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Pupil Premium

 

Pupil Premium Funding Statement – December 2021

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) 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 effect that last year’s spending of pupil premium had within our school.

School overview

Detail

Data

School name

Sir Thomas Fremantle School

Number of pupils in school

581

Proportion (%) of pupil premium eligible pupils

19.96%

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

2021-2022, 2022-2023, 2023-2024

Date this statement was published

1st December 2021

Date on which it will be reviewed

1st September 2022

Statement authorised by

Mr Neale Pledger (Headteacher) and Mrs Sarah Driscoll (chair of Governors)

Pupil premium lead

Mrs Leah Martindale

Governor lead

Ms Jill Bailey

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£68,315

Recovery premium funding allocation this academic year

£9,715

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

£78,030

Part A: Pupil premium strategy plan

Statement of intent

  • Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum, particularly in EBacc subjects. 
  • The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.
  • High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
  • Our strategy is also integral to wider school plans for education recovery following the Covid 19 pandemic and in implementing our new curriculum.
  • Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. Our approach takes account of the views of all school stakeholders, whose views we have sought and listened to.
  • The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
  • ensure disadvantaged pupils are challenged in the work that they’re set
  • act early to intervene at the point need is identified
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Wellbeing - Our assessments (including pupil premium survey), observations and discussions with pupils and families have identified social and emotional issues for many pupils, such as anxiety, depression (diagnosed by medical professionals) and low self-esteem. This is partly driven by concern about catching up lost learning and exams/future prospects, and the lack of enrichment opportunities due to the pandemic. These challenges particularly affect disadvantaged pupils, including their attainment. We have found that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are backed up by several national studies. In addition, our students are part of the grammar school system, and may have had their self-confidence knocked due to this before even starting with us.

2

Low literacy and numeracy levels - Assessments (including CATS data on entry), observations and discussion with KS3 pupils indicate that disadvantaged pupils generally have lower levels of literacy and numeracy than peers. This impacts their progress in all subjects. The maths attainment of disadvantaged pupils is generally lower than that of their peers.

49% of current Year 7s, scored under 100 (average being 100) as a mean SAS score, in their CAT exams (September 2021).

3

Attendance - Our attendance data over the last 3 years indicates that attendance among disadvantaged pupils has been between 2 - 4% lower than for non-disadvantaged pupils.

25-30% of disadvantaged pupils have been ‘persistently absent’ compared to 12-15% of their peers during that period. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress.

4

Curriculum offer - Our feedback from parents, students and staff suggests that a wider curriculum offer, including careers, vocational, personal development, PSHCE, life skills and citizenship is not developed enough within our current curriculum. As a result, students are less well prepared for life after school and for what it means to be an adult in the UK or what life experiences are realistic.

5

Enrichment opportunities - Feedback from parents indicated that it is not only students in receipt of pupil premium that may struggle with the financial cost of things and therefore require support for trips and enrichment activities. There was also a suggestion that some students who are entitled to this type of support may be reluctant to accept it in fear of being seen as different by their peers. Similarly, some students are in receipt of support with school transport and, as a result are not able to take advantage of some enrichment activities particularly after school. More options for enrichment lessons and activities should be provided at different times in the day and consideration is needed for how to make this accessible for all students.

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

To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged

Sustained high levels of wellbeing from 2024/25 demonstrated by:

  • qualitative data from student voice, student and parent surveys and teacher observations.
  • a significant increase in participation in enrichment activities, particularly among disadvantaged pupils.   

Improved literacy and numeracy levels among disadvantaged pupils across KS3.

CATS tests and in-class assessments demonstrate improved literacy and numeracy skills among disadvantaged pupils and a smaller disparity between the scores of disadvantaged pupils and their non-disadvantaged peers. Teachers should also have recognised this improvement through engagement in lessons and book scrutiny.

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Sustained high attendance from 2024/25 demonstrated by:

  • the overall absence rate for all pupils being no more than 5%, and the attendance gap between disadvantaged pupils and their nondisadvantaged peers being reduced to 1%.
  • the percentage of all pupils who are persistently absent being below 10% and the figure among disadvantaged pupils being no more than 3% lower than their peers.
  • Students consistently correctly equipped with uniform, kit and study materials/resources, to resolve any embarrassment about coming to school.

Our curriculum offer, including our offer for extra-curricular opportunities and subjects outside of the English baccalaureate, will have increased and diversified. Students will be able to choose a personalised curriculum appropriate to them.

  • Students approaching their options in year 9 will have a wider variety to choose from, including practical qualifications and nonGCSE options.
  • At GCSE, outcomes will demonstrate that the curriculum is appropriate in meeting the needs of all pupils, demonstrated by more consistent achievement per student.
  • Parent, student and staff feedback will demonstrate student satisfaction with the curriculum being offered and delivered.
  • There will be a clear enrichment offer for additional support, clubs and extracurricular activities including trips, which is accessible to all students.
  • Consistent support for disadvantaged students in accessing music lessons, evidenced by increased uptake.
  • Funding towards participation in cadets and the Duke of Edinburgh scheme.

