Pupil Premium

PPG impact statement 2018-19 Outcomes

Our PPG Impact statement can be found by clicking the link here

PPG provision mapping 2018/19

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact


+8 months

An evidence synthesis produced by the EEF, Sutton Trust and Durham University – found that on average the provision of high-quality feedback led to an improvement of eight additional months’ progress over the course of a year.

Marking offers an opportunity to provide pupils with the clear and specific information that the wider evidence base on feedback suggests is most likely to lead to pupil progress.

  • All staff to use 4 quarters marking policy.
  • Marking of PPG students work first.
  • Work scrutiny of PP students to track progress each ½ term with SMT.
  • Class intervention data – every class teacher expected to know progress of all with focus on PP students.
  • Green for growth – students respond to teacher feedback in green pen.
  • Class teachers use seating planner strategically and with personalisation to overcome barriers.
  • Hegarty Maths is used as a feedback tool for students.

£1,500 (extra teacher time)

  • Monitored through HOD, SMT. Work scrutiny.
  • Through work scrutiny by HOD.
  • Calendared agenda item at SMT each half term to look at PPG students from a variety of subjects and year groups.
  • All seating plans will have PPG students identified and interventions in action plan box.
  • As per Trinity Academy marking policy. This will be picked up through line management, HOD, SMT.
  • SMID seating planner tool
  • Feedback of questions answered and areas of weakness used to inform planning.
  • PPG usage is tracked each week and is a fixed agenda item in Maths meetings.
  • Overall evidence and impact will be in the form of quantitative and qualitative data.
  • Tracking of students who have been seen through work scrutiny.
  • Students will be able to explain how feedback works.
  • Attainment for those students will rise based upon feedback given by class teacher.
  • Results analysis from the first data capture to the third data capture.
  • Hergarty Maths usage for all PPG students is in line with those of Non PPG.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Digital technology

+4 Months

Technology for students, where learners use programmes or applications designed for problem solving or open-ended learning.

Evidence suggests that technology approaches should be used to supplement other teaching, rather than replace more traditional approaches.

There is clear evidence that digital technology approaches are more beneficial for writing and mathematics practice.

  • School has purchased Hegarty Maths software for every student in Year 7-11.
  • Students use MyGCSE Science and Vocabulary Express in a similar way to Hegarty.
  • This complements the work of the Knowledge Organisers and homework schedule.
  • HOD and KS4/KS3 in Maths dept.
  • AVP line management of maths has this as fixed agenda item.
  • War room interventions fortnightly.
  • HOY and AHOY also tracking.
  • Students uptake is in line with non PPG students.
  • Attainment in mathematics is increased throughout the key stages.
  • Excel spreadsheet from Hegarty which shows uptake and hours of usage by students

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Extending the school day + 2 months.

Evidence shows that on average those targeted groups of pupils, particularly disadvantaged or low-attaining pupils, either before or after school have on average made 2 months gain.

  • Homework club set up with specific aim on PPG students that are under attaining.
  • Study support clinic made compulsory for all students that are underachieving against progress target from war room meetings. Extension of school day by 1 hour for targeted intervention.
  • Compulsory revision sessions until 4pm for all Year 11
  • 48 different after-school activities are being provided for students from September 2018, and participation encouraged across all yeargroups; this intervention is designed to strengthen relationships, raise attendance, and make school more attractive for PPG students.
£1,300 (teacher time)
  • Teacher will issue detention for incomplete homework as per policy. Data is tracked internally and this will demonstrate the need to intervene.
  • War room tracking sheet will show those students that have been attending.
  • HOY/HOD to inform war room of attendance. Parents informed also.
  • It is expected that the number of pupil premium students who receive detentions for not completing homework will rapidly decline.
  • Internal tracking data will show a decline in number of students that have been given detention.
  • War room tracking sheet will show who has attended, and gains or declines in progress will lead to action and immediate communication with parents.
  • Attendance will be monitored, with a view to ensuring that PPG take-up is exceptionally high.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Behaviour intervention

+ 3 months

Approaches to developing a positive school ethos or improving discipline across the whole school which also aim to support greater engagement in learning;

More specialised programmes which are targeted at students with specific behavioural issues.

