Last update: October 2018
The next Pupil Premium Impact Review will take place in September 2019.
PUPIL PREMIUM GRANT RECEIVED £161,100 – PLANNED EXPENDITURE & ACTION PLAN 2018-2019
To improve the academic and pastoral outcomes of the pupil premium cohort in school through:
- High quality first teaching – appropriate curriculum, utilise pupil premium first, awareness of PPG cohort, intervene to remove barriers to learning with regular review.
- Improve pupil engagement, participation and attendance across all areas of school.
- Improve destination outcomes and the sustainability of education, employment and training for the disadvantaged cohort.
|Focus||Desired Outcomes||Person/s Responsible||Success Criteria||Chosen Strategies / Actions||Monitoring & Review||Cost £ EEF Toolkit Rating|
|1/2||To improve engagement and attainment outcomes of PPG pupils across core GCSE’s.||Core Teachers in 9-11 All teachers of Y8 HOD’s All Staff JS||Disadvantaged cohort to perform above or in line with national GCSE outcomes. Attainment Gaps close For Y7-10 to perform at expected target position or above or be in receipt of intervention to ensure this. Curriculum planned and delivered effectively, with intervention. Alternate provision only if necessary||
||HOD / SLT Evidence via Y11 outcomes and data expected target positions||Partially Funded from PPG @ £45,000 Smaller Groups +4 1:1 tuition +5|
|1||To improve staff provision for and awareness of PPG pupils in the classroom. To aid planning, seating and response to PPG pupils.||Teaching Staff||All staff aware of PP, ability, performance, barriers and aspirations and use this to improve planning, feedback and PPG pupil progress in their subjects across all year groups. To move PPG pupils closer to national attainment levels or expected target position or change intervention to aim to do so.||
Evidenced through data, meetings, barriers and intervention
£11,360 (6 hours)
PPG team TLR’s &Time
|2||Increased attendance & engagement in lessons and in school activities. Remove barriers to attendance & punctuality at school and subject level.||HOH / WB Pastoral FT
|Reduction in PPG absence on an individual, house, year group and cohort level. Less PPG /SEND pupils being PA Improved PPG attendance in out of class activities. Reduce frequency / severity of PPG learns by removing barriers Reduction in late marks for PPG pupils.||
||JG / JRP
Evidenced through attendance and Learn Data
Participation, parental engagement and interventions
+4/5 support and intervention
|1 – 3||To support PPG pupils with an additional or alternate curriculum when needed||JS
RH – admin
|Alternate programmes are well attended and relevant to purpose.
Increased individual engagement, attendance, attainment or post 16 destination secured.
Support group allows positive P8 across other subjects.
Subject support shows in PPG attainment outcomes
||JS / JRP
In line with data reviews at least termly.
|1 – 3||Motivate and inspire PPG pupils to succeed now and in future||JS / RH /CJ||Careers explored to ensure all PPG pupils have an appropriate post 16 destination. Translate placement figures to sustainable for two terms.||
||JS / JRP||£5,000
|Focus||Desired Outcomes||Person / s Responsible||Success Criteria||Chosen Strategies / Actions||Monitoring & Review||Cost £ EEF Toolkit Rating|
|1-3||External review of PPG plan||WB / JS
LCF / ADY
|Review completed and new ideas or recommendations given and any success identified.||
||WB / JS/ JRP / PPG Gov
|1-2||Successful pairing of Mentors in place for those PPG in need||WB / ELS
|Mentoring provides support to help pupil cope, maintain or improve attendance, attainment, revision, exam access or well-being.||
|1||PPG revision supported||WB
|Revision guides provided where beneficial to pupils by HODS Consolidation planned for, with overlearning and active revision strategies.||
||WB / SLT
Line management meetings
£2K rolled forward
|1||Equal curriculum access||WB/JS
|PP pupils are able to engage and access courses like Music, PE Food Technology, Photography and Arts.
Maths / Science
||JJS / WB termly
MTW / WB
STM / WB
ADY / WB
HOD / WB
PC / WB
|1-3||To support those PPG with genuine hardship.||Pastoral SLT||PPG proportion of general Hardship budget used to support individual pupils based on short term need to attend,
engage or access school in addition to general well being
||JG as budget holder WB||£1250
|1-3||To provide financial support to respond to PPG needs as they arise over the course of the academic year.||WB
|PPG pupils maintain or improve attendance, attainment or secure destinations despite any barriers that may present
during the year.
