Pupil Premium
Pupil Premium Strategy 2023-24
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 academic year) funding to help improve the attainment of our disadvantaged students.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for the disadvantaged students last academic year.
School overview
| Detail | Data |
| Number of pupils in school | 1031 |
| Proportion (%) of pupil premium eligible pupils | 46% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2023-2026 |
| Date this statement was published | |
| Date on which it will be reviewed | 31.10.24 |
| Statement authorised by | P Woods |
| Pupil premium lead | Shiulee Begum |
| Governor / Trustee lead | Tim Duncan |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £526,815 |
| Recovery premium funding allocation this academic year | £140,484 |
| Pupil premium funding carried forward from previous years | £0 |
| Total budget for this academic year | £626,793 |
Part A: Pupil premium strategy plan
Statement of intent
The ultimate objective for our disadvantaged students is to eliminate barriers to help them realise their potential, irrespective of their backgrounds. The Pupil Premium Strategy at Stepney All Saints School is designed to address challenges affecting attendance, progress, mental health, and literacy skills. Furthermore, we are committed to placing greater emphasis on enriching the cultural capital of our students by offering experiences beyond the classroom, ensuring that all our students are on a level playing field. The key principles of our strategy continues to focus on high quality teaching, achieved through the ongoing development of pre-learning, retrieval practices and AAE (Application, analysis and evaluations) as the bedrock to a challenging curriculum. This approach is rooted in robust diagnostic assessments and supported by wider teaching and learning strategies that align with the school’s overarching vision of closing gaps in students’ learning, enabling them all to thrive. We remain committed to the ongoing reviewing of the whole school curriculum, to ensure that it is challenging, relevant, and representative of our school community. Our student focused environment coupled with an inclusive ethos, is responsive to individual needs and addresses common challenges based on evidence-informed practices. These strategies aim to improve the life prospects of all our students, with a particular focus on our vulnerable students, regardless of whether they are disadvantaged or not.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | High percentage (44%) of PP students have English as an additional language |
| 2 | Underachievement due to loss of learning during the pandemic |
| 3 | The attendance and participation of PP Students to enrichment activities / wider extra-curricular experiences |
| 4 | In-school analysis of progress data shows that there is wider a gap in performance of PP vs non-PP performance, with PP performing less well, and PP final outcomes are reliant upon the intervention plans in place |
| 5 | Average attendance of PP students 97.8% (overall attendance was 97.6%) Disadvantaged students’ lack of access to appropriate facilities and extra – curricular activities |
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 |
| Students eligible for PP in KS3 to make at least expected progress in English, Maths and Science | 80% of students eligible for PP in KS3 to make expected progress to meet their end of year predictions. |
| To close the gap in achievement outcomes at GCSE in English, Maths and Science for students eligible for PP | Students eligible for PP in Year 11 to achieve Maths, English and Science GCSEs in line with non PP students nationally |
| Improved attitude to learning such as homework and punctuality to lessons. | A reduction in the number of logged progress concerns, 98% attendance and punctuality |
| All PP students participate in enrichment and extracurricular activities | Each PP pupil takes up minimum of one extra-curricular activity regularly |
| Close the gap between the mock and final examinations for PP students | Students eligible for PP in Year 11 to achieve Maths, English and Science GCSEs in line with non PP students nationally |
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: £86,307
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Employ and use new TAs to provide literacy and numeracy intervention to support sustained improvement in Year 7 and Year 8, including those with EHCPs | We have a large number of students with EHCP’s in the current Yr7 and Yr8 cohorts. We know that they were further disadvantaged by the transition into secondary school due to the pandemic.
