Detail

Data

Number of pupils in school

857 (144 Sixth Form)

Proportion (%) of pupil premium eligible pupils

27.4% (Years 7-11)

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended – you must still publish an updated statement each academic year)

2023-2025

Date this statement was published

December 2024

Date on which it will be reviewed

December 2025

Statement authorised by

Dr Ruth Hill (Headteacher)

Pupil premium lead

Ms Jusna Begum (Assistant Headteacher) and Mr Yashar Sarabi (Assistant Headteacher)

Governor / Trustee lead

Mr Mike Wiffen

Detail

Amount

Pupil premium funding allocation this academic year

£284022

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

£284022

At Christ’s College Finchley, we are committed to ensuring that every pupil, regardless of their background or the challenges they face, makes exceptional progress during their time with us. We hold high expectations for all pupils and our curriculum empowers them to reach their full potential. Our aim is to remove barriers to the achievement of pupils identified as disadvantaged and ensure they succeed academically and are prepared for future success. Our pupil premium strategy focuses on addressing the challenges faced by vulnerable pupils, which includes: pupils who attract government pupil premium funding, which includes pupils entitled to free school meals in the past six years; pupils in care or previously in care; pupils with SEND; pupils with increased mental, emotional, and social health needs; pupils with a social worker; and young carers. The actions outlined in this statement aim to support these pupils, as well as others who may benefit, regardless of their background. 

The context of this statement implicitly includes the intention that outcomes for ‘other’ pupils will be sustained and improved alongside outcomes for their peers who are considered vulnerable as detailed above. 

 We aim to use funding sources and research-informed educational strategies to:

• improve attendance for pupils that are considered vulnerable;
• ensure all pupils considered vulnerable exceed nationally expected progress rates;
• ensure that comprehensive systems are in place to track the achievements of pupils from the outset of their time at school; 
• achieve and sustain improved wellbeing for pupils;
• ensure all pupils have the resources needed for success;
• provide a rich intervention and extra-curricular provision and track the engagement of vulnerable pupils.

To achieve these aims, our approach is guided by the Education Endowment Foundation (EEF) guidance, which recommends a tiered strategy:

1. High-quality teaching for all – recognised as having the greatest impact on closing the attainment gap for disadvantaged pupils while benefiting all students. Ensuring that all teachers are highly skilled and continually supported to refine their practice is key to our strategy.
2. Targeted academic support – using robust tracking systems, we identify pupils in need of intervention and provide tailored academic support both within and outside of regular classroom teaching.
3. Wider strategies – addressing non-academic barriers to success, including attendance, behaviour, and social-emotional support, and expanding access to cultural capital through activities such as trips, workshops, artistic performances, and career-related events.

Challenge number

Detail of challenge 

1

Attitude to Learning

Pupils eligible for pupil premium funding often face a range of barriers to learning, including low self-esteem, challenges with parenting, limited language exposure, poor literacy skills, irregular attendance, and lower aspirations and/or expectations. Additionally, many have limited opportunities to experience life beyond the school environment. These factors can significantly impact their engagement, often leading to passive or reluctant learning behaviours and difficulty demonstrating positive attitudes toward learning.

2

Academic confidence and resilience

Some vulnerable pupils struggle with resilience when faced with challenges. They often lack the self-belief that is more commonly observed among their peers. Additionally, they are less likely to have familial role models who exemplify high academic achievement driven by hard work and determination.

3

Low levels of literacy, oracy and numeracy

The academic performance of some vulnerable pupils is hindered by low levels of literacy, oracy, and numeracy. Without effective intervention, this can lead to a lack of engagement, diminished motivation to learn, and inconsistent academic performance. 

4

Emotional, social and mental well-being

Since the national lockdowns, the number of pupil premium pupils facing mental health and wellbeing challenges has increased. This is reflected in the growing need for support from our counsellor and pastoral support team.

5

Resources

The number of vulnerable pupils with uniform and equipment needs is significantly higher compared to their peers. This includes resources such as revision guides and wider reading materials.

6.

ICT availability

Vulnerable pupils often lack the necessary equipment to maintain home learning. Pupil Premium pupils are sometimes sharing equipment at home, which is a hindrance to completing homework and other work such as non-examination assessment (NEA).

7.

Attendance

Vulnerable pupils often suffer with quite complex needs within themselves and their homes. This has had a lasting effect and manifests itself as reluctant attendance, poor attendance and punctuality. 

8.

Enrichment activities

A common barrier to cultural experiences is higher with vulnerable pupils. Visits with cost implications become a barrier to wider experiences and culture capital.

