Pupil Premium Strategy Statement
Pupil Premium Strategy Statement
This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.
School overview (October census)
| Detail | Data |
|---|---|
| Number of pupils in school | 780 |
| Proportion (%) of pupil premium eligible pupils | 48.08% |
| Academic year/years that our current pupil premium strategy plan covers | 2024/25 – 2026/27 |
| Date this statement was published | October 2025 |
| Date on which it will be reviewed | October 2026 |
| Statement authorised by | S. Trehearn |
| Pupil premium lead | R. Gissing |
| Governor / Trustee lead | M. Flannery |
Funding overview
| Detail | Amount |
|---|---|
| Pupil premium funding allocation this academic year | £403,663 |
| Recovery premium funding allocation this academic year | - |
| Pupil premium funding carried forward from previous years | - |
| Total budget for this academic year | £403,663 |
Statement of intent
Our aim is that all students, regardless of background or challenge, make strong progress and achieve high attainment across the curriculum, with particular focus on EBacc subjects. Our Pupil Premium strategy ensures disadvantaged pupils, including high attainers, are supported to excel and are well prepared for life beyond school.
We recognise the additional challenges faced by vulnerable pupils such as those with a social worker or young carers, and design support to meet their needs, whether or not they are classified as disadvantaged. Our strategy follows the EEF’s evidence-informed tiered approach: prioritising high-quality teaching, complemented by targeted academic support and wider strategies that remove non-academic barriers.
To support pupils academically, we deliver a range of interventions including whole-school guided and focus reading, targeted small-group support, and intensive programmes such as Lexia for pupils below expected reading levels. Alongside this, we provide high-quality support in other curriculum areas to address gaps and maximise progress.
Our intended outcomes include:
- Ensuring all pupils, including disadvantaged, receive consistently high-quality teaching.
- Reducing exclusions and improving behaviour across the school.
- Supporting pupils’ social, emotional, and mental health needs through a robust pastoral system.
- Providing access to enrichment activities, cultural experiences, and wider opportunities that enhance learning and engagement.
To achieve this, we will:
- Embed a whole-school approach where all staff take responsibility for disadvantaged pupils’ outcomes and maintain high expectations.
- Intervene early when needs are identified and provide targeted academic support alongside wider strategies.
- Ensure that financial or logistical barriers do not prevent disadvantaged pupils from accessing learning, enrichment, or support.
- Continuously monitor and adapt interventions using diagnostic assessment and evidence-informed approaches to meet evolving needs.
This strategy is part of our broader educational recovery plan following the COVID-19 pandemic, benefiting all pupils while addressing the particular challenges faced by disadvantaged learners.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
1. Attainment gap
Evidence
PP pupils’ Attainment 8 score is 5.5 lower than non-PP (a reduction of 0.74); 5+EM % is 8% lower (a reduction of 6.2%).
Impact if Unaddressed
Persistent gaps in attainment and reduced post-16 progression opportunities.
Details
PP pupils on average attain lower compared to Non-PP pupils. PP pupils A8 is 5.5 lower than Non pp and also 8% lower in 5+EM %
2. Attendance and persistent absenteeism
Evidence
PP attendance improved (90.26% → 91.21%) and PP persistent absence reduced (31.2% → 25.1%), but rates remain a key barrier.
Impact if Unaddressed
Lower attendance limits curriculum access, reducing progress and attainment.
Details
Disadvantaged pupils show consistently lower attendance patterns than expected, with a high proportion meeting the threshold for persistent absence. Although PP attendance and PA rates have improved this year, overall levels remain too low and continue to affect learning continuity.
3. Pastoral / home stability
Evidence
PP pupils are more likely to experience inconsistent routines or limited adult support at home; supported by national research and pastoral observations.
Impact if Unaddressed
Inconsistent support at home can affect engagement, behaviour, and academic progress; increases need for school-based pastoral care.
Details
Our pastoral work and observations, borne out by national data, suggests PP pupils are less likely to experience consistent, key stability factors in their home life, and benefit significantly from consistent expectations on school site, and clear pastoral care.
4. Cultural capital / enrichment access
Evidence
Disadvantaged pupils often have limited access to resources, experiences, and extracurricular opportunities that build knowledge and engagement.
Impact if Unaddressed
Reduced exposure to cultural capital can affect motivation, engagement, and preparedness for academic success and future pathways.
