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Pupil Premium Strategy Statement 2023-24

School Overview

Detail	Data
School name	Park View School
Number of pupils in school	1115
Proportion (%) of pupil premium eligible pupils	46%
Academic year/years that our current pupil premium strategy plan covers	2023-2024
Date this statement was published	07/05/2024
Date on which it will be reviewed	07/05/2025
Statement authorised by	Andrew Webster
Pupil Premium Lead	Maureen Fyffe-Locke (secondment)

Funding Overview

Detail	Amount
Pupil premium funding allocation this academic year	£ 548,000.00
Recovery premium funding allocation this academic year	£ 143,000.00
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	£691,00.00

Part A: Pupil Premium Strategy Plan - Statement of Intent

At Park View, guided by the school’s motto Thrive, we are steadfast in our belief that every student is entitled to an exceptional education, regardless of their background or socio-economic status. Our ethos is underpinned by a culture of high expectations and inclusivity, ensuring that school is a place where every young person can aspire to achieve their goals and Thrive. Education, we believe, is a powerful tool that enables all young people to reach their full potential.

We are committed to high-quality teaching, informed by diagnostic assessment and a knowledge-rich curriculum that is responsive to the needs of all pupils. This approach is crucial in improving outcomes for our most vulnerable students. To support this, the use of progress maps is embedded across all departments and woven into curriculum design and lesson delivery. These maps enable students to continuously self-assess, reflect on their learning, and set personalised targets, fostering ownership, ambition, and a growth mindset. Their ongoing use supports dialogue between teachers and students, ensuring learning is responsive and purposeful. Parents are actively encouraged to engage with the progress maps, strengthening school-home links and reinforcing key learning objectives and strategies beyond the classroom.

A central strand of our inclusive practice is the establishment of a Pupil Premium and Whole-School Reading Working Party, created with a clear vision: to enhance the learning and lived experiences of some of our most vulnerable students through a dual focus on literacy and cultural capital. This initiative draws together staff from across departments to drive a coordinated approach to reading and enrichment. By embedding high-quality, contextually relevant reading opportunities into our curriculum and planning engaging, meaningful enrichment activities, we are working to ensure that all students - especially those eligible for the Pupil Premium - develop a love of learning and the confidence to thrive in and beyond the classroom.

This vision is brought to life through projects such as our Holiday Activity and Food (HAF) programme, which provides pupils with enriching experiences and nutritious meals during school holidays, and our valued partnership with the Felix Project, which supports local families by tackling food insecurity and strengthening community bonds. These initiatives not only support wellbeing but also ensure that our students are nourished, curious, and ready to learn.

Our Continuous Professional Development (CPD) programme is central to our educational philosophy. It provides evidence-based, ongoing training opportunities for all staff, enabling them to deliver high-quality lessons and foster supportive learning environments for all groups of students. A key component of this programme is training in cognitive science approaches, which equips our educators with strategies to enhance how our curriculum is delivered and how learning is retained. By understanding how students learn best, we can adapt our teaching to ensure that every pupil has the opportunity to thrive.

In addition, we are deeply committed to embedding department-led enrichment opportunities across the school, designed to build our students’ cultural capital. These experiences range from museum visits and science fairs to creative arts and sports activities. They are carefully planned to reflect and extend the curriculum, ensuring students develop a broad and rich understanding of the world around them.

At the heart of all we do our Pupil Premium strategy is designed to ensure that our disadvantaged pupils make sustained progress and achieve their very best. Through our dedicated working party,

targeted interventions, and a culture of care and ambition, we are narrowing the attainment gap and building a future where every child, regardless of their starting point, can truly Thrive.

Our unwavering commitment to exceptional education, active student engagement, and continuous improvement reflects a holistic approach to nurturing success. By addressing the unique needs of our students, fostering strong community links, and actively involving parents, we continue to build a supportive and inclusive environment where all students can thrive.

Challenges

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 Outcomes

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

Teaching

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.

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.

Targeted Academic Support

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.

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.

Wider Strategies (For Example, Related To Attendance, Behaviour, Wellbeing)

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

In 2023/24, 513 Students Were Eligible For Pupil Premium Funding

Year Group	Access to Pupil Premium	Total Cohort	% of total
7	104	206	51%
8	95	206	46%
9	113	232	49%
10	106	240	44%
11	95	238	40%

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.

At Park View, we use DPR to track and assess student progress and this allows us to ensure that any interventions will be tailored to the individual needs of a student. This system of tracking is 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 focus on high quality classroom teaching, those students still require further interventions, this is carefully managed using strategies that have been proven to have the greatest impact. Teachers, Heads of Department and our Pastoral team closely monitor the impact of interventions so that any progress gaps can be addressed.

Senior leaders run academic monitoring processes for all year groups following each assessment point. Students who have been highlighted as underachieving in a significant number of subjects are given extra support to ensure they have every possible chance of success through a range of interventions including individual mentoring.

Overview Of Projects/Strategies Undertaken Using Pupil Premium Funding

Capping class sizes at 27 pupils maximum, by increasing staffing levels
Key stage 3 Literacy and Numeracy interventions run by our inclusion team.
Provision of ICT equipment to support students to complete work both at school and at home as and when required.
Our Careers Advisor works with all pupil premium students to raise aspirations and ensure appropriate pathways for post 16 progression.
We provide financial support for pupil premium students to attend educational trips which will raise their aspirations and attainment.
Alternative Education and Alternative Curriculum packages provide a bespoke programme of teaching tailored to the needs of individual students.
After School support in a range of subjects for individuals and small groups of students.
Additional subject specific sessions at lunchtime, after school or during half terms.
Saturday supplementary school in a range of subjects to help prepare students for the GCSE exams.
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).
Extra-curricular sessions (e.g. music tuition) funded by the school.
Additional Parents’ Evenings for targeted students and parents to provide additional support.
Additional support for students from Classroom Teaching Assistants (TAs) above the normal expectation (e.g. literacy intervention, homework clubs
University 'Aim Higher trips - Aspiration University visits for all Year 10 Students to increase awareness of University education and life in general.