The Holy Trinity Church of England Secondary School

Pupil Premium Strategy

We are required to publish details of our Pupil Premium Grant Allocation, how we spend it and the impact it has on outcomes.

Pupil Premium - and Free School Meals Entitlement

Pupil Premium funding is a government grant aimed at supporting the engagement and progress of students that are perceived as coming from a more disadvantaged background. Students that qualify for Pupil Premium funding are those that have been on Free School Meals (FSM) at any point over the past 6 years, children who have been looked after continuously for at least 6 months (CLA), and children whose parents are in the armed forces.

For the year 2019/2020 the Pupil Premium had a value of £935 per eligible pupil. This is money given to the school even if your child doesn’t wish to have a school meal.  If you are not sure if your child qualifies for Free School Meals (FSM) please click on the link below and scroll to the bottom section of the page.

https://www.holytrinity.w-sussex.sch.uk/School-Meals/ 

Pupil premium strategy statement      

School overview

Metric

Data

 School name

Holy Trinity C of E Secondary

Pupils in school

1055 (excluding Sixth form)

Proportion of disadvantaged pupils

27%

Pupil premium allocation this academic year

£235,860

Academic year or years covered by statement

Sept 2019 - August 2022

Publish date

November 2020

Review date

November 2021

Statement authorised by

C.Millwood

Pupil premium lead

K Bramley/A Webster

Governor lead

S.Sevier

 Disadvantaged pupil performance overview for last academic year (Non-Disadvantaged pupil performance in brackets)

 

2019

2020

Progress 8

-0.498

-0.65

(0.12)

Ebacc entry

13.2%

11.1%

(16.6%)

Attainment 8

30.64

34.91

(50.29)

Percentage of Grade 5+ in English and maths

13.2%

16.7%

(49.7%)

Attendance

92.89%

(96.37%)

91.39%

(96.14%)

Strategy aims for disadvantaged pupils

Aim

Target

Target date

Progress 8

Achieve top quartile for progress made by disadvantaged pupils amongst similar schools

(>-0.23)

Sept 2021

 

Achieve better than average progress made by disadvantaged pupils for similar schools (-0.5)

Nov 2022

Attainment 8

Achieve national average for attainment for all pupils

(44.7)

Sept 2021

 

Achieve national average attainment for disadvantaged pupils from similar schools at KS2

Nov 2022

 

Percentage of Grade 5+ in English and maths

Achieve average English and maths 5+ scores for similar schools (32%)

Sept 2021

 

Achieve average English and maths 5+ scores for similar schools by prior attainment (low 2% middle 22% high 77%)

 

Nov 2022

 

Other

Improve attendance to national average (94.5%)

Sept 2021

 

Improve attendance to national average (94.5%)

 

Nov 2022

 

Ebacc entry

Better national average EBacc Entry for all pupils (30%)

Sept 2021

 

Achieve same entry level as our non-disadvantaged students (8.1%)

Nov 2022

 

Teaching priorities for current academic year

Measure

Activity

Review

Priority 1: Metacognition Program

Development of a whole school metacognition program that will help to enable knowledge acquisition

Staff TEEP metacognition update training planned for January 2021

Priority 2: Differentiation

High quality differentiation to enable all students to successfully access the curriculum

 

New focus on TEEP for all teaching staff

SENDCo

Priority 3: Ready to learn skills

Development of whole school Study Studio and breakfast club that will enable students to be ready to learn

Breakfast club curtailed due to Covid 19 restrictions

Study Studio running in every zone

 

Priority 4: Reading and Vocabulary development

Reading and Vocabulary to be prioritised across the curriculum and, where needed, intervention to be put in place

Interventions in place – e.g. Nessy

Priority 5: Behaviour

Implementation of a behaviour management system that is applied consistently by all staff which focusses on praise in public and sanction in private

Pivotal Behaviour Management methodology implemented for September 2020

Barriers to learning these priorities address

Low levels of engagement with curriculum

Ability to engage remotely

 

Projected spending

£70,000

 

Targeted academic support for current academic year:

Measure

Activity

Review

Priority 1: Setting

To ensure all disadvantaged students make good progress

All disadvantaged students are accurately analysed for potential and positively discriminated when set provision is planned in core subjects

 

New system in place for September 2020

Priority 2: Literacy

Development of a whole school literacy program including targeted intervention

Literacy Lead on long term sick leave up to      Covid 19 and lockdown

Priority 3: Numeracy

Development of a whole school numeracy program including targeted intervention

Numeracy Ninja supplied to Tutor groups

 

