All schools receive additional funding from the government to support students who come in the categories which are, statistically, less likely to be successful at school.
Pupil Premium funding has been allocated to schools in order to fund strategies to bridge the gap between disadvantaged pupils compared to their peers as nationally, it has been proved, that they underachieve. This funding allows us to support these students in such matters, alongside ensuring these students have access to food, whilst in school, on a daily basis, have access to support emotionally and mentally if barriers are in their way, as well as aim to bridge the gap between them and their peers in the education).
The information below is referring to the cohort attending in June 2022
|Number of pupils in school
|824 in Years 7-11
|Proportion (%) of pupil premium eligible pupils
|31% in Years 7-11
|Academic year/years that our current pupil premium strategy plan covers
|Date this statement was published
|27 March 2023
|Date on which it will be reviewed
|Statement authorised by
|Mr S Olusanya
|Pupil premium lead
|Ms M Scott
|Governor / Trustee lead
|Mr M Wiffen
|Pupil premium funding allocation this academic year
|Pupil premium (and recovery premium*) funding carried forward from previous years
Pupil premium strategy plan
Statement of intent
Our intention is that all pupils, regardless of their background or the challenges they face, make outstanding progress during their time here at Christ’s College Finchley. We have high expectations of achievement for all pupils and aim to provide them with a curriculum which will enable them to reach their full potential. Historically, our disadvantaged pupils have achieved very well when compared with the national average.
The focus of our pupil premium strategy is to consider the challenges faced by vulnerable pupils, including those with SEND and increased mental, emotional, and social health needs; whose achievement may have been particularly worsened because of the pandemic. The activities we have outlined in this statement are also intended to support their needs, regardless of whether they are disadvantaged or not.
We aim to use funding sources and research-informed educational strategies at our disposal to:
- Remove barriers to success for pupils.
- Encourages every pupil to believe in themself and their potential to achieve.
- Supports every pupil to take pride in their achievements and to always aspire to achieve even more.
Our ultimate objectives are:
- For all disadvantaged pupils in school to continue to exceed nationally expected progress rates.
- For all disadvantaged pupils to have access to intervention when required as well as the rich extra-curricular provision on offer.
We aim to do this through
Our strategy for supporting the achievement and progress of disadvantaged pupils is based the “EEF Guide to Pupil Premium” (2021) This has resulted in a tiered approach:
1. High quality teaching for all – This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged students in our school. Ensuring that all teachers are highly effective and are supported to continually improve their practice.
2. Targeted academic support – robust tracking systems enable us to identify where intervention is required and provide targeted academic support, both within and outside of the regular classroom teaching.
3. Wider strategies – these relate to strategies which address the non-academic barriers to success such as attendance, behaviour and social and emotional support.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Common barriers to learning for pupils in receipt of pupil premium funding might include: low self-esteem, ineffective parenting, limited access to language, poor literacy levels, poor attendance, low aspirations, low expectations, narrow experience of life outside school. All of these elements can contribute to a pupil entitled to pupil premium funding, becoming a passive or reluctant learner who does not always exhibit behaviour for learning.
2 Academic confidence and resilience
Some of our disadvantaged pupils lack resilience when things do not go well. They do not have the self-belief that tends to be more common amongst non-disadvantaged pupils. They are less likely to have familial role models who have experienced high academic achievement through their hard work and determination.
The academic performance of some disadvantaged pupils is impacted upon by their low levels of literacy, oracy and numeracy. This can contribute to a pupil's lack of engagement, motivation to learn as well as inconsistent performance, if not effectively addressed by the school.
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.
Continue to Improve levels of progress/attainment of KS3/KS4 PP pupils within English and Mathematics.
Maintain or exceed Progress 8 scores for disadvantaged pupils well above the National average.
At KS3 and 4 the SLT responsible for Learning will monitor PP students’ outcomes and use intervention strategies to support them where needed.
To consistently outperform the national average.
To ensure that the number of disadvantaged pupils continue to make progress in both attainment and GCSE outcomes for 4+ and 5+.
Have a significant improvement in Reading Ages, with students performing at least as well as non-PP students.
Termly reading age tests through Accelerated Reader will demonstrate trends and allow for support throughout the year.
A continual agenda item and actions to be taken at HODs and LM’s meetings.Discuss PP achievement in accordance with statistics reported in national subject performance data.A collective effort across the school to raise and maintain standards for disadvantaged pupils.
Ensure that all students have access to resources needed for their success in and out of school
Allow PP students to have access to school laptops and the Library to facilitate completion of homework and further learning.
Staff will endeavour to minimise the difficulty for disadvantaged students when they set work that requires printing or excessive IT access.
Improved engagement in lessons
To have 100% of PP students engage in lessons in an excellent manner, or to be on par with non-PP students.
Behaviour support team will see a reduction in negative behaviour logs.
HOD and LMs use data efficiently to ensure PP pupils are tracked and interventions are put in place accordingly.
