Pupil Premium


Pupil premium strategy statement:

1.   Summary information


Park View School

Academic Year


Total PP budget


Date of most recent PP Review


Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

Jan 2017



3.   Current attainment


Pupils eligible for PP

(Park View)

Pupils (Others)

(Park View)

National Averages for all Pupils

% achieving good Pass in Maths and English




Progress 8 score average- All Pupil Premium students




Attainment 8 score average  -All Pupil Premium students




Progress 8 Score -Maths




Progress 8 Score -English




Progress 8 Score -EBACC




Average Attainment 8 Score -Maths




Average Attainment 8 Score -English




Average Attainment 8 Score -EBACC





4.   Barriers to future attainment (for pupils eligible for PP including high ability)

In-school barriers (issues to be addressed in school, such as poor literacy skills)


Literacy skills entering Year 7 are lower for pupils eligible for PP than for other pupils, which prevents them from making good progress in Year 7.


High attaining pupils who are eligible for PP are making less progress than other high attaining pupils across Key Stage 3. This prevents sustained high achievement through KS4.

External barriers (issues which also require action outside school, such as low attendance rates)


Attendance rates for pupils eligible for PP are 95.2% (below the target for all children of 96%). This reduces their school hours and causes them to fall behind on average.

5.   Outcomes


Desired outcomes and how they will be measured

Success criteria


High levels of progress in literacy for Year 7 pupils eligible for PP.

Pupils eligible for PP in Year 7 make more progress by the end of the year than ‘other’ pupils so that at least 50% exceed progress targets and 100% meet expected targets. Other pupils still make at least the expected progress. This will be evidenced using accelerated reader assessments and English written assessments in June, October and December.


Improved rates of progress across KS3 for high attaining pupils eligible for PP.

Pupils eligible for PP identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as high attaining, across Key Stage 3, so that 85% or above are on track for 4 levels of progress by the end of KS4. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of departments (HOD) and senior team.


Increased attendance rates for pupils eligible for PP.

Reduce the number of persistent absentees (PA) among pupils eligible for PP to 10% or below.  Overall attendance among pupils eligible for PP improves from 90% to 98% in line with ‘other’ pupils.


6.   Planned expenditure

Academic year


The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

     i.    Quality of teaching for all

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved literacy and reading age in year 7 pupils

Selected Pupil Premium pupils placed into targeted English classes – “Booster Groups”

Our low literacy level Pupil Premium pupils have the opportunity to be in smaller classes so that the teacher can work more closely with pupils and will be able to assess progress with more regularity.

Lessons will reduce content but retain the skills focus to ensure that time is spent acquiring deeper learning.

NGRT data from the previous year’s groups proves that this is strategy resulted in an average of 13 months of progress in reading ages in 8 months

Lesson Observations

Regular marking

Analysis of data

Lead teacher for whole school literacy

October 2016

Half-termly core subject AP points

NGRT re-test at close of Y7

Improved literacy and reading age in year 7 and 8 pupils

Lexia Core 5 Software

Well-established software used in many schools across the country. Statistical studies across a number of schools show that 76% of pupils who participate gained two or more levels in reading skill.

Software assesses pupils’ literacy levels then takes them through a sequence of learning tasks – tasks simplify themselves if pupils struggle to make progress.

Software is web based, appealing and visually stimulating. Pupils want to take part and want to engage both at school and at home. 


Regular analysis of Lexia data by GH and HLTAs

Monitoring improvement in reading ages


Lead Teacher for whole school literacy

Half-termly core subject AP points

NGRT testing


Cost Analysis


HLTAs in Literacy and Numeracy


LSA Support in the classroom


Accelerated Reading Programme


Literacy Interventions


Sam Learning


Community Group support Programme (50%)


Easter School (50%)




Total budgeted cost



   ii.     Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

B. Improved progress for high attaining Pupil Premium students

Weekly small group sessions in maths and English for high-attaining pupils with HOD or equivalent, replacing tutor time or assembly.

Provide extra support to maintain high attainment. Small group interventions with highly qualified staff are known to be effective. We combine this additional provision with some ‘aspiration’ interventions such as talks from successful former pupils.

