Park view june 2022 0089
Pupil Premium

Pupil Premium Strategy Statement 2023-24

School Overview



School name

Park View School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


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


Date this statement was published


Date on which it will be reviewed


Statement authorised by

Andrew Webster

Pupil Premium Lead

Maureen Fyffe-Locke (secondment)

Funding Overview



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


Part A: Pupil Premium Strategy Plan - Statement of Intent

At Park View, guided by the school’s motto of 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 succeed in their chosen avenues post-secondary education. We understand that education is a powerful tool that should enable all young people to progress and reach their full potential and thrive.

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 facilitate this, we have introduced the use of progress maps for students to self-assess and set targets across all subjects. This innovative tool allows students to actively engage in their learning journey, fostering a sense of ownership and responsibility towards their academic goals. Also, parents are encouraged to utilise the progress maps to support their child’s extended learning. By doing so, they can play an active role in their child’s education, helping to reinforce learning objectives and strategies at home.

Our Continuous Professional Development (CPD) program is central to our educational philosophy. It provides evidence-based and ongoing training opportunities for all staff, enabling them to deliver high-quality lessons and create supportive learning environments for all groups of students. A key component of this program is training in cognitive science approaches, which equips our educators with the tools to enhance the delivery of our curriculum. By understanding how students learn, we can tailor our teaching methods to ensure that every pupil thrives.

Furthermore, we are dedicated to embedding enrichment opportunities within departments and across the school to bolster cultural capital. This initiative is designed to expose students to a wide range of cultural experiences, fostering a deeper appreciation for the arts, sciences, and humanities. By integrating these experiences into our curriculum, we aim to provide a well-rounded education that prepares our students for success in a diverse and dynamic world.

At the heart of our approach is our Pupil Premium strategy. This strategy is designed to ensure that our disadvantaged pupils not only make significant progress, achieving high levels of success, but that they will Thrive. As a result, the attainment gap between them and their peers is narrowed. The Pupil Premium strategy is seamlessly integrated into our Park View Pillars, which are the foundational values of our curriculum and guide every action we take.

Our unwavering commitment to exceptional education, active student engagement, and continuous improvement through CPD reflects a holistic approach to nurturing student success. By addressing the unique needs of our vulnerable students and actively involving parents, we cultivate a supportive and inclusive environment where all students can truly thrive.


Park View Pillars

  1. Knowledge: Our curriculum design is rooted in evidence-based research and pedagogical approaches, ensuring that students retain the knowledge they acquire.
  2. Skills: We empower our students with a diverse set of skills. These skills not only help them navigate learning but also enrich their experiences well beyond secondary school.
  3. Inclusivity: Our broad and knowledge-rich curriculum is intentionally designed to support all learners. Every student finds a place to thrive.
  4. Love of Learning: Our curriculum fosters a lifelong love of learning. It sparks curiosity about the world, encouraging students to explore and discover.
  5. Enrichment: We go beyond textbooks. Our commitment to cultural capital development ensures that students encounter a rich tapestry of experiences throughout their educational journey.
  6. Ambition: We don’t just teach subjects; we promote ambition. By nurturing a growth mindset and providing the necessary tools, we inspire students to recognise the inherent value in their learning.
  7. Coherence and Cohesion: Our purposeful curriculum is meticulously organised across year groups and departments. This multi-tiered structure ensures clarity, continuity, and relevance, ultimately leading to exceptional student outcomes.

Cultural Diversity: Our curriculum actively challenges preconceptions, biases and unconscious. We encourage cultural sensitivity, giving voice to our learners and empowering them to form educated opinions and judgments.

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


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.


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.


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.


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



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


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)


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.





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”.


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

Year Group

Access to Pupil Premium

Total Cohort

% of total





















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.