The Holy Trinity Church of England Secondary School

Pupil Premium Strategy Statement

Please click here to open the below as a pdf.

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 C of E Secondary 

Number of pupils in school  

Years 7-11 – 1127

PP 343

Proportion (%) of pupil premium eligible pupils

30.4%

 Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

Sept 2021 – August 2024

Date this statement was published

December 2023

Date on which it will be reviewed

March 2024

Statement authorised by

C.Millwood  

Headteacher

Pupil premium lead

Jo Manuel

Group Leader

Governor / Trustee lead

S.Sevier

Link Governor

Funding overview

Detail

Amount

Pupil premium funding allocation this financial year (Apr 23-

Marc 24) DFE template asks for academic Year

£276,575

Recovery premium funding allocation this financial year Academic Year?  

£66,152

Pupil premium funding carried forward from previous years

(enter £0 if not applicable)

£0

Total budget for this academic year

 

£342,727

 

 

Part A: Pupil premium strategy plan

Statement of intent

Holy Trinity C of E School Pupil Premium Commitment:  

  • Know our students as individuals
  • Develop good behaviours for learning
  • Identify and remove barriers to learning
  • Promote academic excellence

Research suggests that the most effective way to close the achievement gap between Pupil Premium students and their peers is to have access to good quality teaching and learning. In addition to the support that happens in the classroom, there are several interventions and extracurricular activities that the school provides, including: 

  • Supporting Literacy and Numeracy skills with specialised tutors
  • Small group subject support, with specialist teachers, to focus on progress intervention in Maths and English
  • Small group revision and intervention sessions
  • Prioritised setting in core subjects
  • Some of the funding will be used to support those Pupil Premium students who have difficulty providing the equipment and experiences necessary to specific subject areas
  • The appointment of key staff including Group Leader (Disadvantaged) led by a member of our Senior Leadership Team whose focus is to narrow the achievement gap of PP students

Enabling wider participation: 

  • Prioritised careers counselling and support
  • Prioritised student leadership opportunities
  • Cultural Capital and Co-curricular days and KS3 passport Personal well-being and attendance: 
  • Learning Support Assistants to support emotional wellbeing through mentoring
  • Development of student voice to influence effective learning
  • Student referral system to triage intervention, updated in weekly meetings, maintained by dedicated administrator
  • High levels of attendance of Pupil Premium students maintained through proactive contact with families and assiduous relationship building

 

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge  

1

Disadvantaged students are making less progress   

2

Engagement levels of our disadvantaged students has been affected following school closure. Alongside this, school avoidance and anxiety has increased. SEMH levels are higher than national averages in the country and the level of disadvantage in the locality is great.

3

A significant number of disadvantaged students have lower literacy levels. In particular the reading comprehension of these students is lower than nondisadvantaged peers impacting all subjects.

4

Engagement in careers and enrichment activities. To increase motivation and attendance in order to raise aspirations of all students who are disadvantaged.

5

Attendance to school for PP is lower than Non-PP and Parental engagement to key events such as parents evening is lower for families of PP students in comparison to Non-PP.

6

Access to equipment, technology, and the appropriate environment to learn at home.

 

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 linked to WSIP

Ensure that ‘Quality First’ Teaching enables all students in all measures to achieve

 

1.2

• HITS, Rosenshine principles and  metacognition skills are embedded within Quality First Teaching.

Enable all students to access the curriculum and maximise their potential by improving school wide literacy levels

 

1.3

•      Action plan embedded.

•      The place of Literacy in all subjects is understood and used to enable students to better access the curriculum.

•      Vocabulary gap is closed for PP students

•      Accelerated Reader shows improved engagement and STAR tests show improved reading scores, illustrating a more reading engaged cohort. 

•      Bedrock embedded with Year 7 and 8 students.

Actively identify student and family barriers to learning and overcome these to secure student capacity to achieve their potential.  

 

2.1

•      Group Leaders analyse data and identify students who are not making expected progress and explore all avenues of pastoral support to identify barriers, find solutions and present findings to Executive SLT on a regular basis.