FFT statistics reported in national subject performance data meeting or exceeding national standards for Pupil Premium pupils.
Close the gap for those pupils who missed out on learning because of poor attendance in the COVID pandemic
Improved cultural enrichment for the lives of disadvantaged pupils
Deliver quality after school clubs. Disadvantaged pupils will be targeted to be involved in university visits, lectures,master classes, theatre and visits abroad.
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.
Budgeted cost: £ 235,647
Accelerated Reader to track Reading Levels
Ruth Miskin Phonics
Library and maintenance of books
Provide high quality teaching to all pupils requiring literacy and numeracy to improve their progress.
To maintain our levels of attainment for PP for KS3/4 , we have used Accelerated Reader to provide pupils with targeted reading support to improve academic literacy.
Pupils will be offered in class reading and phonics support, sound training and reading intervention.
CPD has also been scheduled to offer staff Phonics training from the Ruth Miskin Phonics program to targeted pupils which include disadvantaged pupils.
We promote consistent reading for pleasure in timetables Reading lessons for all students with targeted pupils having one-to-one support.
Students train and enter the Carnegie Reading Competition.
To maintain a high standard of behaviour.
Monitor and support the pastoral needs of students.
Students are offered opportunities to have one-to-one mentoring to improve their behaviour.
Effective analysis of data
Members of SLT meet with HODs and LMs to review underachievement across all Key Stages. The data is analysed with the focus on an action plan and raising standards.
Each department maintains their QC document which has a focus on PP students and other groups throughout the year.
Show My Homework is a platform used to maintain a record for home learning. Both students and parents have access to work set by all teachers online.
The data analysis system Progresso supports pupil tracking and data analysis.
Additional staffing capacity in English
Quality first teaching helps to raise standards.
When used, interventions that are diagnostic and based on precise areas of need are most effective. Equally the expertise of the teacher delivering the sessions is key to outstanding outcomes.
The English team have had CPDs on improving their understanding of the GCSE and A Level examinations. They continue to meet and surpass the national standards as a department for the last 6 years for value added.
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £7,000
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 12,468
Education Welfare Officer
Total budgeted cost: £ 255,115
Review of the previous academic year
Outcomes for disadvantaged pupils
Our overall A8 score last year was 55.5 and for disadvantaged pupils. These figures have been maintained to a high standard over the last 5 years. 68% of disadvantaged pupils achieved level 4-9 in a combination of Mathematics and English.
Students in receipt of pupil premium perform well at Christ’s College Finchley and whilst these students are successful, we are continuously looking to address issues like the knowledge deficit from the pandemic. This is more evident among our disadvantaged pupils.
Continuing to raise standards, remained the key focus for us throughout all core subjects. Using our data effectively and structured intervention is one of the main contributors to the success of our A8 figures.
Quality First Teaching Approaches
We employed additional staffing in Maths and English to provide more in-class support and smaller class sizes to enable higher quality written and oral feedback.
In the English and Mathematics departments, we run Breakfast Clubs to support students and working parents. Pupil premium students are given subsidised meals. Parents may request a free breakfast for these students.
To improve the culture capital, we pay for musical instrument lessons for several students.
We purchased Show My Homework aiding the completion of homework and increasing communication of homework with guardians.
For pupils who require additional support, we provide one to one tuition to help to fully access school’s literacy and numeracy strategies. We have also increased the teaching time in English and Maths for students struggling to develop key skills so that they have better access to the entire curriculum.
Our holiday sessions for Maths, English and Science are key to supporting underachievement. They are offered free of charge to all pupil premium students.
We provide an alternative curriculum, using partner institutions, for students who are not suited to the school’s Key Stage 4 curriculum.
Members of staff have CPD sessions on strategies designed to ‘close the gap’ throughout the academic year as the data comes in through Mock examinations.
We are currently running mentoring sessions between our Prefects and our PP pupils who have emotional or academic needs.
To improve the practical experiences for our students ,we have hired more support staff in practical subjects such as PE, Art/DT. They run break, lunch and after school enrichment activities.
Our Learning Mentors support students who may struggle to come to terms with significant challenges that arise during their education.
We have employed an Independent Advice & Guidance Counsellor. They support the Career and Guidance curriculum for all students and have a specific focus on students at risk of becoming NEET (not in education, employment or training). NEET figures remain below national average for Christ’s College Finchley.
To support literacy within the school We use the ‘Accelerated Reader Program’ . The program provides data that support the English and SEN department to identify and address weakness in Literacy across Year 7 and 8.
Financial support is made available to students from families whose circumstances are particularly challenging, so they can participate fully in the range of school activities and trips. We will continue to pay for items of equipment and clothing for some pupils with disadvantage.
We hold nurture groups for students who were targeted to work in smaller groups to enhance their skills and confidence and facilitate their transition to secondary school.
To motivate pupils, we do trips to Russell group Universities. We ensure that our PP students are encouraged to take up these opportunities.