9.

Conduct

Some disadvantaged pupils are more likely to engage in both low level and more serious behaviour incidents. Data from 2023-24 shows that the exclusion rate for pupils eligible for pupil premium was 0.88% compared with 0.51% for their peers. The impact of this can contribute to the pupil’s failure to reach the academic potential they have. 

Intended outcome

Success criteria

To continue to improve levels of progress of KS3/KS4 vulnerable pupils within English and mathematics

Maintain or exceed Progress 8 scores for disadvantaged pupils well above the national average.

The gap between disadvantaged pupils and their peers for progress to close further.

To ensure pupils attain the grades in mathematics and English that will ensure their future success

To ensure that the number of disadvantaged pupils continue to make progress in both attainment and GCSE outcomes for 4+ and 5+.

To improve literacy skills for vulnerable pupils across the school

At the end of KS4, vulnerable pupils make similar levels of progress in English compared with their peers at CCF and nationally. 

In KS3 vulnerable pupils make at least as good progress as their peers in English. An intervention programme to support pupils who require extra provision in English is established successfully. 

Pupils with reading ages in the weakest 20% in Year 7 are supported to improve their reading in line with their chronological ages, as shown through termly reading age tests through Accelerated Reader. 

Quality assurance shows the impact of the school’s CPD programme, which focuses on improving teachers’ teaching of reading, particularly focusing on disciplinary literacy.

To achieve and sustain improved wellbeing for all pupils, including those who are vulnerable

Effective use of specialised support for wellbeing including the school counsellor, mentor and pastoral team.

Sustained and high attendance rates.

To ensure that all students have access to resources needed for their success in and out of school

All vulnerable pupils to have access to school laptops and the library to facilitate completion of homework and further learning as shown through a lower number of consequences issued for non-completion of homework.

Staff will endeavour to minimise the difficulty for vulnerable pupils when they set work that requires printing or excessive IT access.

Where resources are considered to benefit pupils, additional resources such as revision guides to be bought for vulnerable pupils.

This will be evidenced by improved outcomes for all pupils with vulnerable pupils attaining and achieving in line with their peers.

To improve engagement in lessons

To have 100% of vulnerable pupils engaged in lessons in an excellent manner, as evidenced by rewards and sanctions from staff and feedback from pupils.

Quality assurance shows the effectiveness of the school CPD programme which focuses on improving the quality of teaching for all teachers.

To ensure that tracking systems are in place to effectively track the achievements of pupils, allowing leaders to use data efficiently to ensure interventions are put in place accordingly

Outcomes for vulnerable pupils match those of their peers nationally and the gap between disadvantaged pupils and their peers to close further.

Leaders and teachers are clear of the priorities for improving outcomes for vulnerable pupils. 

To provide a rich intervention and extracurricular provision and track the engagement of vulnerable pupils

Deliver quality after-school clubs. Disadvantaged pupils will be targeted to be involved in university visits, lectures, masterclasses, theatre trips and visits abroad.

To improve attendance for pupils considered vulnerable

Attendance data for vulnerable pupils will be in line with that of their peers and meet our expectation of at least 96%.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Whole-school CPD

Continue to raise the profile of pupils and their needs amongst all staff. Ensure subject areas regularly consider gaps between pupils identified as disadvantaged and their peers and use evidence to inform high-quality teaching.

All CPD offered follows the principles of the EEF Effective Professional Development guidance report.

The CPD priorities for 2024-25 are: reading, which encompasses three strands (disciplinary literacy, reading intervention for the weakest 20% of readers, and reading for pleasure); and assessment and feedback.

1,2,3

Recruitment and retention Constant and proactive strategy for recruiting teachers in English, Maths and Science. Recruit staff internally with expert subject knowledge to develop a team of lead practitioners who are motivated and supported to remain highly informed about evidence-based teaching and learning to reduce the attainment gap. 

It is critically important that we recruit high quality teachers and support staff to ensure that we adapt and differentiate for all individual student needs. (Teacher recruitment and retention strategy - DfE)

1,2,3

Enhanced and focused pastoral leadership

Including learning and behaviour mentors for KS3-5 and two Assistant Heads of Year for Year 11

Behaviour mentors have a positive impact on our vulnerable pupils by improving their behaviour, emotional regulation, and academic engagement, while also boosting confidence, attendance, and relationships with peers and teachers. Through tailored support and consistent encouragement, mentors help address the unique challenges faced by vulnerable pupils, creating a foundation for better educational and social outcomes.

EEF indicates +4 months additional progress. 