All through application by pro forma to WB, evidenced based, or based on SLT recommendations.
|WB / SLT
Review following data reviews or mentor
+2 to +8
Depending on need
Total planned expenditure £ 165,256
Pupil Premium: Strategy Review of the 2017/18 Academic Year – Grant £167,247
|Enhanced Pastoral & Attendance Support||
||Attendance is of paramount importance in the educational journey. National figures suggest that the attendance of eligible pupils is below that of non-eligible pupils.||£41,400|
|1-1 and small group tuition Reduced class sizes||Tuition of individuals and pairs, small group withdrawal and
specialist teacher support; mainly in English, maths and
science, but also in other subjects such as art, ICT,
languages, PE and Humanities. (This includes Phonics,
accelerated reader, corrective reading and corrective
numeracy support across key stage 3). This includes 1:1
music tuition. Students supported to allow full curriculum access through
additional groups to allow for a more personalized learning
journey, with specific learning targets. Developing the 3 year key stage 4 and increasing setting in English, Mathematics, RE and Science will enable smaller groups.
|1:1 tuition and small group tuition supports the needs of pupils who are in danger of falling behind. Without an
individualised approach it might be hard for these children to make progress needed to achieve their full potential.
There is a demonstrable effect of reducing class size and an increase in time for individual instruction and feedback.
EBAC & Other
Includes match funding
|Careers Guidance & Work Related Learning||Careers advisor or Work Related Co-ordinator working with SEND and Disadvantaged Pupils including Child in Care and SGO. To improve pupil aspiration and signpost possible future pathways. Enhanced careers provision including 1:1 interviews, year 8 careers input, year 9 careers tasters, year 10 University visits & year 11 post-16 provision and transition planning. All eligible pupils from all year groups will have career input throughout their time in school on a yearly basis.||Young people are faced with many life changing decisions, so it is essential that eligible pupils benefit from supportive
advice so that they can make well informed decisions.
|£9,000 Covers partial post for Work Related Learning Co Ordinator and half Wigan LA careers|
|Whole School and Core Subject PPG Coordinators||A member of staff with whole school responsibility for
eligible pupils and a team consisting of a member of the
core teams of English, maths and science will be allocated
time, resources and responsibility for tracking, monitoring and utilising strategic intervention on a whole school level and in their curriculum area for eligible pupils. Access to the ‘Find & Fix’ PPG budget (see outlined strategies for ‘Find & Fix’.)
|Eligible pupils are constantly monitored in terms of progress, with the provision of strategic direction to positively impact on
eligible pupil progress.
|£14,652 Staffing TLR’s Timetabled sessions £12,000
£10,087 Fix & Find
|General Hardship Fund||This provides specific support for pupils with short or long
term hardship, whose needs are not fully met within the
categories listed above, or they do not initially qualify as
eligible but are on the border.
|It is essential that barriers are removed for pupils so that they make the progress they are capable unhindered.||£2,500|
|Eligible MA cohort support||Provide equipment, experiences, resources, additional teaching, tailored CEIAG, mentoring and MA champion to support students in realizing their potential.||It is essential that barriers are removed for pupils so that they make the progress they are capable unhindered.||£1,000|
|Pupil Premium Review||This provides external scrutiny to help maximise effective
deployment of pupil premium resources across the school
to benefit pupil premium pupils.
|Supportive measure to ensure that the school is providing the best care and opportunities for eligible pupils.||£1,000|
|Curriculum Adaptation||Improve attainment in most relevant subjects, and provide
alternate curriculum where necessary.
|Use of Vocational placements 1 day per week, and work experience to help
student with attendance and post 16 planning. Access to vocational courses
and placements will be facilitated for appropriate eligible pupils. This includes
additional courses, extended placements and other miscellaneous costs.