  • At KS4 (Year 10) setting up of the “Green route” whereby the core subjects and three vocational are taught and one day a week there is a work placement.
  • KS3 nurture groups: students’ curriculum is adapted so that core subjects are taught alongside additional literacy lessons by teachers with a track record of solid behaviour management.
£128,500 (the cost of school-based behaviour interventions and alternative provision for our disadvantaged students).
  • Attainment tracked by VP and AVP
  •   Behaviour tracked by VP and AVP
  • HOY and HOD
  • We expect those disadvantaged students in years 7-11 who access our internal behaviour provision to achieve the same ‘progress to target’ as other disadvantaged students in their year group.
  • A much tailored provision will reduce exclusion rates, seclusion rates, detentions and low level disruption. Tracked internally on school pod.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact


+5 Months

On average, the impact of homework on learning is consistently positive (leading to on average five months’ additional progress). 

Evidence also suggests that how homework relates to learning during normal school time is important. In the most effective examples homework was an integral part of learning, rather than an add-on.

  • A new homework policy has been introduced to the Academy for all students.  Knowledge Organisers are linked to each section of a scheme of work per ½ term and in turn linked to each key stage.
  • Knowledge Organisers will ensure that all students complete homework
  • Absent children are able to keep up with work set more easily.
  • Families are involved in helping with homework.
  • All staff will implement the homework timetable, which is far more simple than in previous years, and easier to enforce.
  • Our consequences system is significantly improved, so that after school support is mandatory.
  • All HOD/ AVP and VP for teaching and learning to track through work scrutiny.
  • Student planners will demonstrate the amount of homework set.
  • Knowledge test scores set for each area
  • Rehearsal exam scores.
  • Overall attainment.
  • Tracking on excel work scrutiny done for PPG students’ Knowledge Organisers.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Reduction in class sizes

+3 months

Reducing class size appears to result in around three months’ additional progress for pupils, on average. Intuitively, it seems obvious that reducing the number of pupils in a class will improve the quality of teaching and learning, for example by increasing the amount of high quality feedback or one to one attention learners receive. 

  • Reduction in class sizes to ensure that those students most challenged by the secondary school curriculum are able to work in small groups with high staff to student ratios.
  • This provides the potential for more personalised learning and therefore well worth the cost. In 2018/19 those disadvantaged students who are most challenged by learning will work in groups of 14-18 and will have support from teaching assistants, giving a typical student: adult ratio of 1:5.
  • Students whose focus and behaviour is below expectations are taught maths, English and science in Year 11 by experienced teachers who maximise motivation and accountability.
£176,000 (the cost across the curriculum of extra colleagues to allow for smaller groups)
  • VP/AVP for curriculum and attainment.
  • SEND dept.
  • HOY, AVP Pastoral and VP in tracking of behaviour / attendance
  • Central Pupil Premium Monitoring will be used to compare the rates of progress of those disadvantaged students in smaller groups with those who are not, we expect to see accelerated progress for those in smaller groups.
  • Attainment rates and outcomes from rehearsal/final exams.
  • SchoolPod analysis to show contact ratio
  • CLFP file from AVP to show class sizes.
  • Nurture group and Green route student list along with attainment.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Careers information advice and guidance

Maintenance of 0% NEET (students not in education, employment or training), and raised aspirations within our community.

  • Specialist careers advisors for Year 11 students to ensure they have realistic but demanding aspirations and that they progress to further study or employment at 16.
  • All disadvantaged students to have access to impartial careers guidance and that they have priority in accessing our own member of staff designated with providing IAG to Year 11 students.
£18000 (all disadvantaged students to have a careers interview and a share of the funding for our own member of staff in charge of IAG – this is justified on the grounds that disadvantaged students receive priority access to both services).
  • Monitored through tracking of PPG students in yr. 11 CIAG meeting schedule.
  • Tracking of destination data internally.
  • All Pupil Premium students to have realistic college/ sixth form offers for September 2018. Vulnerable Pupil Premium students to have been given thorough, aspirational guidance for the college and jobs market.  