EEF research highlights the importance of effective deployment of support staff and the key role they can play in pupil outcomes. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants |
1, 2 |
| 2. Smaller teaching groups in English, Maths and Science | Data shows that low attaining disadvantaged students do less well in English, Maths and Science
The EEF shows that one to one tuition and small group support have an impact on pupil attainment. Some studies suggest that progress is improved because of greater individual feedback from the teacher, more sustained engagement, and work which is more closely matched to learners’ needs. EEF-teaching-learning-toolkit/small-group-tuition EEF-teaching-learning-toolkit/teaching-assistant-interventions Closing-the-Gap https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reducing-class-size |
1,2,4 |
| 3. Ensure the Accelerated Reading programme is specifically targeted at PP students | Analysis of GCSE and end of KS3 results showed that PP students did less well in English/literacy based subjects.
Evidence has shown that for “those who struggle, reading is particularly difficult and requires careful instruction and intervention. Problem areas must be determined, and instruction and intervention to address these areas must be carefully planned and delivered.” https://improvingliteracy.org/brief/learning-read-simple-view-reading EEF-guidance-reports/literacy-ks3-ks4/Simple_View_of_Reading.pdf EEF-teaching-learning-toolkit/reading-comprehension-strategies |
1,4 |
| 4. Embed schemes of learning to ensure KS3 curriculum is appropriate and assessments are accurate so that no child is left behind due to the disruptions of remote learning. | An extensive analysis of lost learning due to RAAC and remote learning has informed curriculum development. Drop-ins and curriculum reviews have identified differentiation to be a key focus for development. This is most effective when middle leaders and responsibility holders are involved in the process. | 2,4 |
| 5. Provide funding for Music Tuition and prioritise disadvantaged students. | A large proportion of our students don’t have access to playing an instrument due to the living conditions and affordability. Direct funding ensures students from disadvantaged backgrounds get access to tuition that is normally unaffordable | 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £532,569
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Deploy department Academic Tutors to support in KS3 English, Mathematics and Science, targeting PP | Temporary academic tutors to be recruited during the school year to support targeted students in lessons and where possible, offer 1-1/small group tuition during out of school hours, including morning clubs
The EEF shows that tutoring can have a high impact (up to 5 additional months progress) when the correct resources are provided and the staff are well supported and well trained. Having a lead to oversee this support will ensure that pupil outcomes are tracked carefully and the tuition adapted if and when needed. EEF-education-evidence/teaching-learning-toolkit/one-to-one-tuition https://www.gov.uk/government/publications/school-led-tutoring-grant |
2,4 |
| 2. Ensure intervention is targeted at PP (in class, withdrawal of groups and during extension sessions) | Funding allows for smaller withdrawal groups and targeted, bespoke intervention
The EEF shows that one to one tuition and small group support have a moderate impact on pupil attainment. Some studies suggest that progress is improved because of greater individual feedback from the teacher, more sustained the engagement, and work which is more closely matched to learners’ needs. |
4 |
| 3. Ensure that all Saturday and holiday classes target PP students for intervention | Funding enables specific support to PP students and then benefit of additional tuition | 4 |
| 4. Year 6-7 transition summer programme | students with poor attendance from primary school including vulnerable students and SEND students are most likely to benefit from early intervention and set clear expectations
Tours and induction days should acclimatise students to the new school. students will have a one-day induction into school life with core subjects setting a summer project. |
3,4 |
| 5. Ensure that a Homework Club is staffed by TAs for KS3 | Direct funding for clubs targeting students who are underachieving. PP students are directly invited to attend clubs.
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework |
1,4 |
| 6. Focus all extension, Half term and Easter revision classes for KS4 on the needs of PP students | Direct intervention and revision targeted at PP students | 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £404,213
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Ensure there is a wide range of extra-curricular trips and activities on offer | Evidence has shown that extra-curricular activities are particularly beneficial for developing students’ wider skills, especially when they complement the taught curriculum. Activities where students can learn to develop relevant skills such as teamwork, responsibility and perseverance are offered through a range of extra-curricular activities that all students are invited to attend.