Extra teaching time and preparation time paid for out of PP budget, not sought on a voluntary basis.

Engage with parents and pupils before intervention begins to address any concerns.

Track data in English and maths at 3 key points, October, March and June.

HODs to observe sessions and provide feedback / support.

Head of Maths/ English

Mar 2017

 iii.     Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

D. Increased attendance and punctuality rates of pupil premium students to bring it in line with non-pupil premium students

Successful tracking and monitoring of PP attendance and targeted interventions by identifying causes accurately.

Attendance and Punctuality Tracker will support identify Pupils premium PA’s and this is a addressed with middle leaders as a key step.

- Attending weekly panel meeting to update year team on PA students in the year group

- Home visits for students who are absent for 5 days with no reason provided

- First day contact – Text message/ Email sent home when a child is absent

- Fast Track letters sent to all students who go below 90% attendance with a meeting arranged



- User define groups are created for various groups of attendance monitoring – Sen – below 90%

- Attendance Tracker and Punctuality Tracker are sent out each week raising awareness within school

- Weekly attendance data sent to all staff

- Attendance and Punctuality letters are sent home to each student every term raising attendance awareness

- SCBL weekly meeting

Attendance Officer

Jan 2017

iv.  Overall Cost Analysis

Strand 2: Improve Attendance

Part costs of the Education Welfare Officer


Part costs of the Attendance Officer




Breakfast club


Strand 3: Additional support and Interventions for the most vulnerable pupils

Behaviour Guidance Mentor


Counselling Provision


Targeted Intervention  (External Placements)


TA Education team


BTEC Land Based Studies


LAC Students 1:1 Tutor


LAC Students Laptops and School Trips


Lunch Time After School Clubs


Saturday and half term provision


Strand 4: Strengthen Parental engagement

Parents’ Association




Parents’ Evenings


Strand 5: Raise aspiration – Quality of career education and work related activities

Careers Service


Educational Enrichment Trips


Work Experience


Strand 6: Building Social Capital

Annual Sports Tour (2014/15)


Music Peri Teachers




Reward Trips, Theatre and Visits


Extra Curricula Clubs, Sports, Activities


School Music and Theatrical Productions




7.    Additional detail


7.1 How has the pupil Premium been used at Park View School?

The DfE has stated the following: 

“Schools, Headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individual pupils”.

At Park View we have a sophisticated system to track and assess pupil progress and this allows us to ensure that any interventions are tailored to the individual needs of a student. These systems of tracking are applied to all students including those in receipt of the Pupil Premium so that we can identify areas of underperformance and target intervention appropriately. 

Where it is evident that despite our “Quality First Teaching” and Wave 1 (planned and delivered by classroom teacher) intervention approach those students still require wave 2 (supported by head of department) or 3 (supported by the pastoral team) interventions; this is carefully managed using strategies that have been proven to have the greatest impact.  
Teachers, Heads of Departments and our Pastoral team closely monitor the impact of interventions so that any progress gaps can be reversed.

Senior leaders run KS3 data dashboard and KS4 RAP (Raising Attainment of pupils) academic monitoring processes following each assessment point. The RAP group are a core of pupil premium students who have been highlighted as underachieving in a significant number of subjects. These students are given extra support to ensure they have every possible chance of success through a range of interventions including individual mentoring.

7.2 Overview of projects undertaken using Pupils Premium Funding

v  Lower school Literacy and Numeracy interventions run by our inclusion team.

v  Provision of additional opportunities to develop attitudes, study skills and aspirations. A study skills seminar run by an external consultant is a very popular and well regarded annual event for our KS4 students.

v  Smaller class sizes in Maths, English and Science; reduced to 22 students per class.

v  Provision of ICT equipment to support students to complete work both at school and at home as and when required.

v  Career Advisor to work with all PP students to raise aspirations and ensure appropriate pathways for post 16 progression.

v  Support for PP students to attend educational trips which will impact on their attainments.

v  Alt Ed (Alternative Education) and Alternative Curriculum packages provide a bespoke programme of teaching tailored to the needs of individual students.

v  After School support in English, Science and Maths for individuals and small groups of students.

