Pupil premium strategy statement
This statement details our school’s use of pupil premium funding (for the 2024 to 2027 academic year) 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 effect that last year’s spending of pupil premium had within our school.
School overview
Detail Data
School name Saint Michael’s C.E High School
Number of pupils in school 1134
Proportion (%) of pupil premium eligible pupils 76/1134 = 6.7%
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)
Year 2 of a 3-year plan
Date this statement was published 15/12/25
Date on which it will be reviewed 5/12/27
Statement authorised by Mrs. R. Rongong, Headteacher
Pupil premium lead
Mr J. Allcock, Assistant Headteacher
Governor / Trustee lead Mr. D. Bennett
Funding overview
Detail
Pupil premium funding allocation this academic year
Amount
£159,820
Recovery premium funding allocation this academic year 0
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
£159,820
Part A: Pupil premium strategy plan
Statement of intent
Our vision is central to everything we try to achieve at St. Michael’s and drives every decision. Our aim is that every pupil will grow in body, mind and spirit. We want every child to flourish so they experience the joy of life in all its fullness, irrespective of any circumstantial disadvantage. At St Michael’s, every child matters, and they know that they matter. Our interventions are strategic and yet discreet We celebrate the uniqueness of every individual without publicly identifying a child as disadvantaged or ‘Pupil Premium’.
We recognise that ‘disadvantage’ is a process and not an isolated event There are entrenched gaps in society, but we believe that our focus on quality first teaching (carefully planned through the lens of our disadvantaged pupils) and identifying (and removing) challenges through delivering impactful intervention are vital to closing this gap. The responsibility for tackling disadvantages lies with every member of staff at the school - knowing our pupils is vital
We believe we are preparing all pupils with the knowledge and skills to take advantage of opportunities, responsibilities, and experiences later in life. Our current pupil premium strategy recognises that disadvantaged pupils are more likely to require specific intervention strategies to achieve this goal. Our policy is intertwined with the whole school improvement policy, using the EEF model to invest in improving teaching, targeted academic support and wider strategies.
Historically, PP (Pupil Premium) at Saint Michael’s have made significantly more progress and attainment than national figures. Still, there has remained a stubborn gap between the key measures of PP and non-PP Since the pandemic, we initially saw an increased gap, but we have continued to tackle common challenges and identify individual needs. As a result, we have started to see gaps reduce between PP and nonPP, and progress 8 measures (P8) are positive (in years when data exists for this measure). All pupils benefit from the continuity of school and high-quality classroom teaching We recognise the legacy of the pandemic, which means some pupils have been more adversely affected than others, and creative intervention strategies remain important to support specific needs.
Key Principles
• High expectations and challenge for all pupils
• Pupils are discretely known as individuals rather than a collective group
• ‘Quality first teaching’ supports all pupils.
• We identify individual needs early and develop intervention strategies to challenge and remove gaps in learning.
• Supporting the wellbeing of all pupils
• Evaluating the impact and developing strategies further to reduce the challenge
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
1
Low reading age can prevent pupils from making good progress
Entering Yr 7 % Pupil Premium entering with a low reading age Notes
Between 9 –10 years
/ 0% (1 Pupil)
Between 9 –10 years
2 Low maths scores can prevent pupils from progressing well in maths in Year 7 to Year 11.
Entering Yr.7 % Pupil Premium entering with a low Quantitative CAT score Notes % Pupil Premium entering with a low KS2 Ma Score Notes
3 Some disadvantaged pupils need additional support to ‘choose excellent behaviour’
4 The emotional wellbeing of some disadvantaged pupils can be a challenge to learning. This has been exacerbated by the impact of the
pandemic and the partial school closure. A significant number of our pupil premium are also PLAC or LAC
5 A minority of disadvantaged pupils have attendance and punctuality concerns and require more significant support to achieve ‘excellent attendance and punctuality ’
6 Some disadvantaged pupils have limited access to a supportive learning environment and resources outside of school.
7 Learning is impacted when pupils are hungry.
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
Continue to reduce the progress gap (when data available) between disadvantaged and non-disadvantaged pupils, especially in English and Maths.
Success criteria
Disadvantaged pupils to progress so that the gap is closed. Progress 8 to be greater than +0.2 (2024), any in-school disadvantage gap to be smaller than the national gap.
Improve attainment for all disadvantaged pupils at GCSE and remove variation between departments/subject areas.
Support the emotional wellbeing of pupils to remove barriers to learning.
Maintain pupil progress and attainment so that all pupils are in the top 10% nationally. This would be achieved by Progress 8 scores/Attainment 8 of disadvantaged pupils to be at least equivalent or greater than nondisadvantaged nationally Without P8 (2025, 2026), Attainment 8 (APS A8) is to be in line with all pupils nationally.
Develop the number of opportunities for the voice of Pupil Premium (PP) to be heard through surveys, prioritising Every Child Matters Interviews (ECMs) with tutors and wellbeing staff.
A sustained increase in participation in enrichment and leadership activities, particularly among Pupil Premium pupils.