/docs/imported/Pupil-Premium-Stepney-All-Saints-School/Life-Lessons-Report_FINAL.pdf All PP are targeted to attend at least one club in the academic year. Priority is given to PP students in order to access enrichment activities such as trips to the theatre and museums. |
3 |
| 2. Provide opportunities for all (Yr9) PP students to develop self-confidence and resilience through opportunities at the residential centre | PP students have few opportunities to develop these skills in a residential setting and out of London (limited to 30 students per group) – this is a key focus in the SIP and the Enrichment strategy
We will continue to support trips designed to enrich curriculum areas with particular focus on use of the Mountain Centre Research shows the positive impact school trips can have on academic attainment because of the key skills and problem solving skills it gives students access to. /docs/imported/Pupil-Premium-Stepney-All-Saints-School/Ofsted-Report-Oct-2008.pdf Learning-Away-Comparative-Research-Report.pdf the-impact-of-residential-trips https://www.cumulusoutdoors.com/ofsteds-views-on-learning-outside-the-classroom/ |
3 |
| 3. Ensure the capacity of DSLs and the implementation of the Safeguard software including training | Safeguarding is a priority for every member of staff in the school and this is reviewed at the start of each academic year. Teaching and support staff continue to promptly communicate safeguard concerns to the DSL in a confidential manner and should be able to use the Safeguard software | 4,5 |
| 4. Continue to offer a breakfast club at KS3 | Direct funding for clubs targeting students with needs. PP students directly invited to attend clubs. | 3,4 |
| 5. Embed the behaviour policy and Inclusion strategy | Continue to embed the inclusion strategy so that all students return to mainstream lessons. There is a dual purpose for the SLC, supporting students through referrals for behaviour and subject withdrawal
students always have access to a safe space and consistent adults who have a range of expertise, to help solve a range of problems. The team supports students with their regulation, their emotional awareness, their sensory processing difficulties and their social understanding. |
5 |
| 6. Use of Behaviour Progress Officers to target PP students’ attendance to schools | Evidence shows that well-trained mentors have a positive impact on individual students, students often show improved motivation and engagement. The aim of the mentor is to identify and break down barriers to learning, teaching key skills for life so that students can access a broader range of opportunities,reaching their full potential.
https://www.teachingexpertise.com/articles/learning-mentors-improve-behaviour/ https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mentoring Early intervention with students with less than 96% attendance through the use of PAPs, can have a positive impact in engaging them with their learning and overall achievements |
5 |
| 7. Use school counselling service to provide drop-in service | Concerns around increased need for well-being support because of pastoral contacts during lockdown. Use to support those who use the drop-ins to have high attendance and improved outlook on current situation and school
/docs/imported/Pupil-Premium-Stepney-All-Saints-School/Counselling_in_schools.pdf |
3,5 |
| 8. Continue to use and monitor impact of new rewards system linked to academic attainment | In order to positively affirm learning in the classroom and behaviour for learning we will continue to develop the breadth of rewards at Stepney All Saints School. More rewards for different students recognising all of their achievements. | 3,4 |
| 9. Continue to use the merit process for reward and praise for targeted groups. Special focus on attendance rewards. | We promote positive behaviour through student voice and have consistently shown students value the reward system. They feel they should be rewarded for effort, progress and behaviour.
Improving behaviour in schools (d2tic4wvo1iusb.cloudfront.net) |
5 |
| 10. Ensure the Careers programme is focussed on the needs of disaffected PP students Use a blended approach to include remote sessions | To improve aspirations for all students to include the promotion of further and higher educational opportunities plus workplace opportunities.
