge number | Intended outcome | Success criteria |
| 1. | Reading is developed so that all students have full access to the curriculum and assessment. All students have developed a love of reading. The cultural capital of PP students is developed through the reading programme. Reading intervention programmes are effective for weaker readers. All staff are confident in approaches to develop cultural capital. Students are exposed to a wide range of high quality texts within curriculum areas. | Improvements in attitude to reading survey. NGRT scores for PP students are in line with others by the end of year 8. SoL identify opportunities to explicitly develop cultural capital. Access to the curriculum for PP students is not hindered by their lack of experience. |
| 2. | Key literacy and numeracy skills are reinforced across the curriculum. Additional support in maths is used to identify specific areas for development for groups of students and provide effective short-term interventions. | Increase the number of PP students achieving 4+ in English and Maths to be in line with other so that the number of PP students on level 3 courses is in line with other. Work scrutiny shows that literacy marking policy is consistently applied across the curriculum. |
| 3. | The golden thread of identifying and overcoming barriers for PP students is evident across all areas of school life. | More positive response from FG interviews. Av ATL scores for FG students is in line with others. Proportional representation at extracurricular clubs and engagement in activities e.g. house competitions and trips is positive for PP students. |
| 4. | Breakfast and curriculum PP parent meetings are effective in communicating the benefits of h/w and identifying and overcoming any barriers to h/w. The pastoral system is effective in engaging all PP parents. | 100% attendance at PP parent support meetings. The % of students who are persistently getting h/w detentions is less than 23.5% |
| 5. | Breakfast and curriculum PP parent meetings are effective in communicating the benefits of attendance and overcoming any barriers. The pastoral system is effective in engaging all PP parents. The return to school meetings for PP students are effective. | 100% attendance at PP parent support meetings. The % of students who are persistently absent is less than 25% |
| 6. | Profile, predict, prevent is routinely used for identifying interventions Interventions are routinely evaluated | Number of FTE for PP is below other. Number of repeat offenders for behaviour for PP students are in line with other |
| 7. | T&L strategies are focused on equity for PP students. SoL are designed to take into account students starting points. | Av ATL scores for FG students is in line with others. More positive response from most able FG students. |
| 8. | PP students are motivated by good IAG | Increase the number of PP students achieving 4+ in English and Maths to be in line with other so that the number of PP students on level 3 courses is in line with other. |
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: £82,008
| Activity | Evidence that supports this approach | EEF mnths | Challenge number(s) addressed |
| Embed the HPL and PLP programmes to lead to improvements in T&L | Visible learning for teachers: maximising impact on learning, Hattie, 2012, Routledge Not explicitly referenced, but the findings are indirectly referred to: Improving the impact of teachers on pupil achievement in the UK – interim findings, The Sutton Trust, 2011, available online here https://www.suttontrust.com/wp-content/uploads/2020/01/2teachers-impact-report-final.pdf | 7 | 7 |
| Embed literacy and numeracy approaches across the curriculum. Develop cross curricular activities. | https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 https://educationendowmentfoundation.org.uk/public/files/Publications/Literacy/EEF_KS3_KS4_LITERACY_GUIDANCE.pdf | 5 | 2 |
| Session 6 for P students in English, Maths and Science KS3 | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reducing-class-size https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time | 3 | 3 |
| Reading intervention programme | https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdf https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/EEF_Publications_EvidenceBrief_ReadingAtTheTransition.pdf https://www.youtube.com/watch?v=zKb14KTAfo4 | 6 | 1 |
| LTE | https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf https://www.letsthinkinenglish.org/evidence-of-success/ | 2 | |
| Teaching group arrangements to ensure that FG students have the best teachers. Supported by weekly teacher meetings to share knowledge. | Visible learning for teachers: maximising impact on learning, Hattie, 2012, Routledge Not explicitly referenced, but the findings are indirectly referred to: Improving the impact of teachers on pupil achievement in the UK – interim findings, The Sutton Trust, 2011, available online here | 2 | |