v  Additional subject specific sessions at lunchtime, after school or during half terms.

v  Saturday supplementary school in Maths, English and Science.

v  1 to 5 withdrawals of students from lessons to focus on English and Maths in small groups.

v  Purchasing additional resources for students (e.g. workbooks, revision guides, software packages) Purchasing essential curriculum equipment for students (e.g. School Uniform, PE Kit, stationery).

v  Extra-curricular sessions (e.g. music tuition) funded by the school.

v  Additional TIGS (Targeted Intervention Students) Parents’ Evenings for students and parents to provide additional support.

v  Additional support for students from Classroom Teaching Assistants (TAs) above the normal expectation (e.g. literacy intervention, homework clubs).

v  University aim higher trips - Aspiration University trips for all Year 10 Students to increase awareness of University education and life in general. In addition, at least 100 (mostly PP students) year 9 students attend aspiring ambitions day at Middlesex University to increase awareness of University education.

7.3 Student Case Studies

The student case studies below are from our 2016 cohort, all students have varied complex needs and family circumstances. Each student situation had been considered very carefully before any decision on placing students on internal or external Alternation Education Provision. 

Name: Student A

Tutor Group: 11 (15-16)

Pupil Premium/Middle attaining/LAC (KS2 data: English 4B, Maths 4B, Science 4B)

Arrived in the school in year 9 after spending a substantial amount of time abroad with no verified education

Classified as LAC student due to a murdered mother and imprisoned father convicted of the mother’s murder and running away with the children abroad

Ongoing court issue between social services and brother who wants to be the legal carer

Has exceeded or met her targets in the core subjects achieving an A in Maths, C in both English language and literature as well as achieving a B and C in science core and additional.

·        No behaviour issues

·        Good attendance, 94%

·        Has regular meeting with EWO and social services

·        Provided counselling sessions with pastoral and external providers

·        Pastoral team were monitoring the home situation very closely

·        Home tuition was organised by the school

·        Arrived in the school in year 9 after spending a substantial amount of time abroad with no verified education

·        Has achieved 7 A*-C including English and maths and 9 A*-D

·        Her football commitments after school meant that she tended to be tired in lessons

Name: Student B

Tutor Group: 11 (15-16)

High attaining KS2 data: (English 4A, Maths 5B, Science 5B)

Attendance to school was relatively good however she would miss large chunks of her lessons at times due to anxiety, self-harming and stress issues. There was a lack of parental engagement.

·        No behaviour issues

·        Frequently late to class

·        Good attendance, 93%

·        Socially awkward and had only 1 friend in the school

·        Teachers were aware of her anxiety issues

·        Had counselling after refusing to engage in the first instance

·        Constant meetings with EWO and pastoral team

·        Timeout card was issued for whenever she needs to be out of a lesson to gain control of her anxiety before she has an episode which ultimately means she would need to go home

·        Self-harming and was hospitalised a couple of times

·        7 A*-B including English and maths, 8 A*-D including English and maths

Name: Student C

Tutor Group: 11 (15-16)

Pupil Premium / High Attaining (KS2 data: English 4B, KS2 Maths 5B, KS2 Science 5B.)

Student A is currently underperforming in school due to a lack of effort, poor punctuality and low attendance of 83.3%, rarely attends Lesson 1.

·        No behaviour incidents.

·        Has regular meeting with the Year team deputy (YTD). 

·        Has regular home visits with the Education welfare officer (EWO).

·        Pastoral team is working very closely with sister to improve attendance

·        He has had several intervals and withdrawals to catch-up on English and Science.

·        Classified as Child Protection case due to his sister having a baby at 16 years of age.

·        Arrived at PV at the beginning of year 9 as an IYFAP student from St Thomas More School.

·        Despite all of the above he is still performing around the C/D borderline in all subjects including English and Maths.

·        Will achieve 5 A* -G English and Maths

Name: Student D

Tutor Group: 11 (15-16)

Pupil Premium / Middle ability student (KS2 data: English 4C, KS2 Maths 4C, KS2 Science 3A)

Student B found Key Stage 3 very challenging. He lacked social skills, has an unstable home life, which led with him being taken in to care in Year 10. He was often involved in a large number of behaviour incidents to do with defiance towards following instructions.