The DfE requires all young people in secondary school have access to ‘an excellent programme of advice and guidance that is delivered by individuals with the right skills and experience’ and they reinforce that all young people should be able ‘to understand the full range of opportunities available to them, to learn from employers about work and learn the skills that are valued in the workplace and to have first-hand experience of the workplace.’ We believe that a whole-school approach is the best way to ensure that all students understand the world of work. When embedded from year 7, students are clear on the key skills needed for their own futures and can talk openly about their own aspirations for the future. https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/careers-education |
3 |
| 11. Ensure that PP students are fully engaged with the Female Empowerment Strategy | Ensure that PP female students are engaged in opportunities and activities on offer. Promote female empowerment through careers pathways and enrichment activities. Invite female alumni and visiting speakers to inspire and motivate students | |
| 12. Collect feedback from parents through Parental questionnaires and surveys at every face-to-face parents’ meetings | Questionnaires have been a valuable tool in engaging parents with strategies in embedding a positive dialogue about their child’s learning | 3,5 |
Total budgeted cost: £1,023,089
| Total budgeted cost | £1,023,089 |
| PP Funding | £526,815 |
| Recovery Funding | £140,484 |
| Overspend | £355,790 |
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils 2022-23
We have analysed the performance of our school’s disadvantaged students during the 2022/23 academic year using key stage 4 performance data and our own internal assessments. Firstly, 55% students at Stepney All Saints were in receipt of the Pupil Premium compared to the national average of 22.5% (provisional) which places the school in the highest eligibility band.
For 2023, the Progress 8 score (which is a measure of how much progress students at this school made across 8 qualifications between the end of KS2 and the end of KS4, compared to other similar students nationally) for our disadvantaged students was +0.59, whereas the national average score was -0.45. This means that SASS students have performed +1.04 grade above all Pupil Premium students nationally. When compared to all students nationally, SASS Pupil Premium students have performed +0.42 grades above all students nationally (0.59 PP – 0.17 non-PP). Our in-school gap is -0.29 when comparing non-Pupil Premium students (+0.88) to Pupil Premium students (+0.59).
For Attainment 8 (which is a measure of GCSE attainment across 8 subjects), the score for Stepney All Saints was 56.8 for all students whereas the national Attainment 8 score for disadvantaged students in 2023 was 50.20. In fact, our disadvantaged students out-performed national expectations compared to non-disadvantaged students for both headline indicators Progress 8 (+0.17) and Attainment 8 (50.20). See DfE guidance for more information about KS4 performance measures.
DfE has strongly discouraged comparison of a school’s 2023 performance data with results in previous years. The impact of COVID-19 makes it difficult to interpret why the results are as they are. In addition, changes were made to GCSE and A level exams in 2022, with adaptations such as advance information for students and grading that reflected a midway point between grading in 2021 and 2019. Therefore, any comparison to national figures should be considered with caution given the caveats stated above.
Key stage 4 data and our internal assessments suggest that, despite some strong individual performances, the progress and attainment of the school’s disadvantaged students in 2022/23 was below expectations when compared to in-school data but they remain above expectations compared to national performance.
The in-school gap between the Progress 8 and Attainment 8 scores of our disadvantaged and non-disadvantaged students has grown since the start of the pandemic. The Progress 8 score of our non-disadvantaged students was +0.88, and the Attainment 8 score was 58.4, both higher than the performance of our disadvantaged students. Our analysis suggests that the reason for this is primarily the ongoing impact of COVID-19, and this is reflective of national figures demonstrating the additional impact of the pandemic on disadvantaged students.
One of the challenges we faced was the recruitment of temporary academic tutors due to the roll-out of the National Tutoring Programme. As a result, we were unable to secure again an English Academic tutor throughout the year, with high turnovers for Maths and Science as recruits moved on for long-term contracts.
EBacc entry for disadvantaged students was 86%, which is an increase of 20% from 2019 and a gap of 2% compared to non-disadvantaged students.
Absence among disadvantaged students was 1.5% higher than their non-disadvantaged peers in 2022/23 and persistent absence 7.1% higher. We recognise this gap is too large which is why raising the attendance of our disadvantaged students remains a key focus in our current plan.
Our assessments demonstrated that pupil behaviour improved last year, but challenges around wellbeing and mental health remain significantly higher than before the pandemic and our counselling service was used to its maximum capacity.
We have reviewed our strategy plan and made changes to how we intend to use some of our budget this academic year, as set out in the Activity in This Academic Year section above.