| Resources for projects | 3 | ||
| Deep dive process to take place in all departments to ensure that the curriculum meets the needs of PP learners. | https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf https://evidence-based-education.thinkific.com/courses/take/Great-Teaching-Toolkit-Evidence-Review/texts/13569511-the-evidence-for-dimension-4 https://evidence-based-education.thinkific.com/courses/take/Great-Teaching-Toolkit-Evidence-Review/texts/12421149-the-evidence-for-dimension-1 | 4 | 7 |
| Participation in Professional Learning Programme delivered by RADY | https://www.teachwire.net/news/teach-primary-awards-2021-finalists-announced Winner 2021 | 3 | |
| Provide resources for PP students to use at home. GCSE Pod. | 3 | ||
| PP SLT lead and lead teacher to champion the needs of PP students and to support the implementation and review of PP plan | all | ||
| SMHW to monitor the delivery of h/w for all PP students and to provide additional support for parents | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework | 5 | 4 |
| Member of staff in charge of LAC (% of SLT salary) | all | ||
| Take into account variety of cultural experiences in order to avoid accidental discrimination. | https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf?utm_referrer=https%3A%2F%2Fwww.greatteaching.com%2F | 1 | |
| Priority book marking | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback | 6 | 3 |
| Department strategies to focus on the needs of FG students within curriculum areas | 3 | ||
| Praise | https://evidence-based-education.thinkific.com/courses/take/Great-Teaching-Toolkit-Evidence-Review/texts/13536422-creating-a-supportive-enivronment Conroy, M., Sutherland, K, Snyder, A. & Marsh, S., (2008). Classwide Interventions: Effective Instruction Makes a Difference, Teaching Exceptional Children, 40, 6, pp 24-30 Swinson, J. (2010). Working with a secondary school to improve social relationships, pupil behaviour, motivation and learning, Pastoral Care in Education, Vol. 28, No. 3, pp. 181-194 Blaze, J, Olmi, D., Mercer, S., Dufrene, B. & Tingstom, D., (2014). Loud versus quiet praise: A direct behavioural comparison in secondary classrooms, Journal of School Psychology, 52, pp 349-360. Schneider, MM., Hulac, DM., Mickelson, LR. & Phillips, EK., (2020). Middle school students’ preferences for praise, Psychol Schs 2021;58:221-234 Conroy, M., Sutherland, K., Snyder, A., Al-Hendawi, M. & Vo, A., (2009). Creating a Positive Classroom Atmosphere: Teachers’ Use of Effective Praise and Feedback, Beyond Behaviour, Vol. 18, No. 2, pp 18-26. Sims, S., Outhwaite, L. & Bennett, S., (2020). Using ‘approach goals’ to increase student motivation for independent study: a randomised control field trial, Centre for Educational Policy and Equalising Opportunity, UCL^ Henderlong, J. & Lepper, M., (2002). The Effects of Praise on Children’s Intrinsic Motivation: A Review and Synthesis, Psychological Bulletin, Vol. 128, No. 5, pp 774-795. Dix, P. (2017). When the Adults Change Everything Changes, Independent Thinking Press | 3 | |
| Tutor reading programme | https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdf | 1 | |
| Homework club | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework | 5 | 3,4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £47,000
| Activity | Evidence that supports this approach | EEF mnths | Challenge number(s) addressed | ||
| Switch on Reading | https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/switch-on-reading | 3 | 1 | ||
| Appoint an additional TA to support the FG group so that small group work and interventions can be facilitated. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition | 4 | 4 | ||
| Develop routine, consistent evaluations of interventions | https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation | 6 | |||
| Laptops | https://www.suttontrust.com/wp-content/uploads/2021/01/Learning-in-Lockdown.pdf | 3 | |||
| Curriculum visits | https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/Arts_Education_Review.pdf | 1,3 | |||
| Curriculum resources | 3 | ||||
| Theatre visits | https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/Arts_Education_Review.pdf | 1,3 | |||
| Outdoor activity centre | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/outdoor-adventure-learning | Unclear | |||
| Tutor interview. PP review. | https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf?utm_referrer=https%3A%2F%2Fwww.greatteaching.com%2F | 3 | |||
| Study skills sessions for parents and students | Henderson, A. T. and Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. National Center for Family & Community Schools. | 5,7 | |||