Details
Disadvantaged pupils often lack access to the resources and opportunities that promote cultural capital, putting them at a disadvantage compared to their peers.
5. Vulnerability / safeguarding
Evidence
A disproportionately high number of pupils on the school’s vulnerable register are disadvantaged, requiring increased pastoral and safeguarding support
Impact if Unaddressed
Higher vulnerability increases risk of SEMH difficulties, disengagement, and barriers to learning.
Details
Our DSL/Pastoral team report that a disproportionately high proportion of our vulnerable register are PP. This means these pupils are in need of more pastoral support and often, wider social services.
6. Literacy / reading ability
Evidence
On entry, PP pupils have lower reading ages than non-PP peers in all year groups. Whole-school guided reading and focus reading interventions are in place, with targeted programmes such as Lexia for those below expected levels.
Impact if Unaddressed
Lower reading ability reduces access to the full curriculum and impacts progress across all subjects
Details
Ensuring that pupils can read at an appropriate level is crucial for them to access an age-appropriate curriculum. Our PP pupils on average have a lower than expected reading age to Non-PP pupils on entry to the academy and in each year group.
Intended Outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
|---|---|
| Improve attainment of PP pupils across the curriculum, with a particular focus on EBacc subjects | By the end of the current plan (2026/27):
|
| Improve overall attendance and reduce persistent absenteeism of PP pupils | Sustained improvement in attendance by 2026/27:
|
| Enhance cultural capital through extracurricular and enrichment opportunities | Increased proportion of PP pupils participating in at least one extracurricular activity or enrichment programme.
|
| Reduction in the number of inclusion and suspensions | Reduction in the number of PP pupils receiving inclusions or suspensions.
|
| Improve the literacy levels of our PP pupils | Improved reading ages and comprehension for PP pupils, narrowing the gap with non-PP peers.
|
| Increase parental and family engagement |
|
| Improve post-16 destinations for PP pupils |
|
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed above.
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Teaching (CPD, recruitment and retention)
Budgeted cost: £120,000
| Activity | Evidence/Rationale | Cost | Challenges Addressed |
|---|---|---|---|
| CPD focus on improving quality of teaching and learning, including weekly in-house sessions and external subject-specific CPD | High-quality teaching is the most impactful lever for disadvantaged pupils. CPD improves teacher practice, benefiting all pupils and reducing the attainment gap. See https://d2tic4wvo1iusb.cloudfront.net/documents/guidance-for-teachers/pupil-premium/Pupil_Premium_Guide_Apr_2022_1.0.pdf | £8,000 | 1, 4, 6 |
| Recruitment of a dedicated reading lead; English department delivers targeted reading enhancement programmes | Reading comprehension strategies improve attainment for disadvantaged pupils See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reading-comprehension-strategies | £7,000 | 1, 6 |
| SENDCo delivering phonics programmes for weakest readers | Structured phonics support improves literacy outcomes for struggling readers. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 | £6,000 | 6 |
| Full-time EAL coordinator to assess, monitor, support, and teach students for whom English is an additional language | Targeted support for EAL pupils closes language-related attainment gaps. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 | £6,000 | 1, 6 |
| Collaborative teaching & learning projects with Croydon specialists (primary and secondary) | Effective professional development and implementation support enhances teacher practice and consistency. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation and https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/effective-professional-development/EEF-Effective-Professional-Development-Guidance-Report.pdf?v=1635355217 | £5,000 | 1, 6 |
| Whole-school, consistent approach to targeted vocabulary instruction vocabulary instruction | Narrowing vocabulary gaps is critical for curriculum access and literacy outcomes. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 | ||
| £5,500 | 1, 6 | ||
| Whole-school approach to recap, recall and cold calling within lessons (silent starter) | Retrieval practice improves long-term memory and attainment across subjects. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 | £1,500 | 1, 6 |
| Over-staffing in English, Maths, and Science to facilitate withdrawal, support, or smaller class sizes | Smaller class sizes and targeted support can improve outcomes for disadvantaged pupils. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation | £60,000 | 1, 6 |
| Whole-school timetable adapted to prioritise delivery of PSHE and Enrichment | Extended learning time and enriched curriculum experiences support engagement and social, emotional, and cultural development. See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time | £5,000 | 3, 4 |
