Pupil Premium Strategy Statement
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 students that are in receipt of the pupil premium.
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 |
Cressex Community School |
Number of pupils in school |
760 |
Proportion (%) of pupil premium eligible pupils |
30% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
3 |
Date this statement was published |
30 November 2022 |
Date on which it will be reviewed |
30 November 2023 |
Statement authorised by |
Governing Board |
Pupil premium lead |
Headteacher |
Governor/Trustee lead |
Mrs C Tran-Doan |
Funding overview
Detail |
Amount |
Pupil premium funding allocation this academic year |
£ 217,685 |
Recovery premium funding allocation this academic year |
£ 64,090 |
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 |
£ 281,775 |
Part A: Pupil premium strategy plan
Statement of Intent
Our key intentions are that students in receipt of the pupil premium should:
|
Challenges
This details the key challenges to achievement that we have identified among our students in receipt of pupil premium.
Challenge number |
Detail of challenge |
1 |
Irregular or low attendance for some as a result of emotion-based school avoidance |
2 |
Lower than average attainment on entry for some |
3 |
Vulnerability to community-based challenges for some |
4 |
As a result of COVID, gaps in knowledge in curriculum subjects for some |
5 |
As a result of COVID, impact on self-belief and capacity to engage consistently positively with learning in school for some |
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.
Intended outcome |
Success criteria |
Attendance maximised |
Attendance in line with school average in all year groups |
Attainment and progress maximised |
P8 in line with P8 for non-pupil premium students in GCSE examinations Minimal or no gap between PP and non PP students in other years (measured through internal assessments) |
High, positive engagement with school and ability to progress to suitable next stage of education |
Suspensions and repeat suspensions remain well below national average for all year groups; progression to post 16 or post 18 provision in line with abilities and aspirations |
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: £ 106,544
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
Secure and retain the best classroom teachers we can in all subjects, with a particular focus on English and Maths |
Various – wide research nationally and internationally that teaching “makes the difference”. Also, extensive school-derived evidence that the quality of day to day “instructional” teaching is a key determinant of the progress a learner will make. (In line with Rosenshine.) This is especially so where learners rely extensively on what the school can provide and have limited access to external resources. |
2, 4, 5 |
Provide high quality bespoke CPD in-house to share teachers’ effective practice across subject disciplines and further enhance their skills in pedagogy |
See above.
|
2, 4, 5 |
Develop a school based programme for Early Career Teachers to train them to provide most effectively for students within this school’s context |
See above. ECT induction framework research. |
2, 4, 5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 30,996
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
Small group tutoring in literacy for students with low reading ages and numeracy support. |
Various – extensive research that the development of early reading and numeracy skills benefits from 1:1 or small group interactions. EEF |
2, 4 |
Purchase of licenses and other programmes to support improved enjoyment of reading and progress in reading comprehension |
Various – wide research that good reading skills are essential for effective learning |
2,4 |
“Booster” classes in various subjects for students who have performed below expectations in school assessments to enable catch up |
EEF |
2, 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 144,236
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
Targeted student and family support to promote attendance |
School data. Ofsted reports. DFE guidance |
1, 3, 5 |
Personal and group mentoring and advocacy to break down barriers to learning |
School data. Ofsted reports. DFE guidance |
1, 3, 5 |
Safeguarding support from identified school staff |
School data. Ofsted reports. DFE guidance |
1, 3, 5 |
Mental health and well-being support from school personnel |
School data. Ofsted reports. DFE guidance |
1, 3, 5 |
Extended curriculum opportunities, e.g. Summer School, Sports, theatre performances, team building etc. |
Widespread evidence that purposeful extra-curricular activities build many attributes, including self-confidence and “cultural capital” |
1, 2, 3, 4, 5 |
Total budgeted cost: £ 281,775
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. Note that the year was materially affected for all students by the COVID 19 pandemic.
Students achieved good results in 2022 through the first nationally sat exams since 2019. Students where afforded targeted support through booster classes after school and in school holidays to help close the gap. While the table below shows a gap between pupil premium and non pupil premium students in terms af attainment and progress, the overall scores are in line with or above expectation given students’ starting points, as indicated by the positive national P8 score calculated by the FFT. This pattern is in line with the trend of results achieved by students in the school over the period 2017-2019 (IDSR).
GCSE and Equivalent Results 2022
FFT Summary
Attainment | Progress | ||||
Pupils | Attainment 8 (Overall) |
% English & Maths (4+) |
Progress 8 (Overall) |
||
Summary | All pupils | 150 | 47.48 | 66% | +0.43 |
Pupil Premium | Yes | 33 | 44.09 | 54% | +0.14 |
No | 117 | 48.43 | 69% | +0.51 |
Over the course of the school year 2021-22, students’ attendance was significantly affected by the COVID19 pandemic and high cases of covid. The school was assiduous in:
- providing high quality in-school and remote support for students unable to attend school due to self-isolation
- ensuring that all students had access to a suitable device to enable full participation in remote learining (well ahead of the government’s laptop programme)
- tracking students’ participation in school and remote learning and intervening if a problem emerged.
Feedback from these learners was consistently that they found school a supportive and positive environment and that they had been able to remain enegaged in their learning, which would otherwise not have been the case. Students in receipt of the pupil premium were strongly represented in the in-school cohorts that received booster session or staff interventions. Following the return to school, attendance overall has been above the national average, and students’ behaviour and attitudes across all year groups has been good.
Whole Year Attendance (2021-22)
All Students
All | Y7 | Y8 | Y9 | Y10 | Y11 | |
School | 90.1% | 91.1% | 90.7% | 89.8% | 90.0% | 88.6% |
FFT National | 89.7% | 91.7% | 90.3% | 89.3% | 88.8% | 88.1% |
Difference | +0.4% | -0.6% | +0.4% | +0.5% | +1.2% | +0.6% |
Pupil Premium
All | Y7 | Y8 | Y9 | Y10 | Y11 | |
School | 87.5% | 89.1% | 87.8% | 86.7% | 87.6% | 84.9% |
FFT National | 84.9% | 88.1% | 85.6% | 83.9% | 83% | 82.5% |
Difference | +2.6% | +1.0% | +2.1% | +2.8% | +4.7% | +2.4% |
Non Pupil Premium
All | Y7 | Y8 | Y9 | Y10 | Y11 | |
School | 91.2% | 92.1% | 92.2% | 91.0% | 91.1% | 89.6% |
FFT National | 91.3% | 93.0% | 91.9% | 91.0% | 90.6% | 89.7% |
Difference | -0.1% | -0.9% | +0.3% | -0.1% | +0.5% | -0.1% |
Fixed Term Exclusions (Suspensions) by Incidence (2021-22)
Year Group | 7 | 8 | 9 | 10 | 11 | All |
---|---|---|---|---|---|---|
Pupil Premium | 5 | 3 | 2 | 2 | 2 | 14 |
All | 8 | 3 | 6 | 5 | 7 | 29 |