Pupil Premium
PUPIL PREMIUM STRATEGY STATEMENT 2021–22
This statement details our school’s use of pupil premium funding (and recovery premium for the 2021–2022 academic year) 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.
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School overview |
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School name |
Tunbridge Wells Grammar School for Boys |
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Number of pupils in school |
1510 |
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Proportion of pupil premium eligible pupils |
4.6% |
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Academic year(s) covered by pupil premium strategy plan |
2021–2023 |
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Published date |
19/10/2021 |
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Review date |
1/11/2022 |
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Statement authorised by |
Amanda Simpson (Headteacher) |
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Pupil premium leads |
Jane Mawn (Lead Practitioner) Carolina Fernandez (SLT) |
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Governor/Trustee leads |
Petra Sluka/Rachel Lovera |
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Funding overview |
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Pupil premium funding allocation this |
£60,476 |
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Recovery premium funding allocation |
£7,695 |
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Pupil premium funding carried forward from previous years |
£0 |
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Total budget for this academic year |
£68,171 (includes estimated recovery premium funding allocation) |
Pupil premium strategy plan
Statement of intent
Key objectives
Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum.
High-quality first teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. 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 support and interventions this year and within our three-year strategy, are planned around three key areas: Teaching, Targeted Academic Support and Wider Strategies in line with the Education Endowment Foundation (EEF) guidance. As a school we are research driven in the support we put in place both through our own research and experience and that of the EEF which helps guide us in our decisions around where to fund support and interventions.
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, across pastoral and curriculum areas, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
- Ensure disadvantaged pupils are challenged in the work they are set;
- Act early to intervene at the point need is identified;
- Adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve.
Core principles and strategies
- Improve the progress of disadvantaged students through high-quality teaching and learning. Ensure targets set for disadvantaged students are aspirational and based in the upper limits of FFT data.
- Effectively use data tracking points based on high-quality assessment and feedback to identify PP students who are not making the required progress and target these students for rigorous academic interventions.
- Increase interventions that consider the well-being of the PP cohort and improve engagement with PP parents in the community.
- Ensure all PP students have a wide range of co-curricular activities available to support their self-esteem and resilience, enrich their education and raise aspirations.
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Challenges |
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| This details the key challenges to achievement that we have identified among our disadvantaged pupils. | |
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Challenge number |
Detail of challenge |
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1 |
PP students' achievement data shows gaps against whole school data. This is evident in some subject areas but not all. |
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2 |
PP students face emotional barriers to learning, evidenced by pupil questionnaires regarding well-being. |
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3 |
Some students are not accessing the full range of co-curricular opportunities. |
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4 |
Some students require better access to IT facilities and curricular materials at home to access learning. |
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5 |
Some students need support in improving attendance. |
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Intended outcomes |
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| 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. | |
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Intended outcome |
Success criteria |
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Continued personalised support with detailed profiles for each student to include academic progress data and factors affecting well-being. Lead practitioner to manage these profiles in collaboration with Inclusion Team, HODs and HOYs. |
Sustained use of the information by HODs and HOYs with impact shown in the tracking data |
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Improvement from pupils who are not achieving as highly as we would expect in individual subjects with a particular focus on actions evidenced by the EEF to have the greatest impact: i) Metacognition and improvements in self-regulation of study habits, including independent study. ii) Increased opportunities to engage in broader cultural activities. |
PP students close the gap in individual subjects. Observation of high-quality teaching that delivers clear evidence of metacognition and stretch and challenge ('Thinking Hard') All PP students can have access to educational visits |
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Attendance at school of PP students is consistent with the whole cohort. Close monitoring of attendance and increased communication with parents. |
Attendance at 96% |
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Increased emphasis on supporting well-being of PP students based on EEF’s 'Rapid Evidence Assessment' (June 2020), which states 'school closures will lead to slower rates of learning or learning loss, and there is a risk that the negative impact will be worse for pupils who are economically disadvantaged'. |
Increased engagement of the PP cohort with MACK, counselling and social and emotional learning interventions (SEL) to show an impact on progress. |
Activity in this academic year
Below are the details of how we intend to spend our pupil premium (and recovery premium funding) 2021–2022 to address the challenges listed above:
- Teaching (budgeted cost: £18,000)
- Targeted academic support (budgeted cost: £10,625)
- Wider strategies, for example, related to attendance, behaviour, well-being (budgeted cost: £ 39,546)
Total budgeted cost: £18,000 + 10,625 + 39,546 = £68,171
Teaching |
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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Ongoing CPD for staff to encourage high-quality first teaching and learning that addresses metacognition and 'Thinking Hard' strategies |
EEF metacognition and self-regulation: very high impact for very low cost based on extensive evidence EEF focus on feedback also high impact low cost and extensive evidence |
1 |
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Specific CPD for PP Champions (teachers) who will support Years 8 and 9 in the first instance. Pastoral year heads also intrinsic to this |
Use of PP Champions in schools where high pupil premium cohorts |
1, 2 and 3 |
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LSA to support SEN pupil premium students |
Collaborative learning and small group intervention |
1 and 4 |
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Peer mentoring by Sixth Form PP Champions and well-being prefects |
Collaborative learning approaches EEF high impact, low cost, moderate evidence |
1 and 2 |
Targeted academic support |
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Activity |
Evidence that supports this approach | Challenge number(s) addressed |
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Year 11: One-to-one tuition –15 sessions per student across a range of subject areas dependant on need |
EEF high impact, moderate cost, extensive evidence |
1 |
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Year 10: One-to-one tuition – eight sessions per student. Sessions timed after feedback on assessment points |
EEF high impact, moderate cost, extensive evidence |
1 |
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Revision guides and revision materials |
High impact, low cost, extensive evidence |
1 |
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Provision of laptops to students with the most need |
High impact, medium cost |
3 |
Wider strategies
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Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
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MACK intervention |
Social and emotional interventions and behaviour interventions showing high impact but current evidence limited (this could increase post-pandemic) |
2 |
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Counselling |
As above |
2 |
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Educational trips and Visits |
Increases cultural capital and aspirations. EEF high impact moderate cost |
3 |
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Careers intervention for Year 10 |
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3 |
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Attendance |
Improved attendance |
5 |
Review of PP strategy outcomes for 2020–2021
The pupil premium outcomes were lower than the rest of the cohort after TAGs in the summer of 2021, but they were better than the national picture and the gap is narrower than it was for the 2019–2020 cohort. In some subject areas, the PP cohort outperformed the whole school cohort.
Our assessment of the reasons for these outcomes points primarily to COVID-19 impact, 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. The impact was in some ways mitigated by our resolution to maintain a high-quality curriculum, including during periods of partial closure, the delivery of live lessons, across all curriculum areas using Microsoft Teams. The pupil premium school lead and the Heads of Key Stages worked together to ensure all PP students had the correct IT equipment to access these lessons.
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Bibliography EEF (2019). The Education Endowment Foundation Guide to the pupil premium Jarrett, T., Long, R. and Foster, D., 2016. House of Commons: Briefing Paper: School funding: Pupil Premium: Number 6700: 21 November 2016. https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit https://www.gov.uk/guidance/pupil-premium-information-for-schools-and-alternative-provision-settings |
| Pupil Premium strategy statements |
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| PUPIL PREMIUM 2020 21 |