Maths Wiz delivered to intervention groups

in a dedicated and upgraded computer suite allowing 15 students a session

 

Priority 4: SEMH

Ensure disadvantaged students have access to high quality inclusion, pastoral and mental health support to enable them to succeed academically

Referral system in place to triage range of in-house provision and support

Barriers to learning these priorities address

Low levels of literacy and numeracy

 

SEND students enabled to access the curriculum at an appropriate level to meet their needs and stage of development

 

Language and Communication prioritised through vocabulary development to address the levels of SEND and EAL students as well as recognising this as a key skill for all students

 

Currently teaching in zones which has produced barriers to supplying subject specific literacy resources to classrooms

Projected spending

£135,000

 

Wider strategies for current academic year: Building Aspirations

Measure

Activity

Review

Priority 1:  Careers Pathways

Development of a new careers provision that includes work related placements

Work Experience coordinator could not be recruited and placements could not be found due to Covid 19 and lockdown

Priority 2: Enrichment Opportunities

Development of co-curricular activities that will maximize curriculum and aims to introduce more parental involvement

Co-curricular activities (including enrichment week) have been curtailed due to Covid 19 and lockdown.

Priority 3: Leadership Opportunities

Archbishop of York award to be introduced in   Year 7/8 to build leadership skills

 

Student Leaders in every Year Group, positive discrimination in place to ensure PP students are integrated

To be launched 2020/21

 

Group leadership training to be put in place for PP students

Barriers to learning these priorities address

Low aspirations and low levels of engagement with enrichment activities

 

Projected spending

£35,860

 

Monitoring and implementation

Area

Challenge

Mitigating action

Teaching

Insuring first year of development is founded in action research and CPD for professional development

CPD program is aimed at creating a culture of action research at HTS

 

Staff may require additional support to increase their knowledge and understanding

SENDCO to monitor, test and support the progress of students with additional needs

EAL Lead to identify and deliver interventions

A large team of dedicated support staff to implement interventions and give in class support

Access to Nessy, Maths Wiz

Targeted support

Ensuring time and funding for literacy/numeracy interventions and programs

Literacy Numeracy and Humanities intervention Teachers all in place at KS3

Literacy being led by the SENDCo

 

Students’ mental health and emotional needs have been negatively affected by Covid 19 and lockdown

Weekly meeting with the Year Team LSAs and the Pastoral PP Lead to ensure PP students’ specific needs are met

 

High quality pastoral care in place to support PP students’ curriculum needs

 

The implementation of a SEND referral system which triages mental and emotional health and refers to a large range of in-house provision including EBSA, ELSA, Counselling, EMHP and solution focussed mentoring

All interventions logged on Provision mapping software

Wider strategies

Ensuring time and proper tracking/procedures are in place for work placements. 

 

 

Continue to develop careers provision with PP students

Work Placement Coordinator recruitment halted due to Covid 19 and work placements not available during lockdown

 

Working closely with the trained careers advisor

 

 

Engagement in school has been affected by lockdown.

 

 

 

Some families are concerned about attendance at school

 

Parental engagement with regards to attendance can be low

Prioritise face to face meetings with vulnerable students and their families (including home visits) and offer virtual meetings and phone calls where not possible

New system to ensure truancy is identified, communicated swiftly to parents, a particular focus for the pastoral team

 

Ensure there is a culture of reward with regard to engagement and attendance in the school

 

Review: last year’s aims and outcomes

 

Aim (target for 2021 set in 2019)

Aim (target for 2022 set in 2020)

Outcome for disadvantaged students 2020

Progress 8

Achieve top quartile for progress made by disadvantaged pupils amongst similar schools

(>0.23)

Achieve better than average progress made by disadvantaged pupils for similar schools (- 0.5)

 

 0.6

Attainment 8

Achieve national average for attainment for all pupils

(46.7)

Achieve national average attainment for disadvantaged pupils from similar schools at KS2 (41.87)

 

34.91

Percentage of Grade 5+ in English and maths

 

Achieve average English and maths 5+ scores for similar schools (43%)

Achieve average English and maths 5+ scores for similar schools by prior attainment (low 2% middle 22% high 77%)

 

16.7 %

Attendance

Improve attendance to national average (94.5%)

Improve attendance to national average (94.5%)

 

91.39%

Ebacc

Better national average EBacc Entry for all pupils (30%)

Achieve same entry level as our non-disadvantaged students (8.1%)

 

11.1%