‘Find & Fix’ Strategy Review (to address specific identified barriers) 2017-2018
|Pupil Premium (PP) focus group meetings.||Raising Achievement||Continuous focus on PP cohort with regular impact analysis of whole school and subject specific strategies.||Time|
|PP pupils identified from mock results and in-class data in English, maths and science
to attend tailored morning booster sessions
|Improve exam skills, resilience, literacy||Research (EEF) demonstrates +4 month improvement possible||Time ~£300|
|PP pupils involved in mentoring programme to have regular meetings focussed on their
current academic performance
|Improve Organisation, resilience||Research (EEF) demonstrates +1 month improvement possible||Costs identified by mentors
|Mock Examination Review Meeting based on performance in mock exams||Raising Achievement Improving Resilience||Personalised feedback to support progress
(EEF +3) PP pupils made aware of where they are
|identified in meeting (~£100)|
|Form group revision libraries||Improve organisation||Ensuring that PP pupils have access to all subject required revision materials||£500|
|Subject specific strategies supported by individual bids and impact proforma||Improve attainment||Identify and remove Subject specific barriers. Support for departments to access extra
funding to support PP cohorts with specific subject strategies
|Variable subject to approval|
|Compulsory after school GRIT sessions to show good attendance of PP pupils||Improve attainment,
|Designed to support mastery learning for PP pupils (+5 month)||Rewards (£500)|
|1st Day absence response
Reward programme led by HoH
|Improve attendance and
|EEF research (SEL) shows +4 month improvement possible||~£400|
|PP pupils identified from barrier feedback to be subject to monitoring||Improve behaviour,
organisation and attainment
|EEF research shows +3 to +5 month improvement possible||Time|
|Curriculum Adaptation||Improve attainment in most
|Use of reduced timetable or alternate support to boost attainment levels following
March mock by HLTA, provide alternate curriculum where necessary.
|Total: £7587 – £2500 carry forward|
Impact of Whole School and Find & Fix Strategies
Year 11 leavers July 2018
- Some individual disadvantaged pupils scored an A8 of 54 and P8 of +1.5.
- Science morning boosters ran from October until the end of the year. The triple science boosters proved effective as disadvantaged attainment improved to 100% 4-9 in all three disciplines, from the previous 56-78 % A-C in 2017. In Physics and Chemistry 100% achieved a strong pass at 100% 5-9.
- There was an improvement in the performance of disadvantaged Geography students with 60% achieving 4-9 compared to 47% A-C last year.
- There was an improvement in the performance of disadvantaged PE students with 57% achieving 4-9 compared to 45% A-C last year.
- There was an improvement in the performance of disadvantaged Photography students with 25% achieving a 7-9 compared to 12% A-A* last year.
- There was an improvement in the performance of disadvantaged Food Technology students with 33% achieving a 7-9 compared to 25% A-A* last year. Additional curriculum sessions were given to Geography, PE, FT and Photography for dual staffing or teacher / pupil support from the disadvantaged grant.
- Additional curriculum support for a small group of pupils enabled 4 disadvantaged pupils to improve attainment. One by a grade each in Eng Lit, Lang and Maths. 1 pupil improved 3 grades in English Lit and 1 in Maths. 1 pupil improved 1 grade each in English Literature and Language and 1 pupil achieved 1 grade higher in English Lit, since their mock exam
- Some disadvantaged pupils were involved in the mentoring programme. This encouraged them to prepare for exams as well as support then with the period of stress prior to the examination period by providing them with a member of staff to discuss concerns with.
- Staff supported the disadvantaged on an individual basis over the academic year. This included study support material, school equipment, music lessons and uniform. All these allowed the disadvantaged cohort to engage more positively with school and removed some of the barriers that they had. This will be repeated
next academic with a weekly reminder to staff that they are able to access this to support the attainment and emotional wellbeing of the cohort across all years.
- Attendance to after school GRIT sessions by the disadvantaged cohort varied. Where pupils showed good attendance, they attained broadly in line with their FFT50.
- 10/18 of the disadvantaged cohort achieved in line or above FFT 50 in either English, Maths, Geography, French, History, Science, Food &
Photography. No disadvantaged in the German or music options.
- 1 student entered for EBAC from the 18 disadvantaged pupils in the year group and she attained this and all her FFT’s. Unfortunately this pupil does not count in the P8 figure as we have no KS2 data.
- Destination data for the 18 disadvantaged students shows that 89% have enrolled at college on an appropriate course Level1-3 (72%) or with a training provider. (17%). 2 pupils have a place at college but have not yet enrolled (Sept), both have been referred to Aspirational Futures at the LA.
- Sustained destination data for 2015 leavers showed that 81% of disadvantaged pupils stayed in education, employment or training, school data 92%. 2016 DFE data indicates that 25/34 disadvantaged pupils stayed in education or training (74%), however the measure here has changed and does not include employment. Of the remaining 9 we believe 5 are in employment, taking the disadvantaged data to 88% (30/34 in employment, education or training.) 1 not captured due to out of area move and 3 NEET.