For the full strategy document and activity in this academic year please see  STFS PP Strategy document Dec 2021 or the attachment below.

 

In 2020 – 2021 12.5% of students in year 11 were in receipt of pupil premium. Their performance at the end of year 11 is set out below:

2020/2021 GCSE Results

 

2021 GCSE Results

2020

GCSE

Results

 

All Students

    Disadvantaged

All Students

    Disadvantaged

 

 

 

Indicator

 

 

National average *

 

 

School (internal data)*

 

 

National average *

 

 

School (internal data)**

 

 

National average *

 

School (internal data)

 

 

National average

 

School (internal data)

Progress 8 score

This is not published due to COVID – 19 and the CAG for GCSE students

This is not published due to COVID – 19 and the CAG for GCSE students

Attainment 8

score

 

English and Maths

 

9-5

54%

58%

-

57%

N/A

53%

N/A

33%

 

9-4

75%

80%

-

71%

N/A

72%

N/A

66%

 

 

English

 

9-5

47%

77%

-

83%

N/A

   58%

N/A

33%

 

9-4

68%

92%

-

83%

N/A

85%

N/A

88%

 

 

Maths

 

9-5

48%

58%

-

66%

N/A

59%

N/A

39%

 

9-4

69%

81%

-

83%

N/A

76%

N/A

72%

 

Ebacc Point Score EBacc

 

 

4.6

5.1

-

5.2

4.06

N/A

5.5

N/A

In 2019 – 2020 17.5% of students in year 11 were in receipt of pupil premium. Their performance at the end of year 11 is set out below:

2019/2020 GCSE Results

 

2020 GCSE Results 

2019 GCSE Results

 

All Students

    Disadvantaged

All Students

    Disadvantaged

Indicator

 

National average *

 

School (internal data)*

 

National average *

 

School (internal data)**

 

National average *

 

School (internal data)

 

National average

 

School (internal data)

Progress 8 score

This is not published due to COVID – 19 and the CAG for GCSE students

0.00

-0.12

-0.53

-0.43

Attainment 8 score

46.5

44.5

-

40

English and Maths

9-5

N/A

53%

-

 

43%

37%

-

-

9-4

N/A

72%

-

 

63%

   62%

-

-

English

9-5

N/A 58%

-

 

-

 

-

-

9-4

N/A

85%

-

 

73%

   73%

-

-

 

Maths

9-5

N/A

59%

-

 

-

-

-

-

9-4

N/A

76%

-

 

71%

71%

-

-

   EBacc

N/A

5.5

-

 

4.06

4.7

 

-

 

In 2018 – 2019 20% of students in year 11 were in receipt of pupil premium. Their performance at the end of year 11 is set out below: 

2018/2019 GCSE Results

 

2019 GCSE Results 

2018 GCSE Results

 

All Students

    Disadvantaged

All Students

    Disadvantaged

Indicator

 

National average *

 

School (internal data)*

 

National average *

 

School (internal data)**

 

National average *

 

School (internal data)

 

National average

 

School (internal data)

Progress 8 score

0.00

-0.12

-0.53

-0.43

0.00

0.15

-

-0.20

Attainment 8

score

46.5

44.5

-

40

44.3

50.4

-

43

English and Maths

9-5

43%

37%

-

 

40%

56%

-

100%

9-4

63%

62%

-

 

-

  81%

-

100%

English

9-5

 

 

-

 

-

76%

-

100%

9-4

73%

73%

-

 

-

   94%

-

100%

Maths

9-5

 

 

-

 

39%

65%

-

100%

9-4

71%

71%

-

 

58%

84%

-

100%

 Ebacc

9-5

- - - - - 35% - -

9-4

4.06 4.7 - - - 51% - -
 

In 2017-2018 6.25% of students in Year 11 were in receipt of pupil premium. Their performance at the end of year 11 (2018) is set out below: 

2017/2018 GCSE Results

 

2018 GCSE Results

2017 GCSE Results

 

All Students

 Disadvantaged

All Students

Disadvantaged

Indicator

National average *

School (internal data)

National average

School (internal data)

National average

School (internal data)

National average

School (internal data)

Progress 8 score

0.00

0.15

-

-0.20

0.00

0.02

-0.40

-0.94

Attainment 8

score

44.3

50.4

-

43

      44.6

44

37.0

38

English and Maths

9-5

40%

56%

-

100%

40%

-

24.5

-

9-4

-

81%

-

100%

64%

   71%

44.3

67%

English

9-5

-

76%

-

100%

61%

-

-

-

9-4

-

     94%

-

100%

76%

   97%

-

100%

 

 

Maths

9-5

39%

65%

-

100%

49%

53%

48%

67%

9-4

58%

84%

-

100%

69%

74%

69%

83%

EBacc

9-5

-

35%

-

 

20%

-

9.8

-

9-4

-

51%

-

 

    24%

18%

11.7%

18%

 

The information above can also be viewed and downloaded below.