Some disadvantaged pupils need additional support in adopting our ‘Behaviour for Learning’ (BFL) strategy and choosing ‘excellent behaviour’ to maximise learning.
Maintain and enhance strategies to continue to improve attendance levels for disadvantaged pupils.
School Improvement priorities, CPD and the BFL policy will support excellent behaviour, resulting in a reduction in behaviour incidents and a further reduction of suspensions
To return attendance and punctuality to (at least) pre-COVID measures of around 96%. Reduce the number of persistent absentees, including those who are disadvantaged.
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.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £88,831
Activity
Highest expectations and aspirations for all pupils This is achieved through a research-informed approach to learning and teaching that creates a zest for learning and secures the highest level of engagement, enjoyment, attainment and progress
-CPD focuses on a direct knowledgebased curriculum/development of skills that include speaking and listening, oracy, pedagogy, key vocabulary, Rosenshine’s Principles of Instruction, and memory through retrieval. Modelling and metacognition
-Systematically check pupil understanding through a welldesigned assessment and feedback strategy to include the use of visualisers, WAGOLL, questioning strategies, Live marking, designated feedback points (Learning checkpoints)
Evidence that supports this approach Challenge number(s) addressed
Making sure an effective teacher is in front of every class, and that every teacher is supported to keep improving, is especially important for socioeconomically disadvantaged pupils. Investing in high quality teaching for these pupils should be a top priority for Pupil Premium spending.’The EEF guide to Pupil Premium, Sep 2024
1,2,3,7
There is evidence to suggest that feedback involving metacognitive and selfregulatory approaches may have a greater impact on disadvantaged pupils and lower prior attainers than other pupils. EEF Tand L Toolkit Feedback | EEF
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost £24,823
Activity Evidence that supports this approach
Earlier identification of pupils who are not meeting expectations, more timely parental engagement and interventions.
- Early identification of pupils (NGRT/CAT/SA) requiring additional interventions, e.g. support with phonics or extra English
-Identify and deliver intervention Period 1 English, Maths and Science, and SEND(Literacy)
- Coordinated additional afterschool intervention
Targeted interventions to support language development, literacy and numeracy …Targeted interventions and resources to meet the specific needs of disadvantaged pupils with SEND
Using_Pupil_Premium__Guidance_for_School_Leade rs.pdf
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £45,410
Activity
Maintain, enhance and clarify the ‘wellbeing offer’
-Respond to increasing social and emotional wellbeing needs
Closely monitor attendance and intervene
Supported through the Wellbeing team and specialist teachers, including mental health support.
that supports
‘We need to look beyond the figure and actively look for the specific factors that affect attendance. …the Centre for Social Justice published their Lost and Not Found report… Factors include anxiety and mental health, SEND, disrupted home environments, a culture shift following the pandemic… Low Income and Social Disadvantage: travel,
3,4,5,6,7
-All Pupil Premium pupils to receive annual careers meetings/ experience to raise aspirations
-Resources and support for those students in all subject areas, including contributions towards essential educational visits.
Promote involvement in wider curricular activities
-Monitor involvement in extracurricular and leadership roles through surveys and ECM interviews
-Identify and encourage Pupil Premium pupils who would benefit from greater engagement
food, toiletries; hygiene; food insecurity
Attendance: Beyond the Percentage | Bradford Research School
There is intrinsic value in teaching pupils creative and performance skills and ensuring disadvantaged pupils access a rich and stimulating arts education. Arts participation | EEF
By providing physical activities free of charge, schools give pupils access to benefits and opportunities that might not otherwise be available to them. Physical activity | EEF
We found from our analysis that extra-curricular activities - specifically music classes and playing a wide range of sports – are important in predicting intentions to remain in education after compulsory schooling. ... were hugely valuable to young people themselves in ways that are not quantifiable. An unequal playing field: extra-curricular activities, soft skills and social mobility - GOV.UK
Hardship: reduce practical barriers to full engagement in Team Saint Michael’s
Confidence, concentration, and engagement in learning are impacted by poverty
-Where required, provide financial assistance with uniform educational resources, curriculum-related trips
- Annual 2nd hand uniform event
-Funding to allow Free school meal (FSM) pupils to have access to a £1 snack at break or lunch. Support those lacking breakfast or involvement in afterschool activities.
Reserve £756
Total budgeted cost: £159,820
‘Children in low-income households were:4.5 times more likely to have not eaten or eaten enough when they were hungry,5.6 times more likely to have had to wear old or poorly fitting clothes or shoes.,5.2 times more likely to have pretended to their family not to need something’ The Conversation
Parents and children living in poverty have the same aspirations as those who are better off
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 2023-2024 academic year.
Teaching
Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.2025 Data Provisional until DFE confirm in January 2025.