•      Student Referral system, used by all staff to refer students not making expected progress against targets.

•      Intervention support in place for PP Students who also have EAL.

•      Year 10/11 intervention supported by specialist teachers.

 

 

•      Tuition programmes embedded for Maths and English.

•      Explore the development of a pastoral role to engage with our most hard to reach families.

•      A targeted group of disadvantaged students are able to attend Jamie’s Farm to support their emotional and behavioural needs in a nurturing environment.

 Students are provided with a broad enrichment and work-related offer that stimulates their aspirations as global citizens.

 

3.1

•      Work Experience & Careers administration Coordinator to support the careers leader.

•      Drop-down career or work-related activities for relevant year groups with an aim for at least one per year group delivered within the Cultural Capital Programme or school calendar year linked to curriculum [GBM4,5&6]

•      Work Experience planning finalised and implemented - Year 10 [GBM6]

•      All students in Years 7, 8 & 10 to have a record of their pathways progression with Unifrog through REACH [GBM3]

•      Targeted Gatsby benchmarks are met. COMPASS review of Gatsby shows improvement over time.

Student engagement in learning within the classroom is both aspirational and positive which provides all students the opportunity to achieve their potential.

2.2

•      In-house training in place for all HTS staff.

•      LSAs in class actively support students in lessons.

 

• Teachers actively engage students to participate in lesson, working with LSAs to identify students to work alongside.

Student Voice and Student Leadership directly influences the improvement of the school.

3.2

•      Student leadership working alongside the staff equality and diversity working party.

•      Effective Student Council structure in place and contributing to whole school life.

The school co-curricular provision enriches and maximises the curriculum that students access stimulating their aspirations as global citizens.

3.4

•      Termly Cultural Capital and curriculum enhancement days successfully delivered.

•      Planned inter-house competitions delivered throughout the curriculum and throughout the year.

•      A KS3 Passport is being developed for Key Stage 3 students with clear links interwoven into the curriculum and a prescribed set of experiences identified for graduation in Summer 2024.

•      Extra-curricular activities are running successfully outside of the normal school curriculum.

•      Student participation in cultural capital and curriculum enhancement which is not restricted to certain groups.

Chaplaincy: The school has developed a sustainable model of Chaplaincy that meets the spiritual needs of the community.

 

4.2

• Chaplaincy links with families established.

 

 

 

 

 

 

 

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: £ 41,000

 

Activity

Evidence that supports this approach

Challenge number(s) addressed

Staff development and learning is a continual and strategically led process throughout the school year. This is evident through HITS (Holy Trinity's Impactful Teaching System) with training over 2 days for new teaching and classroom based staff. 

Observations and staff reflection  will be undertaken to ensure that specific and targeted CPL meets teacher need. 

All staff INSET based training continues to embed Metacognition and Rosenshine’s principles, in

HITS metacognition and Rosenshine skills embedded within Quality First Teaching.

EEF metacognition and self regulation implementation plan in place to ensure practice is implemented embedded across curriculum

https://www.ssatuk.co.uk/cpd/teachingand-learning/teep/

EEF effective professional development.

High quality teaching impacts student outcomes.

https://educationendowmentfoundation.

org.uk/education-evidence/guidance-

1,3

 

order to enable students to successfully employ meta cognitive strategies to identify their own areas for improvement.  

 

 

 

reports/effective-professionaldevelopment

 

 

 

Enable all students to access the curriculum and maximise their potential by improving school wide reading and literacy levels.  

 

To continue to embed Accelerated reader and Bedrock for specific data tracking of progress. 

 

 

 

 

 

 

To ensure that students’ comprehension and fluency improve through explicit teaching strategies in all subjects. 

 

Improving literacy in all subject areas in line with recommendations and guidance.

 

 EEF Guidance Improving Literacy in

Secondary Schools

 

The importance and complexity of teaching reading comprehension strategies.

Teaching children to read is fundamental to all other activity that takes place in the classroom. It demands our time, energy, and commitment.