Pupil Premium Strategy 2022-23
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 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 outcomes for the disadvantaged pupils last academic year.
School overview
| Detail | Data |
| Number of pupils in school | 1033 |
| Proportion (%) of pupil premium eligible pupils | 51% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2025 |
| Date this statement was published | 02.12.22 |
| Date on which it will be reviewed | 30.09.23 |
| Statement authorised by | P Woods |
| Pupil premium lead | Shiulee Begum |
| Governor / Trustee lead | Tim Duncan |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £521,430 |
| Recovery premium funding allocation this academic year | £150,420 |
| Pupil premium (and recovery premium*) funding carried forward from previous years | £0 |
| Total budget for this academic year | £671,850 |
Part A: Pupil premium strategy plan
Statement of intent
| The ultimate objective for our disadvantaged pupils is to remove barriers to achieve their potential, irrespective of their backgrounds. The pupil premium strategy at Stepney All Saints School aims to address challenges impacting on attendance, progress, mental health, and literacy skills. In addition to this, we continue to place greater emphasis on developing the cultural capital of our students by creating experiences beyond the classroom that puts all of our students on a level playing field.
The key principles of our strategy continues to focus on high quality teaching through the continued development of pre-learning, AAE (Application, analysis and evaluations) as the bedrock to a challenging curriculum. This is rooted in robust diagnostic assessments as well as wider school plans for education recovery following the pandemic. These strategies underpin the wider school vision of eliminating gaps for pupils so that they all flourish. We further commit to the ongoing cycle of reviewing the whole school curriculum, notably to ensure that it is challenging, relevant, and representative of our school community. Our student focused environment coupled with the ethos of inclusion is responsive to individual needs as well as common challenges that is evidence-informed. These strategies aim to improve the life chances of all our pupils, in particular our vulnerable students, whether they are disadvantaged or not. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | High percentage (51%) of PP pupils have English as an additional language |
| 2 | Underachievement due to loss of learning during the pandemic |
| 3 | The attendance and participation of PP Students to enrichment activities / wider extra-curricular experiences |
| 4 | In-school analysis of progress data shows that there is wider a gap in performance of PP vs non-PP performance, with PP performing less well, and PP final outcomes are reliant upon the intervention plans in place |
| 5 | Average attendance of PP pupils 96.3% (overall attendance was 96.7%) Disadvantaged pupils’ lack of access to appropriate facilities and extra – curricular activities |
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 |
| Students eligible for PP in KS3 to make at least expected progress in English, Maths and Science | 80% of students eligible for PP in KS3 to make expected progress to meet their end of year predictions. |
| To close the gap in achievement outcomes at GCSE in English, Maths and Science for students eligible for PP | Students eligible for PP in Year 11 to achieve Maths, English and Science GCSEs in line with non PP students nationally |
| Improved attitude to learning from the identified students. | A reduction in the number of logged concerns. 100% attendance for tutoring programme. |
| All PP pupils participate in enrichment and extracurricular activities | Each PP pupil takes up minimum of one extra-curricular activity |
| Close the gap between the mock and final examinations for PP pupils | Students eligible for PP in Year 11 to achieve Maths, English and Science GCSEs in line with non PP students nationally |
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: £83,998
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Employ and use new TAs to provide literacy and numeracy intervention to support sustained improvement in Year 7/8 | We have a large number of pupils with EHCP’s in the current Yr7 and Yr8 cohorts. We know that they were further disadvantaged by the transition into secondary school due to the pandemic.
EEF research highlights the importance of effective deployment of support staff and the key role they can play in pupil outcomes. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants |
1, 2 |
| 2. Smaller teaching groups in English, Maths and Science | Data shows that low attaining disadvantaged pupils do less well in English, Maths and Science
The EEF shows that one to one tuition and small group support have an impact on pupil attainment. Some studies suggest that progress is improved because of greater individual feedback from the teacher, more sustained the engagement, and work which is more closely matched to learners’ needs. EEF-teaching-learning-toolkit/small-group-tuition EEF-teaching-learning-toolkit/teaching-assistant-interventions Closing-the-Gap https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reducing-class-size |
1,2,4 |
| 3. Ensure the Accelerated Reading programme is specifically targeted at PP pupils | Analysis of GCSE and end of KS3 results showed that PP pupils did less well in English/literacy based subjects.