| CPD on formative assessment and feedback strategies, including questioning and lesson-level assessment | High-quality formative assessment and feedback has very high impact on pupil progress. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/feedback | £2,000 | 1, 3, 6 |
| CPD on adaptation and scaffolding, embedding metacognition and self-regulated learning | Supports pupils to plan, monitor, and evaluate learning and ensures access for all abilities. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition-and-self-regulated-learning | £2,000 | 1, 3, 4, 6 |
| Two members of staff appointed as Teaching and Learning Coaches | EEF guidance shows that coaching and mentoring for teachers improves teaching quality and pupil outcomes, particularly for disadvantaged pupils. This role supports the implementation of high-quality teaching strategies and consistency across departments. See https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/effective-professional-development/EEF-Effective-Professional-Development-Guidance-Report.pdf?v=1635355217 | £12,000 | 1, 4, 6 |
Targeted academic support
Budgeted cost: £56,000
| Activity | Evidence/Rationale | Cost | Challenges Addressed |
|---|---|---|---|
| Continue to enhance reading comprehension, oracy and literacy skills through the NGRT programme | NGRT identifies reading strengths and weaknesses, allowing targeted interventions to improve comprehension and literacy, particularly for disadvantaged pupils. See https://www.gl-assessment.co.uk/assessments/products/new-group-reading-test-for-secondary/ | £4,500 | 1, 6 |
| Enhanced delivery of the Lexia programme | Lexia provides structured, adaptive reading intervention to support pupils below expected literacy levels. See https://www.lexialearning.com/ | £3,000 | 6 |
| After-school intervention groups for all Year 11 pupils | Targeted catch-up and small-group interventions extend learning time and improve attainment for disadvantaged pupils. See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time | £15,000 | 1, 2, 6 |
| Pupil Premium students to receive revision guides for all subjects | Providing revision guides supports independent study, helps close knowledge gaps, and improves access to curriculum for PP pupils. https://educationendowmentfoundation.org.uk/news/supporting-revision-and-the-seven-step-model | £4,000 | 4, 6 |
| Phonics delivery throughout the school for the weakest readers | Structured phonics interventions improve decoding and literacy outcomes for struggling readers. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 | £4,500 | 1, 6 |
| Structured exam preparation / revision programmes for Year 11 pupils | Guided revision improves outcomes in terminal assessments for disadvantaged pupils. See https://educationendowmentfoundation.org.uk/news/supporting-revision-and-the-seven-step-model | £16,000 | 1, 4, 6 |
| Targeted support for EAL pupils in subjects beyond English | Scaffolded writing and vocabulary support improves access to all subjects. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 | £5,500 | 1, 4, 6 |
| Homework Club | Structured homework support improves independent learning and attainment for PP pupils (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework | £4,200 | 1, 2, 4, 6 |
Wider strategies
Budgeted cost: £208,500
| Activity | Evidence/Rationale | Cost | Challenges Addressed |
|---|---|---|---|
| Whole-staff training on behaviour management and anti-bullying | Behaviour interventions improve engagement and reduce exclusions, supporting disadvantaged pupils. See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £2,000 | 3, 5 |
| Internal EWO and Attendance Officer | Targeted attendance interventions improve engagement and attainment for PP pupils. See Improving school attendance: support for schools and local authorities - GOV.UK (www.gov.uk) | £35,000 | 2 |
| Duke of Edinburgh Award | Provides PP pupils with subsidised enrichment opportunities, developing cultural capital and skills beyond the curriculum. See https://www.dofe.org/the-award/annual-statistics/ | £9,000 | 4 |
| Academy Days | Experiences in and out of London broaden horizons and cultural capital. See https://www.gov.uk/government/publications/against-the-odds-achieving-greater-progress-for-secondary-students-facing-socio-economic-disadvantage | £15,000 | 4 |
| Enrichment activities within the school day | Broad range of activities develops cultural capital and engagement, supporting attainment and wellbeing. See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time | £6,000 | 1, 4, 6 |
| Schools National Breakfast Scheme | Access to breakfast supports attendance, engagement, and readiness to learn for PP pupils. See https://www.family-action.org.uk/what-we-do/schools-breakfast-programme/ | £9,000 | 1, 2, 3, 4, 5 |
| Careers Week / Unifrog | Provides careers guidance and access to FE/HE pathways; PP pupils prioritised. See https://www.gov.uk/government/publications/careers-guidance-and-access-for-education-and-training-providers | £4,000 | 4 |
| Year 7 Transition Programme | Supports vulnerable pupils transitioning from primary school to secondary, improving engagement and wellbeing. See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/supporting-pupils-through-transitions | £6,000 | 2, 3 |