- Early entry RS year 10 results for disadvantage pupils show a favourable performance compared to FFT 50, despite undertaking the examination a year early. 61% of the Disadvantaged pupils entered for RS achieved FFT 50 or up to 4 grades higher. Disadvantaged attainment versus FFT 50 shows that this cohort achieved 10.52% above FFT for 7-9 and 5.27% above for 5-9.
- Positive outcomes from current Year 11 sitting GCSE Music in Year 10. 5 Disadvantaged pupils in this Music cohort, 80% achieved FFT 50 or up to 2 grades higher. 80% of disadvantaged students achieved a Grade 4 or above, the other hit his FFT target. The disadvantaged performed 4.3% above the non-disadvantaged nationally for year 11 for Grade 4-9
- Summer data for 2017-2018 for the disadvantaged shows an increase in expected target position from earlier in the year in the following areas: Biology from 20% to 80%, Physics from 60% to 80%, Combined Science 56% to 61%, Creative I media 40% to 80%, 80% to 100%, DT 17% to 80%, FT 33% to 50%, French 100% exceeding, Geography 50% to 67%, Maths 58% to 68% spring to summer.
All current year 11 cohort have been met with so that pupil profiles can be drawn up for them. These pupils profiles will be shared with staff to utilise in their planning for high quality first teach as part of the next pupil premium strategy and action plan – making the disadvantaged a whole school focus.
Maths Disadvantaged – based on summer data by year groups – priority development area 2017-18
Y7 – Additional maths class in Y7 for catch-up taught by HOD Maths / SENCO plus maths in class support, basic number and maths recovery, from January.
Impact – improved catch up pupils on target from 62% to 91%, a 29% improvement. Disadvantaged maths improved from 77% to 88%, an increase of 11%. SEND maths improved from 56% to 80%. New SOW utilised – White Rose
Y8 – Additional maths set, and full linear blocking allowing fine setting for careful ability grouping and varying class sizes.
Disadvantaged improved on or above target position from 65% to 97%, an increase of 32%. SEND maths improved from 58% to 87%, an increase of 29%. Firm foundations for transition to Y9 and KS4, avoid Y8 dip for first time in 3 years.
Y9 – Full linear blocking, additional TA support and careful matching of teacher and groups and the use of in year adjustments. Disadvantaged improved from 71% to 91% on or above target, and SEND from 54% to 100%
Y10 – Additional maths set, and full linear blocking allowing fine setting for careful ability grouping and varying class sizes. Multiple staff changes impacted on attainment of disadvantaged in higher sets. On or above target broadly maintained at 68/70% over the year, following a dip in Spring data to 60%. SEND improved from 67% to 93%, a 24% improvement.
Disadvantaged End of KS3 data – Expected Target position or above – Summer 2018 (32 Pupils)
Computing, DT & PE 100%. Drama & Maths 97%, Art & Geography 94%, Photography & Music 91%, MFL 85%, English & History 81%, Science & RS 75%
Catch-Up Disadvantaged (15 Pupils)
Maths Catch-Up Target position for the disadvantaged improved from 53.3% in the autumn term to 87% in the summer term. 73% of the disadvantaged
Catch-Up cohort were at expected target position by the end of the summer term.