This success of this to be determined through learners’ views and through monitoring of college placements.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Parental engagement

+3 months

Approaches and programmes which aim to develop parental skills such as literacy or IT skills; 

General approaches which encourage parents to support their children with, for example reading or homework; 

The involvement of parents in their children’s learning activities; and 

More intensive programmes for families in crisis.

  • All year groups have parents’ information evenings. Parents are trained and encouraged in supporting homework.
  • Newsletters and PP impact report (summary to all parents).
  • Stay-and-read workshops with parents/ grandparents.
  • Parental engagement breakfasts for specific families e.g. non-attenders from parent’s evenings.
  • Use structured conversations for all discussions about progress with parents. All staff training on this area.
  • Parents meeting on yr 11 revision strategies / Hegarty Maths
  • Parental attendance is tracked.
  • Those not attending are phoned by HOY/AVP.
  • Tracking of attendance at yr 11 meeting for revision / impact evening.
  • Staff CPD.
  • Attainment of students rises.
  • Parental support of the school is improved through feedback questionnaire analysis.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Knowing vulnerabilities and barriers

All teaching and pastoral staff able to identify and then break down the barriers to learning, attendance and behaviour for all PPG students in each Key stage.

  • Student needs – analysis done through individual meetings with PPG lead.
  • Barriers identified and tracked Information cascaded to HOD/Teachers to input into seating plans / interventions.
  • All staff aware of needs / vulnerabilities.
Teacher time £2500
  • Monitored through interview and tracking on excel central sheet. Year 7-11 students interviewed with Year 11 first.
  • Monitored through work scrutiny by HOD/AVP/VP and SMT on seating plans.
  • Seating plans have the information in.
  • Staff are aware when asked.
  • Students know if its learning, behaviour or attendance barrier.
  • War room minutes.

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

Reading schemes +4 Months

The Lexia reading scheme at KS3 and KS4

Digital Technology for students, where learners use programmes or applications designed for problem solving or open-ended learning.

  • Students identified on entry and during English lessons.
  • Specific tutor group set up and tracked.
  • Allocated teacher to conduct tests.

Cost of licence £2985.00

Teacher time £2000

  • Monitored through the English and SEND dept.
  • Evidence monitored through tracking sheets and student data on reading ages

Rationale Action Cost met with PPG funding Monitoring Evidence/Impact

My tutor + 4 Months

Digital Technology for students, where learners use programmes or applications designed for problem solving or open-ended learning.

There is clear evidence that digital technology approaches are more beneficial for writing and mathematics practice.

  • Students in Year 11 identified for additional work on My Tutor, an online tuition programme aimed at raising achievement.
  • War room targeted students have these sessions during the school day.
  • Its use is monitored through the specific subjects and also through the war room meetings.
  • Students usage monitored by HOD.
  • Impact measured after rehearsal and external summer examinations.

PPG impact statement 2017/18


The 2017/18 results for Pupil Premium students at GCSE represented a significant improvement compared to results in 2016/17:

Area Result 2017 Result 2018 Difference
Progress 8 -1.08 -0.76 +0.32
Maths Progress 8 contribution -0.79 -0.88 -0.09 (but PP gap narrowed)
English Progress 8 contribution -0.49 -0.51 -0.02
Ebacc progress 8 contribution -1.21 -0.73 +0.48
Open Progress 8 contribution -1.47 -0.88 +0.59
PPG students are in line with national averages in English at grade 4+ and grade 5+.

A detailed analysis of the impact of each intervention within the 2017-18 action plan (as posted on the website) is in progress.

During the academic year 2017/18 Broadway Academy  Headteacher  Mr R. Skelton undertook a review of the progress of Pupil Premium students at Trinity Academy.  His findings are bullet pointed below.

  • There has been a significant ‘uplift’ and a ‘can do attitude’ around the Academy
  • Engagement by PPG students was high and particular good practice was seen in Btec PE, English and German
  • The appointment of the Literacy Co-ordinator will allow the importance of Literacy to be realised across the Academy

Areas for improvement are listed below.

  • A raising achievement plan for each class
  • Reports to include data that will allow parents and students to show areas that are secure and areas that need further work
  • Target and stretch more able students through higher order questioning

We thank Mr Skelton for his visit and will implement his suggestions in our PPG strategic plan for the academic year 2018/19.