| School Counsellor | Provides targeted SEMH support to vulnerable pupils, supporting wellbeing and engagement. See https://www.gov.uk/government/publications/mental-health-and-wellbeing-advice-for-schools | £36,000 | 3, 5 |
| Summer School (Year 6 → Year 7) | Supports transition, familiarisation with school routines, and engagement for PP pupils. See https://www.gov.uk/government/publications/summer-schools-guidance | £6,300 | 2, 3, 4 |
| Well-Being Room | Dedicated space for vulnerable pupils to access pastoral support and SEMH interventions. See https://www.gov.uk/government/publications/mental-health-and-wellbeing-advice-for-schools | £6,000 | 3, 5 |
| Contingency fund for acute needs | Small fund to address immediate barriers to learning (e.g., uniform, resources) for PP pupils. See https://d2tic4wvo1iusb.cloudfront.net/documents/guidance-for-teachers/pupil-premium/Pupil_Premium_Guide_Apr_2022_1.0.pdf | £3,200 | All |
| Attendance incentive schemes | Rewards and recognition improve attendance and engagement for PP pupils. See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £5,000 | 2 |
| Cultural visits / enrichment trips beyond Academy Days | Extends cultural capital opportunities for PP pupils, supporting aspiration and engagement. See https://d2tic4wvo1iusb.cloudfront.net/documents/guidance-for-teachers/pupil-premium/Pupil_Premium_Guide_Apr_2022_1.0.pdf | £6,500 | 4 |
| Well-being Garden | Outdoor, task-based interventions improve wellbeing, resilience, and engagement, supporting SEMH and behaviour (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £3,000 | 3, 5 |
| Breakfast of Champions reward (tutor group with highest attendance per half term) | Positive reinforcement and reward systems improve attendance and engagement (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £2,000 | 2, 3 |
| Film Reward (tutor group with highest Attitude to Learning per half term) | Rewards and recognition improve motivation, engagement, and behaviour (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £1,000 | 1, 3 |
| Basketball Coach | Specialist coaching supports engagement, physical activity, and teamwork skills; improves cultural capital and participation (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/physical-activity | £5,500 | 4 |
| Football Beyond Borders | Targeted sports programme promoting engagement, teamwork, and social development; supports disadvantaged pupils’ participation (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/physical-activity | £25,000 | 4 |
| P4YE Mentoring | Structured mentoring supports academic progress, motivation, and behaviour for disadvantaged pupils (EEF, 2021). See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/mentoring | £8,000 | 1, 2, 3, 5 |
| Jamie's Farm | Residential outdoor learning programmes improve engagement, teamwork, and resilience; enhances cultural capital (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time | £7,500 | 3, 4 |
| Years 7 & 8 residential trip | Residential trips develop social skills, resilience, and cultural capital; supports engagement (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/extending-school-time | £4,050 | 3, 4 |
| TALA Values Award | Recognition of positive behaviour, achievement, and leadership supports engagement and motivation (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £2,000 | 1, 3 |
| Heads of TALA Values | Staff role to monitor, encourage, and recognise pupils’ positive behaviour and achievement (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £350 | 1, 3 |
| Elsa (Emotional Literacy Support Assistant) | Targeted SEMH support improves emotional regulation, engagement, and behaviour for disadvantaged pupils (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £2,100 | 3, 5 |
| Library | Access to books and quiet study spaces supports literacy, engagement, and cultural capital (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4 | £4,500 | 4, 6 |
| Pastoral and departmental interhouse competitions | Interhouse competitions build engagement, teamwork, and motivation, supporting positive behaviour and cultural capital (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £1,500 | 1, 3, 4 |
| Celebration assemblies each half term | Recognising achievement and effort increases motivation and engagement (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions | £5,300 | 1, 3 |
| CPA Productions | Participation in performing arts improves engagement, confidence, and cultural capital for disadvantaged pupils (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation | £3,550 | 4 |
| Culture Day | Whole-school cultural events develop cultural capital, engagement, and social skills (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/arts-participation | £1,500 | 4 |
| Parent events (parents evening, transition evening, settling-in evening, options evening, coffee mornings) | Parental engagement improves attainment, attendance, and pupil motivation (EEF, 2023). See https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/parental-engagement | £2,000 | 2, 3 |
Review of the previous academic year - Outcomes for disadvantaged pupils
Review of the previous academic year
Outcomes for Disadvantaged Pupils – 2025 Performance Data
We have analysed the performance of our school’s disadvantaged pupils during the 2024/25 academic year, using Key Stage 4 performance data and our own internal assessments.
