Detail

Data

School name

Park View School

Number of pupils in school

1199

Proportion (%) of pupil premium eligible pupils

40.95%

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

2022-2023

Date this statement was published

21/09/2022

Date on which it will be reviewed

18/07/2023

Statement authorised by

Andrew Webster

Pupil Premium Lead

Maureen Fyffe-Locke (secondment)

Governor Oversight

Sue Corbett

Detail

Amount

Pupil premium funding allocation this academic year

£ 468,905

Recovery premium funding allocation this academic year

£ 33,604.00

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

£ 502,509

At Park View, the belief that underpins our vision is that all students, regardless of starting point or socio-economic factors, are entitled to receive an outstanding education aided by a culture of high expectations and inclusivity.  Our underlying principle is that school should enable all young people to make progress and reach their potential. We know that high quality teaching, diagnostic assessment and a knowledge rich curriculum that supports the needs of all pupils will improve the outcomes of our most vulnerable students.

Our CPD (continuous professional development) programme provides evidence-based and on-going training opportunities for all staff to enable them to create high quality lessons and supportive learning environments for all groups of students.

Through our pupil premium strategy, the focus is to ensure our disadvantaged pupils make outstanding progress and achievements consequently reducing the gap between disadvantaged and non-disadvantaged.  The pupil premium strategy plan is embedded in our Park View Pillars; these are the values that permeate our curriculum.

• Knowledge Our curriculum design incorporates evidence-based research and approaches so makes it impossible for our students to forget the knowledge they have acquired.
• Skills We teach and support our students to develop a range of skills to navigate learning and enrich their experiences beyond secondary school.
• Inclusivity Our broad and knowledge rich curriculum is designed to support all learners.
• Love of learning The curriculum encourages a life-long love of learning and curiosity about the world.
• Enrichment We develop pupils’ cultural capital and provide a range of opportunities for our pupils throughout our curriculum.
• Ambition We encourage pupils to adopt a growth mindset, give them the tools to succeed and convince them to see the value of what they are learning.
• Coherence and cohesion Our purposeful curriculum is organised across year groups and departments to ensure clarity, continuity and relevance. Its multi-tiered structure allows for the greatest students’ outcomes.
• Cultural diversity Our curriculum actively challenges pre-conceptions and prejudice; our pupils are encouraged to practice cultural sensitively giving a voice to our learners enabling them to make educated opinions and judgements.

The foci around which we deploy Pupil Premium funding are:

• Raising progress and achievement
• Improving attendance and punctuality
• Providing additional support and intervention for our most vulnerable students
• Strengthening parental engagement
• Raising aspirations – including quality careers education and work-related activity
• Building social capital and enhancing social mobility

Challenge number

Detail of challenge

1

There is a reading gap between our disadvantaged and advantaged students. They generally have lower levels of reading comprehension than their peers. This can negatively impact their progress across the curriculum. For some students there is a reluctance to read or limited access to books outside of school. Two years of disruption related to the impact of Covid-19, meant it was difficult to effectively train students in the right reading habits. The evidence-based research shows that disadvantaged students have limited language, and restricted vocabulary.

2

Disadvantaged students have fewer opportunities for cultural enrichment than their non-disadvantaged peers. Moreover, the pandemic has led to a reduction in extracurricular activities and school trips which meant that all students have been negatively impacted.

3

The data have indicated that the impact of the pandemic has affected them as a group, most disproportionately; as a result, a significant number of our PP students have increased emotional, social, and mental health needs which require additional support.

4

Attendance data shows there is a gap of approximately 2% between eligible PP students compared to non-PP students. For 2021-22, attendance of non-pp students was 93.94%; whilst attendance for non-PP students was 95.37. Furthermore, pupil eligible for PP have a higher persistent absence percentage 2.72.%.  They also account for a higher number of lates 3.36% compared with non-PP 1.85%.

Intended outcome

Success criteria

Improved literacy among disadvantaged pupils, particularly at KS3.

Embedded disciplinary literacy across the curriculum.

Reading Partnership between staff and students- narrow reading gap

Mastery of tier 2 and 3 vocabularies

Reading Intervention programme leading an improvement in reading ages

Dedicated library lessons at KS3

Developed evidence-based and on-going training opportunities for staff to support classroom strategies.