1,2,4,7

Activity

Evidence that supports this approach

Challenge number(s) addressed

Maths and English targeted interventions

Extra Maths and English lessons during breaks, lunch, and half-term help vulnerable pupils by providing targeted support, additional practice and a structured environment. These sessions boost confidence, foster consistent study habits, and ensure vulnerable pupils have the resources they need to succeed academically.

EEF indicates +5 months additional progress.

1,2,3,5

Study Hall for KS4 pupils

The Study Hall provides vulnerable pupils with a quiet, structured environment to complete homework and revise. This support helps them manage their workload, access teacher guidance when needed, and build consistent study habits, reducing stress and improving academic readiness for exams.

EEF indicates +5 months additional progress.

1,2,3,5

Half-term targeted interventions for all subjects

Half-term interventions have supported vulnerable pupils by providing focused, extra learning time to address gaps in knowledge, boost confidence, and improve skills in a wide range of subjects. These interventions offer personalised support, helping pupils catch up with their peers, reduce learning loss during breaks, and stay on track for academic success.

EEF indicates +5 months additional progress.

1,2,3,5

Literacy intervention at  KS3

Accelerated Reader

Ruth Miskin Phonics

EEF Improving literacy in secondary schools offers core principles for supporting literacy which is the basis of our whole school literacy support, across all subject areas.

The Accelerated Reader programme encourages a love of reading. It motivates pupils to read more through engaging quizzes, goal setting and personalised recommendations.

EEF indicates +6 months additional progress when implemented effectively. The EEF T&L Toolkit states that small group tuition can have 4 months impact on progress with promising literacy interventions including reading (6 months progress), oracy (5 months) and phonics (4 months).

1,2,3,5

Educational resources (class based), eg.

Art Packs

Calculators

Maths Books

All vulnerable pupils are provided with an Art pack that contains a wide variety of mediums to allow pupils to complete their homework and access learning in class. Additional resources are also purchased where they are not compulsory but considered to improve pupil outcomes. 

EEF indicates +3 months additional progress.

1,2,5

EdClass

Edclass has supported vulnerable pupils where attendance has been a cause for concern or to meet their SEND needs. The platform provides personalised, flexible online learning tailored to their needs, enabling them to work at their own pace and focus on areas where they need support. The platform offers core subject lessons, progress tracking, and teacher support, helping pupils overcome barriers to learning and stay engaged in their education.

EEF indicates +5 months additional progress.

1,2,3,4,5,6,7,9

Alternative Provision

A range of alternative provisions have been used to support vulnerable pupils such as colleges, mental health provisions and tutoring centres. The APs have offered tailored, flexible education when mainstream school settings may not have met pupil needs. The APs provide a more individualised approach, addressing behavioral, emotional, or academic challenges, helping pupils stay engaged in their education, build confidence, and develop skills that support their future academic and personal success.

EEF indicates +5 months additional progress.

1,2,3,4,7,9

Music Lessons (external)

The music lessons support our vulnerable pupils by providing an outlet for creative expression, emotional release, and building self-confidence. They also help improve concentration, teamwork and discipline, while offering a sense of achievement and belonging, which can positively impact both academic performance and mental well-being. This has had a positive whole school impact, due to the pupils’ participation in events such as the annual school production.

EEF indicates +3 months additional progress. 

1,2,4,5,8

Activity

Evidence that supports this approach

Challenge number(s) addressed

Educational Welfare Officer (EWO)

The EWO supports our vulnerable pupils by addressing barriers to attendance, engagement and well being. The EWO works closely with pupils and families to improve attendance, provide guidance on accessing support services, and help students overcome challenges such as issues at home, mental health concerns, or social difficulties, ensuring they remain engaged in their education and are supported in achieving their full potential.

EEF indicates +4 months additional progress.

1,2,4,7,9

School Counsellor and Educational Psychologist

The school counsellor and educational psychologist support our vulnerable pupils by addressing emotional, social, and psychological challenges that may hinder their learning and well-being. The counsellor provides a safe space for pupils to discuss concerns, build coping strategies, and improve emotional resilience, while the educational psychologist assesses and develops tailored interventions to support learning needs, behavior, and mental health, ensuring pupils can thrive academically and personally.

EEF indicates +4 months additional progress.

1,2,3,4,9

Careers Advisor

The careers advisor helps vulnerable pupils by offering tailored guidance on education, training, and career pathways, empowering them to make informed decisions about their future. By addressing individual needs and barriers, such as lack of confidence or limited awareness of opportunities. The careers advisor inspires ambition, provides practical support for applications, and connects pupils with resources to achieve their goals.