·        Attended behaviour management sessions at PV and anger management session with Park View School.

·        Had 1:1 session with his football coach and his HoY and YTD.

·        Is a member of Charlton FC Academy he receives a half day release on Tuesday and Thursday.

·        Worked with his carers and became a more confident and composed individual who subsequently trying to achieve his target grade in Year 11.

·        His carers regularly engage with school and attend all parents evening.

·        Despite all of the above is still performing around the C/D borderline in all subjects including English and Maths apart from in PE where is B/C.

·        Pastoral team has organised 1 - 1 tuition through LAC funding

·        He has been doing very well recently and likely to achieve 5 A* -C

Name: Student E

Tutor Group: 11 (15-16)

Pupil Premium / Low ability student (KS2 Data: English 4B, KS2 Maths 3B KS2 Science 3B)

He is currently underperforming in school due to a lack of effort, poor punctuality, rarely attends Lesson 1 and a number of behaviour incidents.

·        Found Key Stage 3 very challenging and achieved well below expectations

·        Arrived in the middle of Year 9 from a school in Camden. Camden & Haringey contacted the Education Welfare Officer (EWO) at PV school indicated that he has CP case from his old school.

·        PV provided him a Counsellor based on information that was provided by his previous school.

·        PV made him a member of the school football team and he developed friendship groups.

·        Pastoral team is working very closely with his Father and Sister to keep him engaged and monitor his progress and attendance.

·        Has been doing well recently and is on bespoke interventions for range of subjects, aiming to achieve 5 A* -C.

Name: Student F

Tutor Group: 11 (15-16)

Pupil Premium / Low ability student KS2 Data: below level 2

Student D has ADHD and takes medication.  He has been the subject of extensive in-class support and was part of the Alt Ed department since early in Year 10.  He has had access to SEN lunchtime club and had keyworker relationships over the past two years.  Mum has been supportive but the changes to his medication have often been a catalyst for changes in his behaviour.  Generally speaking, we have managed to find amicable ground with him and he will attempt the work that is set but he remains at serious risk of significant underperformance in Year 11. 

A further reduction to his timetable and a college placement were being considered to optimise his potential for passing Maths and English, but persistent lateness and failure to engage in learning over prolonged periods of time threaten this and we have not found solutions to these barriers.  He has had access to the BTEC Land Based Studies Course in which he is likely to achieve a Level 1 pass and this also supported an increase in participation in other subject areas.  That said, we have not been successful in transferring this into other academic areas over longer periods of time. Off-site provision including a placement at Wolves Lane Garden Centre was arranged only for him to make a pre-commencement visit and be subsequently implicated in the theft of several items.  The Garden Centre decided to not make a police complaint. 

He has been the subject of a reduced timetable to minimise disruption and arguments with others at breaks and lunchtimes. He has now been provided with one hour tutoring off site in the lead up to the GCSE exams.


Name: Student G

Tutor Group: 11 (15-16)

Pupil Premium / Middle ability student KS2 Data: 4C/4B

September 2014

  • Referred to PV Alternative Education.

  • Good attendance and attitude initially but as the department was new, he did not cope well with the transition. After a few weeks’ attendance seriously dipped.

April 2015

  • Referred to Southgate College but refused to attend. EWO monitored attendance and started proceedings. Meeting held in June 2015 where he requested to attend Barking and Dagenham College.

July 2015

  • Following an assessment of the college and its suitability referral made.

September 2015

  • Started course at Barking and Dagenham College. Attendance was good initially but tailed off towards October due to negative influences outside of College. Was arrested for possession of cannabis and given a YOS worker. 

January 2016

  • Home visit carried out by EWO for long period of non-attendance. YOS reported he has not attended his sessions.

April 2016

  • Still refuses to attend and is unlikely to sit any exams.

Barriers to learning/issues

  • Anger management, peer pressure, relationships with teachers, lack of parental support, negative role models


  • PV Alternative education department, poor attendance, two college placements, mentoring

  • Meetings and regular contact with parent, EWO, Youth Offending