Teachers incorporating retrieval practice, metacognition, and disciplinary literacy

Well planned and delivery of high-quality lessons.

Progress maps used to support students’ independence and progress.

PP students achieving on par with their non-pp peers

INSET days used to embed T&L strategies for PP students into curriculum.

A culture of high expectations.

Improved wellbeing for all pupils, including those who are disadvantaged.

Effective use of specialised support

Increase in participation in enrichment activities, particularly among disadvantaged pupils.

Improved attendance and punctuality of disadvantaged students

Sustained and improved attendance/punctuality to school

Reduction in numbers of persistent absences for students from disadvantaged backgrounds

Offer a wide range of extracurricular clubs and involvement with cultural enrichment opportunities.

Students consistently participate in extracurricular and enrichment activities.

Disadvantaged pupils are involved in student leadership activities.

Wider range of extracurricular activities and school trips

Activity

Evidence that supports this approach

Challenge addressed

Developing teachers’ understanding of how to teach reading and secure fluency.

Embedding Disciplinary Literacy.

Embed an academic reading culture across the school.

Embed consistent a range of strategies tool to improve students' engagement and learning.

Boost progress and attainment by raising awareness of eligible pupil premium students

Reading comprehension strategies, according to the EEF, adds 6 months progress and the evidence strength for this assertion is highly secure.

They have advised that, ‘It is crucial to support pupils to apply the comprehension strategies independently to other reading tasks, contexts and subjects.’

This shows that a whole-school approach is needed when it comes to teaching and promoting general teaching strategies.

There is an attainment gap between PP and non-PP students

Significant numbers of PP students have low reading ages.

1

Developing extended learning and assessment.

Analysis of pupils’ progress has shown that some pupils including disadvantaged ones, have limited metacognitive and revision skills.

EEF guidance report shows that ‘Teacher feedback improve pupil learning’ (2021) and an acknowledgement that feedback is much broader than simply ‘marking’ (an area of teaching that is remarkably understudied, according to EEF’s ‘A Marked Improvement’ review – 2016).

Ensure all students have access to demanding work and are not limited, particularly disadvantaged students.

Activity

Evidence that supports this approach

Challenge Addressed

Targeted interventions for key groups of students.

There is strong evidence

showing the impact that high quality

interventions can have

on the outcomes of struggling students.

1

2

Reading Partnership Programme and Reading Mentors

The school has used Accelerated Reader for several years now to promote a love of reading and track pupils’ progress in this area. The reading partnership is a targeted intervention and enrichment programme designed to support struggling/reluctant readers. Reading texts aloud to students removes the cognitive load associated with decoding and therefore is more likely to improve comprehension, including enhancing vocabulary knowledge.

The EEF has reported that ‘it is important to identify the appropriate level of text difficulty, to provide appropriate context to practice the skills, desire to engage with the text and enough challenge to improve reading comprehension.

Activity

Evidence that supports this approach

Challenge Addressed

Continued monitoring of disadvantaged students by pastoral teams and attendance officer to support/drive attendance.

Disadvantaged students nationally have poorer attendance than their peers.

Attendance of PP students remains high profile for all pastoral teams.

4

3

Vulnerable students register.

Emotional and mental health support of PP students and their families

Over the last two years, there has been a sharp increase in the number of children experiencing mental health problems. NHS surveys show that before the pandemic, in 2017, 1 in 9 children had a probable mental health disorder. That has now jumped to 1 in 6.

Student Intervention Team to develop a range of enrichment activities to develop cultural capital for pp

PE department offering a wide range of extracurricular activities

Departments leading and planning school trips.

Create opportunities for leadership responsibilities in school for disadvantaged students.

Enrichment opportunities help develop social skills and a positive attitude to school.

The EEF suggests that enrichment activities can have a positive impact on academic outcomes in other areas of the curriculum” and “may offer a route to re-engage older pupils” which is a key consideration for us arising from school closures. These can enhance students; progress by an additional 3 months. In addition, the EEF found that “Wider benefits such as more positive attitudes to learning and increased well-being have also consistently been reported”.

2

Year Group

Access to Pupil Premium

Total Cohort

% of total

7

94

217

43.32%

8

98

238

41.18%

9

104

241

43.15%

10

80

241

33.20%

11

115

2

43.89%