Evidence has shown that for “those who struggle, reading is particularly difficult and requires careful instruction and intervention. Problem areas must be determined, and instruction and intervention to address these areas must be carefully planned and delivered.” https://improvingliteracy.org/brief/learning-read-simple-view-reading EEF-guidance-reports/literacy-ks3-ks4/Simple_View_of_Reading.pdf EEF-teaching-learning-toolkit/reading-comprehension-strategies |
1,4 |
| 4. Embed schemes of learning to ensure KS3 curriculum is appropriate and assessments accurate to enhance progress at each key stage. | An extensive analysis of lost learning due to the pandemic has informed curriculum development. Drop-ins and pilot development reviews have identified differentiation to be a focus, This is most effective when middle leaders and responsibility holders are involved in the process. | 2,4 |
| 5. Provide funding for Music Tuition for all those pupils eligible for Free School Meals | A large proportion of our pupils don’t have access to playing an instrument due to the living conditions and affordability. Direct funding ensures pupils from disadvantaged backgrounds get access to tuition that is normally unaffordable | 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £498,807
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Deploy department Academic Tutors to support in KS3 English, Mathematics and Science targeting PP for those impacted by lockdown and isolation periods | Temporary academic tutors to be recruited during the year to support targeted pupils in lessons and offer 1-1/small group tuition out of school hours including morning clubs
The EEF shows that tutoring can have a high impact (up to 5 additional months progress) when the correct resources are provided and the staff are well supported and well trained. Having a lead to oversee this support will ensure that pupil outcomes are tracked carefully and the tuition adapted if and when needed. EEF-education-evidence/teaching-learning-toolkit/one-to-one-tuition https://www.gov.uk/government/publications/school-led-tutoring-grant |
2,4 |
| 2. Ensure intervention is targeted at PP (in class, withdrawal of groups and during extension sessions) | Funding allows for smaller withdrawal groups and targeted, bespoke intervention
The EEF shows that one to one tuition and small group support have a moderate impact on pupil attainment. Some studies suggest that progress is improved because of greater individual feedback from the teacher, more sustained the engagement, and work which is more closely matched to learners’ needs. |
4 |
| 3. Ensure that all Saturday and holiday classes target PP pupils for intervention | Funding enables specific support to PP pupils and then benefit of additional tuition | 4 |
| 4. Year 6-7 transition summer programme | Pupils with poor attendance from primary school including vulnerable pupils and SEND pupils are most likely to benefit from early intervention and set clear expectations
Tours and induction days should acclimatise pupils to the new school. Pupils will have a one-day induction into school life with core subjects setting a summer project. |
3,4 |
| 5. Ensure that a Homework Club is staffed by TAs for KS3 | Direct funding for club targeting pupils with need. PP students are directly invited to attend clubs.
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework |
1,4 |
| 6. Focus all extension, Half term and Easter revision classes for KS4 on the needs of PP students | Direct intervention and revision targeted at PP pupils | 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £304,338
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Ensure there is a wide range of extra-curricular trips and activities | Evidence has shown that extra-curricular activities are particularly beneficial for developing pupil’s wider skills, especially when they complement the taught curriculum. Activities where pupils can learn to develop relevant skills such as teamwork, responsibility and perseverance are offered through a range of extra-curricular activities that all pupils can be invited to attend.