KS4 Outcome
All Destination figures are sig + in ASP/IDSR Accessible Content 2024 data is provisional until confirmation from The Department for Education
Intended outcome
Success criteria
In all comparisons between PP vs. non-PP it is essential to remember that the cohort fluctuates and is small, impacting statistical significance and trend analysis. Year 11 Pupil Premium in 2023 there were 11 pupils; in 2024, there were 22 pupils; and 2025 there were 20 pupils. At Saint Michael’s, every child matters, and they know that they matter.
Success criteria:
-Disadvantaged pupils to progress so that the gap between them and the non-disadvantaged is closed.
-For Progress 8 scores/Attainment 8 of disadvantaged pupils to be at least equivalent or greater than non-disadvantaged.
Progress
2025 Progress- no national progress data
Attainment 8 (A8)
To close the gap and enable disadvantag ed pupils to catch up with literacy and numeracy.
Improve attainment for all disadvantag ed pupils at GCSE and remove variation between departments /subject areas.
24/25 PP A8 has dropped, increasing the internal school gap but A8 remains slightly higher than the national comparison. With no progress data, prior attainment is not reflected in A8 Internal analysis shows the prior attainment of this cohort to be lower than previous years. The Yr 11 PP mean CAT is 95.7 compared to non-PP of 103.5. (65% of the PP had low/ or lower medium CAT scores)
Percentage of pupils achieving Passes at 4+ in English and Maths
24/25, this year the gap has increased, but achieving a pass at 4+ in English and Maths remains higher than national measures.
Percentage of pupils achieving Strong Passes 5+ in English and Maths
24/25 after an improving situation, the gap has widened, but PP achieving a pass at 5+ in English and Maths remains slightly higher than national measure.
% EBacc entries 2025
The percentage of PP studying EBacc in 2025, 21.1% vs. 46 6% nonPP
Individual guidance is offered before pupils take their options, in addition PP receive additional support when selecting options, including contact with a career’s advisor. If they haven’t selected the EBacc route, follow-up discussions take place to check their selection.
Pupil premium EBacc APS
24/25 Although higher than national measure, compared to the previous year the PP APS has seen a dip, increasing the internal gap. The small cohort will cause a natural variation in these comparisons Support the emotional wellbeing of pupils to remove barriers to learning.
Success Criteria: Increase the number of opportunities for Pupil Premium pupils to be heard, including surveys and Prioritise Every Child Matters Interviews (ECMs with tutors and wellbeing staff).
-A sustained increase in participation in enrichment activities, particularly among Pupil Premium pupils.
% Children who attend wider curriculum (in school)
Some disadvantag ed pupils need additional support in adopting our ‘Behaviour for Learning’ (BFL) strategy and in choosing ‘excellent behaviour’ to maximise learning.
24/25 The gap between engagement in wider curriculum between PP and non-PP is reducing. We must continue to actively promote and monitoring wider curriculum and school leadership opportunities with all pupils. This year, Yr 7 and Yr.8 attended an internal fair to promote pupil awareness and engagement of these opportunities.
This year, 321 pupils in school hold a pupil leadership position out, we had a significant increase in prefects and deputy positions on School Council, etc. In terms of PP, 21 pupils hold a pupil leadership position - 27 6%. Multiple PP pupils hold more than one position.
In addition to every child matters interviews (ECMs), PP complete biannual surveys to identify specific needs. This detailed information has been used to identify further specific support. The support provided ranges from curriculum intervention in (Maths, English, and Science), wellbeing and emotional support, career awareness and resourcing practical equipment to support and equalise the learning experience.
Success criteria: Fewer behavioural incidents are to be recorded for PP pupils on Synergy in accordance with standards laid out in BFL policy.
24/25, 21% of individual internal referrals were received by PP, this is similar to last year, the system is effective as the number of PP with repeat referrals is low
Post-pandemic suspensions initially increased, but PP and non-PP are now reducing.
24/25 FSM with 1+ suspension are also significantly lower
CPD and whole school BFL strategies support more pupils to choose ‘excellent behaviour’
Success criteria: Reduce the number of persistent absentees amongst disadvantaged pupils. To maintain the overall attendance for these pupils in line with non-disadvantaged pupils
Implement and review strategies to improve attendance levels for disadvantag ed pupils.
Pupil Premium % Persistent Absentees (90%)
24/25 Whole-school attendance is significantly above national measures, but a small gap between PP and non-PP remains at 1.7%.
FSM attendance average at 90.5%, is higher than national FSM (87%).
Persistent absence still a priority
The dedicated work of the SLT, the Wellbeing team, tutors, Pupil Managers, and the Attendance Officer continues to support the improvement of attendance for all pupils.
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year
We have a very small number of pupils eligible for Service Pupil Premium (SPP). Additional pastoral support is delivered through the Wellbeing Team, including Every Child Matters (ECM) meetings and surveys to identify and address any additional needs.
The impact of that spending on service pupil premium eligible pupils
At Saint Michael’s, every child matters, and they know that they matter. This includes those who are eligible for SPP. Their needs have been identified, and they have received additional wellbeing support, careers interviews, and increased engagement with parents (including through the PIPE project). These measures help ensure that these pupils are fully supported and engaged with school life.
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Programme Provider