Review of 2016/17
Ofsted January 2017
“School leaders commissioned an independent review of the use of pupil premium funding after the last inspection. A new coordinator was established as part of a review of management roles in the school and a revised strategy was introduced. The strategy is the product of the work of both the current and previous post holders. It enables leaders to rigorously check on the effectiveness of the use of the funding, including improving attendance. The attendance of disadvantaged pupils has increased, leading to improvements in their achievement, especially for the most able disadvantaged pupils. Some differences remain between the achievement of disadvantaged pupils and their peers nationally”
“Governors understand how pupil premium funding is used and check on its effectiveness”
For the academic year 2016/17 our Pupil Premium Grant was £152,914
GCSE Outcomes 2016/17
The following table gives an overview of outcomes for Disadvantaged students compared to non-disadvantaged students for the 2016/17 GCSE examinations. 2015/16 results have been included as a comparison
|2016 Nat||2016 Results (31)||2017 Nat||2017 Results (42)||2016 Nat||2016 Results (98)||2017 Nat||2017 Results (80)|
|P8 English Element||0.09||-0.73||-0.20||0.09||0.06||0.24|
|P8 Maths Element||0.11||-1.14||-0.89||0.11||-0.07||-0.56|
|P8 Ebacc Element||0.15||-0.72||-0.57||0.15||0.06||-0.01|
|P8 Open Element||0.11||-0.58||-0.55||0.11||0.11||-0.23|
|A8 English Element||10.98||8.45||9.24||10.98||11.18||10.83|
|A8 Maths Element||10.41||6.39||6.57||10.41||10.24||8.38|
|A8 Ebacc Element||14.81||9.61||10.14||14.81||14.83||13.21|
|A8 Open Element||16.52||13.31||12.87||16.52||16.87||16.13|
|En & MaThreshold % 4+||70.00||39.00||40.00||70.00||72.45||65.00|
|En & MaThreshold % 5+||N/A||N/A||17.00||N/A||N/A||31.00|
|Ebacc Entries %||45.00||0.00||9.52||45.00||19.00||35.00|
|Ebacc Achieved %||29.00||0.00||4.76||29.00||15.31||23.75|
|National % of disadvantaged students 27% School % of disadvantaged students 34%|
The headline figures for Pupil Premium Students is still not where we would want it be, there is good capacity for improvement as strategies embed. The result of actions to support Disadvantaged students shows that we have developed a 3 year trend of improvement:
A further breakdown of progress data at GCSE shows the following:
|2016 Results (31)||2017 Results (42)||Direction of Change|
|P8 English Element||-0.73||-0.20||↑|
|P8 Maths Element||-1.14||-0.89||↑|
|P8 Ebacc Element||-0.72||-0.57||↑|
|P8 Open Element||-0.58||-0.55||↑|
|A8 English Element||8.45||9.24||↑|
|A8 Maths Element||6.39||6.57||↑|
|A8 Ebacc Element||9.61||10.14||↑|
|A8 Open Element||13.31||12.87||↓|
|En & MaThreshold % 4+||39.00%||40.00||↑|
|En & MaThreshold % 5+||N/A||17.00||N/A|
|Ebacc Entries %||0.00||9.52||↑|
|Ebacc Achieved %||0.00||4.76||↑|
The strategies that the school employs are producing improvements in outcomes for Disadvantaged Students and we hope to maintain these improvements as our strategies embed.
|Academic Year||Disadvantaged||Non-Disadvantaged||Whole School|
The impact of the work that is being done in supporting students shows that the attendance of Disadvantaged students has improved over the last academic year.
The following table gives a summary of the spending on supporting Disadvantaged Students from Pupil Premium Funding Grant for the academic Year 2016/17:
|Enhanced Pastoral & Attendance Support||Use of Student Support Manager time to support eligible pupils via attendance work, monitoring, tracking, mentoring, organisation and access
To work with families and outside agencies to support wider pupil and school needs
|Attendance is of paramount importance in the educational journey. National figures suggest that the attendance of eligible pupils is below that of non-eligible pupils.||£28,000|
|Impact||There has been a 1.2% improvement in attendance of Disadvantaged students compared to the last academic year. Rigorous attendance system has been developed that has had impact not only on the disadvantaged students but on whole school figures. The importance of attendance is highlighted to both students and parents. The addition of the local authority attendance officer through the local authority buy back system during the summer term has already had a positive effect by limiting the absence of our disadvantaged learners who are Persistent Absence (PA) or at risk of becoming so. This will be continued through next year and the impact of this role monitored.
|1-1 and small group tuition||Tuition of individuals and pairs, small group withdrawal and specialist teacher support; mainly in English, maths and science, but also in other subjects such as art, ICT, languages, PE and Humanities. (This includes Phonics, corrective reading and corrective numeracy support across key stage 3). This includes 1:1 music tuition.||1:1 tuition and small group tuition supports the needs of pupils who are in danger of falling behind. Without an individualised approach it might be hard for these children to make progress needed to achieve their full potential.||£40,104|
|Impact||A well-structured use of key staff for support work has allowed a greater focus on each individual student. The impact can be seen in that there are improvements in all 3 areas from the 2016 figures. The Attainment 8 for Disadvantaged students has increased in a time where the whole school attainment 8 has decreased. Whole school decreases are evident at local & national level. Progress 8 has improved significantly from -0.76 in 2016 to -0.56. Whilst not yet where we want it to be it shows the strategies employed are having effect and long term change takes time to embed.