The DfE (2023) is clear that high-quality careers guidance is essential to enable all children and young people to understand the range of options available to them and realise their potential.

1,2,4,9

Fischer Family Trust Aspire

FFT has supported vulnerable pupils by providing the school with data-driven insights (academic and attendance) that help tailor interventions and track progress. By analysing individual pupil performance and identifying potential barriers to success, it enables educators to make informed decisions about targeted support, ensuring that vulnerable pupils receive the personalised attention they need to close learning gaps, improve academic outcomes, and achieve their full potential.

2,3,7

Uniform

Uniform support for vulnerable pupils has helped remove financial barriers, ensuring that all pupils have access to the required attire for school, which promotes a sense of belonging and equality. It has also reduced stigma and peer pressure, allowing students to focus on their learning rather than feeling self-conscious about their appearance.

1,2,4,5,7

Breakfast club

The breakfast club supports vulnerable pupils by providing a nutritious start to the day, improving concentration, energy levels, and readiness to learn. They also offer a safe, structured environment for social interaction, fostering a sense of belonging and emotional well-being, which helps pupils feel more engaged and prepared for school.

EEF indicates +3 months additional progress.

1,4,5,7,9

Household support

Household support has included financial assistance such as radiators for the home, access to technology such as laptops, heating and electricity bill payment and free meal vouchers for families. This help ensures students have the resources and stability they need to succeed academically and personally.

1,4,5,7,9

Resources eg. trips and visits

Assistance for trips supports vulnerable pupils by ensuring they have equal access to enriching extracurricular experiences, which may otherwise be financially inaccessible. This support has enhanced their learning, broadening their horizons, and helping to foster a sense of inclusion, improving both academic engagement and social development.

1,2,4,7,8

In 2023-24 the progress data for pupils identified as disadvantaged demonstrated excellent outcomes for our Year 11 pupils with a Progress 8 score for pupils eligible for pupil premium of 0.55 which suggests that, on average, pupils eligible for pupil premium at Christ’s College Finchley make over half a grade more progress than pupils from similar starting points nationally. The progress 8 score for the English measure for pupils identified as disadvantaged was 0.72 and for maths 0.68. This data is significantly above national data for pupils eligible for pupil premium and for other pupils; nevertheless, closing the gap between pupils considered vulnerable and their peers is a priority for leaders at Christ’s College Finchley.

The average grade for pupils eligible for pupil premium in Year 11 summer 2024 was 4.75. 53% of pupils eligible for pupil premium attained grades 9-4 in English and mathematics compared with 88% of their peers, and 50% attained grades 9-5 compared with 77% of their peers. The attainment of pupils eligible for pupil premium is a priority and is the reason why the school has invested in two Assistant Heads of Year for Year 11 in 2024-25 who will specifically focus on outcomes for vulnerable pupils.

The purchasing of resources on an individual basis when requested by staff, mentors and, at times, families, continues. The Assistant Headteacher who leads on Pupil Premium monitors the progress, attendance and behaviour across pupils eligible for Pupil Premium across all year groups. Pupils considered disadvantaged are given priority for targeted academic support and time is given for teachers to ensure seating plans identify pupils considered disadvantaged to allow for targeted support during lessons.

From the 2024 cohort, 30% of Year 11 pupils identified as disadvantaged took up places in our Sixth Form compared to 37% of their peers. Ensuring our pupils attain the grades required to join our Sixth Form is an integral part of our strategy.

The focus on reading has improved literacy for our pupils, particularly those eligible for pupil premium. Year 7 pupils who are eligible for pupil premium have a mean reading age of 10y4m compared with 11y4m for their peers. The improvement in reading age for pupils eligible for pupil premium was +1.9 months compared with +3.7months for their peers. Whilst this is a positive improvement, there remains a gap between the reading ages of pupils eligible for pupil premium and their peers. 

In terms of behaviour, the sanction rate for all pupils was low but there is a gap with pupils eligible for pupil premium receiving, on average, 7.4 sanctions per pupil compared with 4.1 for their peers. This includes sanctions for low-level behaviour and is an area for improvement as outlined in this strategy document.

The attendance of pupils eligible for pupil premium in 2023-24 was 90.82% compared with 93.52% for their peers. Whilst this is higher than national data, improving the attendance of all pupils and reducing the gap between the attendance of pupils eligible for pupil premium and their peers is a priority.

Programme

Provider

Virtual Teaching School

EdClass

Reading and Comprehension

Accelerated Reader