| Priority careers apt. | https://www.educationandemployers.org/new-report-published-motivated-to-achieve/ | 8 | |||
| Participation in NCOP activities | https://www.educationandemployers.org/new-report-published-motivated-to-achieve/ | 8 | |||
| Parent evening booking system to encourage parents to come into school (or attend via phone call during C19) and track PP parents – call to invite in if haven’t made an appointment. Priority booking for parent’s evening | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/parental-engagement | 4 | 4,5 | ||
| Follow up phone call after parent’s evening to support parent’s with future actions. | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/parental-engagement | 4 | 4,5 | ||
| Further develop the IAG programme | https://www.educationandemployers.org/new-report-published-motivated-to-achieve/ | 8 | |||
| First day call | https://challengingeducation.co.uk/wp-content/uploads/2021/02/Why-September-Matters.pdf | 5 | |||
| Return to school interviews | https://challengingeducation.co.uk/wp-content/uploads/2021/02/Why-September-Matters.pdf | 5 | |||
| Holiday revision programme | https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reducing-class-size https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time | 3 | 3 | ||
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £59,000
| Activity | Evidence that supports this approach | EEF mnths | Challenge number(s) addressed |
| Expand parent information sessions to include all years | https://challengingeducation.co.uk/wp-content/uploads/2021/02/Why-September-Matters.pdf Wiliam, D. (2016). Leadership for Teacher Learning. Learning Sciences International Povey, J., Campbell, A. K., Willis, L, Haynes, M., Western, M., Bennett, S., Antrobus, E. & Pedde, C. (2016). Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership. International Journal of Educational Research, 79, 128-141. Kay Wright and Susan Willis (2003). Engaging Middle School Parents, Students, and Teachers in a Learning Community a Case in Point, Childhood Education, 80:2, 54-58. Henderson, A. T. and Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. National Center for Family & Community Schools. | 4 | 3,4,5 |
| Duke of Edinburgh Award | https://journals.sagepub.com/doi/abs/10.1111/j.1467-954x.2010.01927.x | 1,3 | |
| Enrichment activities | https://journals.sagepub.com/doi/abs/10.1111/j.1467-954x.2010.01927.x | 3 | |
| Music lessons | https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/Arts_Education_Review.pdf | 0 | 3 |
Total budgeted cost: £188,008
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.
| HPL accreditation was awarded in summer 21. The programme involved a thorough CPD programme around T&L and has led to improvements in T&L as evidenced by lesson observation descriptors. Year one of the Professional Learning Programme has been implemented. The focus of this programme is raising attainment for disadvantaged students. Whole school and departmental strategies have evolved to include a focus on equity in all areas of school life. The strategies now need to be embedded consistently across all areas of school life. A bespoke CPD model has been planned for 22/23. The gap between PP and others increased, however it was felt that this was due, in part, to the differing approaches to lock down learning from PP parents and students. All PP students were provided with all resources required to work remotely and were encouraged to attend school, however the engagement of PP students in remote lessons was lower than others. |
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 |
| High Performance Learning programme | HPL |
| Professional Learning Programme | Challenge Education |
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:
| Measure | Details |
| How did you spend your service pupil premium allocation last academic year? | Staff monitoring of service pupil premium students compared to the wider school population. Intervention strategies put into place by departments and good practice shared at regular intervals. Monitoring of service students’ attendance by pastoral staff; back to school meetings held for these students to offer support and identify any issues affecting attendance. Introduction of a mentoring programme for Year 11 services students. Increased contact between pastoral staff and parents to offer support, be aware of deployment plans, etc. |
| What was the impact of that spending on service pupil premium eligible pupils? | The introduction of support and communication systems for students with deployed parents helped them to deal with the social and emotional pressures that may have followed. The mentoring program helped our services students to negotiate the academic and pastoral challenges of GCSE year, including preparation for post-16 education. It also gave them an advocate for their best interests in school. |