 

https://educationendowmentfoundatio n.org.uk/news/eef-blog-readingcomprehension-simple-and-brilliantlycomplex

 

The importance of reading and a conceptual model

 

https://assets.publishing.service.gov.uk/ government/uploads/system/uploads/a ttachment_data/file/1000908/Reading_ framework_Teaching_the_foundations_ of_literacy_-_Section_1.pdf  

1,3

 

 

Through training and development, quality first teaching is improving in school areas of learning to show consistency. Planning is effective for all students and groups, including those from disadvantaged backgrounds. High quality feedback loops also help students to make more progress. 

 

 

 

Research on quality first teaching to improve best practice.

 

https://educationendowmentfoundation.o rg.uk/support-for-schools/schoolplanning-support/1-high-quality-teaching

 

The additional needs of most children and young people can be met by inclusive quality first teaching and reasonable adjustments through the funding and resources that are already

or ‘ordinarily’ available in their mainstream school or setting.   

https://schools.local-offer.org/sendtoolkit/ordinarily-available-inclusivepractice/  

 

Many strategies also need to include techniques to help create a supportive environment; as well as providing an inclusive curriculum for students of all abilities and to allow them to access subject knowledge in every subject across the school.  

https://www.teachertoolkit.co.uk/2015/11 /12/quality-first-teaching/

 

Considering what exactly does Quality First Teaching mean and how should we

implement it in our classrooms, adapting it for different learners. 

https://hwrkmagazine.co.uk/closing-thegap-with-quality-first-teaching/

 

 

 

1,3

 

 

Targeted academic support (for example, tutoring, one-to-one support, structured interventions)

Budgeted cost: £ 195,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Actively identify student and family barriers to learning. To overcome barriers, family engagement will be encouraged to secure student capacity to achieve their potential.   

Enrolled with the National Tutoring Programme to provide tuition and schoolled tutoring for students whose education has been most impacted by the pandemic. 

A range of in-house intervention groups to support literacy and numeracy as well as SEMH.

EEF guidance on one to one tuition

EEF guidance small group tuition  

EEF guidance social and emotional learning

EEF guidance Special Educational Needs in

Mainstream Schools  

 

3,4,5

Careers Pathways: Students are provided with a broad enrichment and work-related offer that stimulates their aspirations as global citizens.

 

The development of aspirational key speakers and Parent and student pathway webinars with specialist delivery.  

 

Learning and opportunity are provided for students from Year 7 onwards, woven through school. 

 

Statutory Careers guidance for schools

 

 

 

Gatsby good career guidance

5,6

Work experience for year 10 and 12 in the summer term of 2024. 

 

 

 

 

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £40,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

 Pastoral Support Manager (PSM) roles across the school will help students to access the targeted support they need to be successful learners.

 

 

 

 

 

 

 

The understanding of impact pastoral roles can have on behaviour across the school and improve wellbeing, promoting positivity to learning.  

 

https://www.teachfirst.org.uk/blog/pastoralroles-critical-schools

 

A good education, promoting life in all its fullness. https://www.churchofengland.org/sites/default/ files/2017-

10/2016%20Church%20of%20England%20Vi

sion%20for%20Education%20WEB%20FINAL

.pdf

 

 

 

1,2,5

 

 

 

1,2,3,4

To embed the new whole school behaviour policy.

 

 Developing resources to support staff training and to ensure a consistent positive

When we use the word ‘behaviour’ we can quickly assume that it relates solely to strategies to manage misbehaviour in the classroom. Crucial as these are, there is another dimension: how teachers can also explicitly support pupils’ ‘learning

 

 

approach to behaviour for learning.

 

Dedicate INSET time to support staff with bespoke training on behaviour for learning strategies.  

 

To ensure a consistent approach to positive and negative behaviours through the use of class charts. Dedicated CPD to enhance consistency.   

 

 

 

behaviours’. As we teach these, developing and strengthening learning behaviours in our pupils, they become more motivated, engaged and determined to succeed.