|Reduced class sizes||Students supported to allow full curriculum access through additional groups to allow for a more personalized learning journey, with specific learning targets.||There is a demonstrable effect of reducing class size and an increase in time for individual instruction and feedback.||£40,000|
|Impact||Small group sizes in English, Mathematics and Science at GCSE have allowed a greater focus on each individual student. As stated above impact can be seen in that there are improvements in all 3 areas from the 2016 figures. The Attainment 8 for Disadvantaged students has increased in a time where the whole school attainment 8 has decreased. Progress 8 has improved significantly from -0.76 in 2016 to -0.56. As previously stated the results are not yet where we want it to be it shows the strategies employed are having a long term impact on student outcomes which continue to improve year on year as long term change is sustained.
|Careers Guidance & Work Related Learning||Careers advisor working with SEND and eligible, including Child in care and SGO. To improve pupil aspiration and signpost possible future pathways. Enhanced careers provision including 1:1 interviews, year 8 careers input, year 9 careers tasters, year 10 University visits & year 11 post-16 provision and transition planning.
Access to vocational courses and placements will be facilitated for appropriate eligible pupils. This includes additional courses, extended placements and other miscellaneous costs.
|Young people are faced with many life-changing decisions, so it is essential that eligible pupils benefit from supportive advice so that they can make well-informed decisions.||£8,000|
|Impact||Ofsted in 2017 noted the strength of careers provision:
|General Hardship Fund||This provides specific support for pupils with short or long term hardship, whose needs are not fully met within the categories listed above, or they do not initially qualify as eligible but are on the border.||It is essential that barriers are removed for pupils so that they make the progress they are capable unhindered.||£2,500|
|Impact||This allocation has been essential and has been utilised on an ad hoc basis to ensure that all students were able to attend school, partake in activities and be fully equipped for their work thus reducing barriers to learning. In addition the funds were used to facilitate external experiences and promote good cultural development and engagement.
|Whole School and Core Subject PPG Co-ordinators||A member of staff with whole school responsibility for eligible pupils and a team consisting of a member of the core teams of English, maths and science will be allocated time, resources and responsibility for tracking, monitoring and utilising strategic intervention on a whole level and in their curriculum area for eligible pupils.||Eligible pupils are constantly monitored in terms of progress, with the provision of strategic direction to positively impact on eligible pupil progress.||£28,370|
|Impact||The whole school coordinator (WB) has developed the existing practice and introduced new strategies to support Disadvantaged Students. The stability of the subject coordinators has meant this aspect has been variable through the year. Numerous activities have been supported both in and out of the classroom. These have impacted on both Progress 8 outcomes and Attainment 8 outcomes which as previously stated have shown positive increases over the last 3 years. The team realise that further closing of the gap, particularly the low attaining Pupil Premium students, is needed and are working together to further improve good practice.
|Eligible MA cohort support||Provide equipment, experiences, resources, additional teaching, tailored CEIAG, mentoring and MA champion to support students in realizing their potential.||£1,000|
|Impact||Good relationship between the Pupil Premium co-ordinator and the High Prior Attainment Co-ordinator has been established. Co-ordinated activities have been planned to support individuals both inside and outside of school with gains that are evident in pupil outcomes/attainment.
|Pupil Premium Review||This provides external scrutiny to help maximise effective deployment of pupil premium resources across the school to benefit pupil premium pupils.||Supportive measure to ensure that the school is providing the best care and opportunities for eligible pupils.||£1,000|
|Impact||School had follow up Pupil Premium review by the Rowan Trust. Positive developments were noted.
“The enthusiasm of the staff during the meetings was overt with regard to improving the quality of provision for all children and particularly for disadvantaged students”
“The new PP coordinator has grasped the new role and is very strategic with many new ideas”
“The improvement in attendance of disadvantaged children is striking. A similar outcome is required for the progress of disadvantaged students in the 2017 results which will obviously raise the whole school Progress 8 significantly.”
The outside perspective of both the Pupil Premium Review and the Ofsted Inspection has supported the Pupil Premium Co-ordinator in engaging all staff in striving to produce the best outcomes for our Disadvantaged students.