/docs/imported/Pupil-Premium-Stepney-All-Saints-School/Life-Lessons-Report_FINAL.pdf All PP are targeted to attend at least one club in the academic year. Priority is given to PP students in order to access enrichment activities such as trips to the theatre and museums. |
3 |
| 2. Provide opportunities for PP students to develop self-confidence and resilience through opportunities at the residential centre | PP students have few opportunities to develop these skills in a residential setting and out of London (limited to 30 pupils) – this is a focus in the SIP in the Enrichment strategy
We will continue to support trips designed to enrich curriculum areas with particular focus on use of the Mountain Centre Research shows the positive impact school trips can have on academic attainment because of the key skills and problem solving skills it gives pupils access to. /docs/imported/Pupil-Premium-Stepney-All-Saints-School/Ofsted-Report-Oct-2008.pdf Learning-Away-Comparative-Research-Report.pdf the-impact-of-residential-trips https://www.cumulusoutdoors.com/ofsteds-views-on-learning-outside-the-classroom/ |
3 |
| 3. Ensure the capacity of DSLs and the implementation of the Safeguard software and training | Safeguarding is a priority for every member of staff in the school and this is reviewed at the start of each academic year. Teaching and support staff continue to promptly communicate safeguard concerns to the DSL in a confidential manner and should be able to use the Safeguard software | 4,5 |
| 4. Continue to offer a breakfast club at KS3 | Direct funding for clubs targeting pupils with need. PP students directly invited to attend clubs. | 3,4 |
| 5. Embed the behaviour policy and Inclusion strategy | Continue to embed the inclusion strategy so that all pupils return to mainstream lessons. There is a dual purpose for the SLC supporting students through referrals for behaviour and subject withdrawal
Pupils always have access to a safe space and consistent adults who have a range of expertise to help solve a range of problems. The team support pupils with their regulation, their emotional awareness, their sensory processing difficulties and their social understanding. |
5 |
| 6. Use of Behaviour Progress Officers to target PP pupils’ attendance to schools | Evidence shows that well-trained learning mentors have a positive impact on individual pupils, pupils often show improved motivation and engagement. The aim of the learning mentor is to break down barriers to learning by teaching key skills for life so that pupils can have access to a broader range of opportunities and they can reach their full potential.
https://www.teachingexpertise.com/articles/learning-mentors-improve-behaviour/ https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mentoring Preventative approach to working with PP pupils who may become disaffected using PAPs including targeting pupils who have less than 96% attendance |
5 |
| 7. Use school counselling service to provide drop-in service | Concerns around increased need for well-being support because of pastoral contacts during lockdown. Use to support those who use the drop-ins to have high attendance and improved outlook on current situation and school
/docs/imported/Pupil-Premium-Stepney-All-Saints-School/Counselling_in_schools.pdf |
3,5 |
| 8. Continue to use and monitor impact of new rewards system linked to academic attainment | In order to positively affirm learning in the classroom and behaviour for learning we will continue to develop the breadth of rewards at Stepney All Saints School. More rewards for different students recognising all of their achievements. | 3,4 |
| 9. Continue to use the merit process for reward and praise for targeted groups. Special focus on attendance rewards. | We promote positive behaviour through student voice has consistently shown pupils value the reward system. They feel they should be rewarded for effort, progress and behaviour.
Improving behaviour in schools (d2tic4wvo1iusb.cloudfront.net) |
5 |
| 10. Ensure the Careers programme is focussed on the needs of disaffected PP students Use a blended approach to include remote sessions | To improve aspirations for all pupils to include the promotion of further and higher educational opportunities plus workplace opportunities.