In 2025, the Attainment 8 (A8) score for our disadvantaged pupils was 36.4, which reflects overall attainment across eight GCSE subjects. This represents a slight decrease from 37.12 in 2023/24. The Attainment 8 gap between disadvantaged and non-disadvantaged pupils in our school is 5.5. When compared to national outcomes, our disadvantaged pupils are performing above the national average of 34.9 for disadvantaged pupils. Although, the national non-disadvataged figure remains significantly higher at 50.3, highlighting a continued national attainment gap.
Progress 8 (P8) was not calculated for this cohort due to the absence of Key Stage 2 baseline data.
When comparing these results to 2023/24, the Attainment 8 score for disadvantaged pupils has decreased slightly from 37.12 to 36.4, a difference of -0.72 points. While this represents a small decline in attainment, the Attainment 8 gap between disadvantaged and non-disadvantaged pupils has narrowed (from 6.28 points in 2023/24 to 5.5 points in 2024/25). This narrowing is driven by a decline in the Attainment 8 score of non-disadvantaged pupils rather than an improvement for disadvantaged pupils.
Nationally and locally, outcomes for disadvantaged pupils are significantly lower than for non-disadvantaged pupils, and this pattern is reflected in our own data. However, a more accurate picture of relative performance emerges when comparing our disadvantaged pupils with disadvantaged pupils nationally and within the local authority.
In 2024/25, our disadvantaged pupils achieved an Attainment 8 score of 36.4, which is above the national disadvantaged average of 34.9. This indicates that disadvantaged pupils at our school are performing more strongly than disadvantaged pupils nationally. Although disadvantaged outcomes remain below those of non-disadvantaged pupils both locally (49.3) and nationally (50.3), this mirrors the well-established national trend.
Overall, when comparing like for like, our disadvantaged pupils perform favourably against disadvantaged pupils nationally, providing a more accurate reflection of their progress and attainment relative to similar peers.
The EBacc entry rate for disadvantaged pupils in 2024/25 was 16.5%, which is below the rate for non-disadvantaged pupils both locally and nationally. This pattern is broadly consistent with national trends for disadvantaged pupils.
Attendance for disadvantaged pupils improved in 2024/25. Disadvantaged attendance rose from 90.26% to 91.21%, a gain of almost one percentage point, and whole-school attendance increased similarly from 91.45% to 92.30%. Persistent absence among disadvantaged pupils showed a particularly positive shift, reducing from 125 pupils (31.2%) in 2023/24 to 99 pupils (25.1%) in 2024/25. Although attendance remains an ongoing priority, this improvement indicates that the strengthened attendance systems, pastoral support and early-intervention processes introduced last year are beginning to have a measurable effect. Continued focus will be required to sustain this progress and further reduce the proportion of disadvantaged pupils who are persistently absent.
Overall behaviour improved again in 2024/25, supported by clearer expectations and strengthened routines. Nonetheless, disadvantaged pupils continued to require high levels of pastoral and wellbeing support, including interventions linked to emotional regulation and safeguarding concerns. Pastoral systems, mentoring and therapeutic provision prevented a rise in high-level incidents, but behaviour and wellbeing for disadvantaged pupils remain significant areas of ongoing need.
Overall, disadvantaged Attainment 8 outcomes declined slightly this year, and while performance for this group remains broadly in line with or above national figures for disadvantaged pupils, outcomes still fall short of the standard we expect for our learners. Attendance, persistent absence and wellbeing needs continue to present significant barriers for many disadvantaged pupils, and outcomes in English, Maths and EBacc subjects indicate that further improvement is required to ensure pupils are fully accessing the curriculum and achieving at the level they are capable of. In response to these findings, we have reviewed and refined our pupil premium strategy to ensure that funding is tightly aligned to the areas of greatest need, strengthening the link between academic, pastoral and attendance systems. The actions and investment for this academic year reflect these priorities, and we will continue to monitor the impact of our approach to secure stronger progress and improved longer-term outcomes for disadvantaged pupils.