 

https://educationendowmentfoundation.org.uk/ guidance-for-teachers/learning-behaviours

 

 

 

 

 

Pastoral and administrative staff track attendance and

embed improvement plans in order to drive up attendance.

Develop a culture and ethos of the importance of attendance to school.

Implement a policy that staff, pupils and parents or carers understand.

 

https://assets.publishing.service.gov.uk/gover nment/uploads/system/uploads/attachment_d ata/file/1099677/Working_together_to_improv e_school_attendance.pdf

 

 

1,2,3,5

Student engagement in learning within the classroom is both aspirational and positive which provides all students the opportunity to achieve their potential.

 

Our approach is the belief that good relationships are essential for outstanding education.

Relational schools project

 

The key to classroom management

1,2,3,4,5,6

 Student Voice and Student

Leadership opportunities

EEF guidance Improving behaviour in schools

4,5,6

directly influence school improvement.

 

 

The school co-curricular provision enriches and maximises the curriculum that students access, stimulating their aspirations as global citizens.

 

EEF guidance - life-skills enrichment

EEF guidance on physical activity

 

To maximise Disadvantaged student's opportunities in school  through opportunities such as leadership and extra-curricular activities.

 

4,5,6

Chaplaincy: The school has developed a sustainable model of Chaplaincy that meets the spiritual needs of the community.

 

CofE research in secondary school chaplaincy

4,5,6

Contingency budgeting

Increased use of class charts, CPOMS and Provision mapping systems identify need and support and have shown that it would be beneficial to set funding aside in order to have capacity to meet needs that become evident during the school year. 

 

1,2,3,4,5,6

 

Total budgeted cost: £ 258,805 2022

 

 

 

Part B: Review of the previous academic year 

Outcomes for disadvantaged pupils 

 

The Holy Trinity School’s performance data for 2022/2023 stands alone based on DFE guidance. Not only has the ongoing impact from COVID-19 skewed interpretive data, but grading methodology has been returned to pre-pandemic standards. With this in mind, the DFE has discouraged direct comparisons to 2021/2022 data and advises that figures should be treated with caution. 

Key Stage 4 performance data, alongside our own internal assessments allows us to analyse performance. Some students have made very good personal progress. It is our belief that both the school’s data and national data, in comparison with that of pre-pandemic data, shows how the gap between disadvantaged and non-disadvantage pupil progress has increased due to COVID-19. There is an ongoing impact from the pandemic that is seen across the country and evident in national figures. With this in mind, it has been important to identify strategies and approaches that we have used and can use further in order to improve outcomes. 

For 2022/2023 (provisional figures), the Progress 8 score (which is a measure of how much progress pupils at this school made across 8 qualifications between the end of KS2 and the end of KS4, compared to other similar pupils nationally) for our disadvantaged pupils was -1.19. On further analysis of our disadvantaged core students in full-time attendance, we can see a close in the progress gap with a score of -0.62 which is in line with English schools and higher than the local authority outcome at -0.71. 

For Attainment 8 (which is a measure of GCSE attainment across 8 subjects) it was 32.3. Again, our core disadvantaged students attending school full time achieved improved outcomes with 38.86, and this is also greater than the local authority 31.9 figure. See DfE guidance for more information about KS4 performance measures. 

This analysis shows the important link between attendance and student outcomes and attainment. With this in mind, attendance support for our disadvantaged students is a priority. It has been vital to provide students with triage support post pandemic, as mental health, wellbeing and anxiety levels have increased following COVID-19, with a particular impact on disadvantaged students. This directly correlates with lower attendance. 

We would aim to achieve all of our outcomes by the 2024 strategic plan laid out in the above, however the current data shows that there are still lots of implementations needed and there has been a larger COVID-19 impact than anticipated, which has created the gap in attainment. This may affect results and ability to achieve all outcomes, however this has been identified in planning, implementation and evaluation and can be seen in activity for this academic year’s outcomes section above.

Please click here to open the above as a pdf.