Thomas Gainsborough Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 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

Thomas Gainsborough School

Number of pupils in school

1594

Proportion (%) of pupil premium eligible pupils

19.4%

Academic year/years that our current pupil premium strategy plan covers

 2021 - 2024

Date this statement was published

November 2021

Date on which it will be reviewed

September 2022

Statement authorised by

Helen Yapp (Head Teacher)

Pupil premium lead

Christian Appleford (Deputy Head)

Governor

Tracey Welsh

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£274,784

Recovery premium funding allocation this academic year

£37,700

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

£312,484

Part A: Pupil premium strategy plan

Statement of intent

Thomas Gainsborough’s motto is ‘excellence for each for all’.  We want to ensure that we are successful in achieving that by providing a nurturing environment and quality first teaching to support ALL our students and to remove barriers to learning.

Our aim is to use pupil premium funding to help us improve and sustain higher attainment for our disadvantaged students at our school that is comparable with that of non-disadvantaged pupils nationally.

Our strategy will be embedded into the whole school and will be the responsibility of all members of staff. We will have the highest expectations for all our students.

Challenges

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

Challenge number

Detail of challenge

1

Attendance levels:

Our PP students had an attendance of 89% compared to 94.79 % for non – PP students.

This gap of 6% needs to be closed significantly.

2

EBacc numbers:

Our EBacc entries for all students are currently at 29% compared with LA figure of 31% and the NA OF 39%.

We aim to increase the numbers of PP students taking the EBacc from 15% to 30%

3

Learning deficit due to poor engagement during lockdown:

Internal assessments have identified that our PP students have been disproportionately impacted by lockdown and high rates of absence.

We need to ensure that this deficit is impacted upon.

4

Reading levels:

Research and internal assessments (Access Reading tests and GL data) reveal that covid lockdowns has reinforced barriers to reading for some families – a lack of access to books, a lack of a quiet space and a lack of school / peer support have all impacted on students’ willingness to read and enjoyment of reading.

We will focus on Key Stage 3 students to improve the reading scores and participation in reading.

5

Student /Parental Engagement in our Enrichment Programme:

The covid pandemic has resulted in some students having little or no access to enrichment activities both in and out of school. There is need to engage students and their families with activities which will improve their social, emotional, and mental wellbeing and to enable students to participate in a wide range of opportunities.

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

Improved Attendance

The gap has closed with non - PP students and the rate of PA has reduced.

Number of EBacc entries increase

Uptake in MFL increases at GCSE.

Attainment gaps have closed

PP students meet or exceed national averages for attainment and progress.

Reading levels have increased

Reading scores have increased and students are able to access the curriculum successfully.

Student /Parental Support for intervention strategies and Enrichment opportunities.

Students attend catch-up sessions and increased parental attendance at Academic Review Days. Attendance at Enrichment sessions increases.

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: £ 140,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Access Provision / LSA support

Nurture provision to support the most vulnerable students and help them access the curriculum and close gaps in numeracy, literacy, and social development and to support attendance.

https://www.tandfonline.com/doi/abs/10.1080/0305764X.2018.1441372

1,3,4,5

Embedding Instructional Coaching and dialogic teaching across the school

https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1241944

https://books.google.co.uk/books?hl=en&lr=&id=LQlQDwAAQBAJ&oi=fn

d&pg=PT8&dq=evidence+to+support+the+use+of+instructional+coachin

g+in+teaching+in+britain&ots=FQMZBPTHT0&sig=nemqmkIwSUrrwhHRB

DA3Jfix5D8

https://educationendownmentfoundation.org.uk/projects-and-evaluation/projects/dialogic-teaching

https://researchschool.org.uk/stmatthews/news/what-is-dialogic-talk-and-why-does-it-matter

2,3,4

Recruitment of an additional teacher

A fixed term contract to provide capacity to enable to free up staff to provide additional intervention and to support ICT / Computer Science provision

3

Head of House TLRs x 5

To provide academic mentoring and support for PP students and to engage parents.

1, 3,5

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

Budgeted cost: £ 105 ,500

Activity

Evidence that supports this approach

Challenge number(s) addressed

2 X Instructors employed to support English and Maths catch - up

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4

https://educationendowmentfoundation.org.uk/guidance-for-teachers/mathematics

https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium

3,4

2 x LSA to provide in-lesson support

https://discovery.ucl.ac.uk/id/eprint/10068445/

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants

3,4

Purchase of Lexia Power Up

Intervention tool to promote word recognition, grammar, and comprehension.

https://www.lexiapowerup.com/

3,4

Purchase of Revision Resources

To ensure GCSE students have barriers to their learning / revision removed.

3,5

Purchase of chrome books

To enable all students to have access to IT in lessons if needed and to use at home.

3,5

Development of MFL booklets

To support attainment and progress

2

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

Budgeted cost: £ 70,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Enrichment Programme

After-school extra- curricular programme to provide a range of opportunities and experiences for students

https://www.nuffieldfoundation.org/sites/default/files/files/resbr3-final.pdf

1,5

Additional mini –bus lease

To support students, attend after school activities, PE fixtures and Cultural Capital experiences

1,5

Access to the Duke of Edinburgh Award

Costs met for PP students to encourage participation

1,5

Educational visits

Costs met to promote participation

1,5

Sundries such as uniform, toiletries etc

To remove barriers to attendance

1,3

Elsa Training x 2

https://www.elsanetwork.org/wp-content/uploads/2017/11/Research-Commission-Report-2018-ELSA-training-Gloucestershire.doc

1,3

Drawing and Talking Training x1

https://www.primarytimes.co.uk/news/2016/09/drawing-and-talking-helps-teachers-tackle-children-s-mental-health-issues

1,5

Recruitment of a Learning Mentor

To focus on attendance support and parental engagement

1,3,5

Contingency fund

Resources set aside for needs not yet identified but essential that we are able to respond if needed.

All

Total budgeted cost: £ 315,000

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 2020 to 2021 academic year.

Due to the impact of the COVID –19 pandemic we are unable to publish our performance measures for 2019/20 and 2020/21 and 2021/22 results will not be used to hold schools to account.

Several of our planned strategies were not fully implemented due to the restrictions and partial school closures. Our resources were diverted to support acute and unplanned need arising from the pandemic.

  • Provision of IT equipment for home learning.
  • Purchase of desk cameras and visualisers to facilitate online learning.
  • Additional free school meals for vulnerable students in school.
  • Food parcels / toiletries for disadvantaged families.

School assessments have demonstrated that disadvantaged students overall progress and attainment remains below those of non-disadvantaged students.

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme

Provider

GCSE pod

Mathswatch

Carousel

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:

Measure

Details

How did you spend your service pupil premium allocation last academic year?

NA

What was the impact of that spending on service pupil premium eligible pupils?

NA

Further information (optional)

Our school Improvement Plan priorities are focused on improving teaching throughout the school and wellbeing of students and staff is at the heart of everything we do, and our disadvantaged students are a key focus for all members of staff.