The DfE requires all young people in secondary school have access to ‘an excellent programme of advice and guidance that is delivered by individuals with the right skills and experience’ and they reinforce that all young people should be able ‘to understand the full range of opportunities available to them, to learn from employers about work and learn the skills that are valued in the workplace and to have first-hand experience of the workplace.’ We believe that a whole-school approach is the best way to ensure that all pupils understand the world of work. When embedded from year 7, pupils are clear on the key skills needed for their own futures and can talk openly about their own aspirations for the future. https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/careers-education |
3 |
| 11. Collect feedback from parents through Parental questionnaires and surveys at every parents’ meeting | Questionnaires have been a valuable tool in engaging parents with strategies in embedding a positive dialogue about their child’s learning | 3,5 |
| 12. Implementation of parental portal on Edulink | To improve communication with parents via online portals. | 3,5 |
Total budgeted cost: £887,142
| Total budgeted cost | £887,142 |
| PP Funding | £521,430 |
| Recovery Funding | £150,420 |
| Overspend | £215,292 |
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils 2021-22
We have analysed the performance of our school’s disadvantaged pupils during the 2021/22 academic year using key stage 4 performance data and our own internal assessments. Firstly, 47.3% pupils at Stepney All Saints were in receipt of the Pupil Premium compared to the national average of 22.5% which places the school in the highest eligibility band.
For 2022, the Progress 8 score (which is a measure of how much progress pupils at this school made across 8 qualifications between the end of KS2 and the end of KS4, compared to other similar pupils nationally) for our disadvantaged pupils was 0.31, whereas the national average score was -0.55. For Attainment 8 (which is a measure of GCSE attainment across 8 subjects), at Stepney All Saints it was 54.9 whereas the national Attainment 8 score for disadvantaged pupils was 37.5. In fact, our disadvantaged pupils out-performed national expectations for non-disadvantaged pupils for both Progress 8 (0.15) and Attainment 8 (52.6). See DfE guidance for more information about KS4 performance measures.
DfE has strongly discouraged comparison of a school’s 2022 performance data with results in previous years. The impact of COVID-19 makes it difficult to interpret why the results are as they are. In addition, changes were made to GCSE and A level exams in 2022, with adaptations such as advance information for pupils and grading that reflected a midway point between grading in 2021 and 2019. Therefore, any comparison to national figures should be considered with caution given the caveats stated above.
Key stage 4 data and our internal assessments suggest that, despite some strong individual performances, the progress and attainment of the school’s disadvantaged pupils in 2021/22 was below expectations when compared to in-school data but we remain above expectations compared to national performance.
The in-school gap between the Progress 8 and Attainment 8 scores of our disadvantaged and non-disadvantaged pupils has grown since the start of the pandemic. The Progress 8 score of our non-disadvantaged pupils was 0.79, and the Attainment 8 score was 59.4, both higher than the performance of our disadvantaged pupils. Our analysis suggests that the reason for this is primarily the ongoing impact of COVID-19, and this is reflective of national figures demonstrating the additional impact of the pandemic on disadvantaged pupils.
One of the challenges we faced was the recruitment of temporary academic tutors due to the roll-out of the National Tutoring Programme. As a result, we were unable to secure an English Academic tutor throughout the year and there was a high turnover in Maths and Science as recruits settled for long-term contracts.
EBacc entry for disadvantaged pupils was 85%, which is an increase of 12% from 2019 and a gap of 2% compared to non-disadvantaged pupils.
Absence among disadvantaged pupils was 0.8% higher than their peers in 2021/22 and persistent absence 10% higher. We recognise this gap is too large which is why raising the attendance of our disadvantaged pupils is a focus of our current plan.
Our assessments demonstrated that pupil behaviour improved last year, but challenges around wellbeing and mental health remain significantly higher than before the pandemic and our counselling service was used to its maximum capacity.
We have reviewed our strategy plan and made changes to how we intend to use some of our budget this academic year, as set out in the Activity in This Academic Year section above.
Pupil Premium Strategy 2021-22
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 | Stepney All Saints Secondary School |
| Number of pupils in school | 1026 |
| Proportion (%) of pupil premium eligible pupils | 48% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2020-2023 |
| Date this statement was published | 13.12.21 |
| Date on which it will be reviewed | 30.09.22 |
| Statement authorised by | P Woods |
| Pupil premium lead | Shiulee Begum |
| Governor / Trustee lead | Anne Slater |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £542,440 |
| Recovery premium funding allocation this academic year | £82,360 |
| 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 |
£624,800 |
Part A: Pupil premium strategy plan
Statement of intent
| The ultimate objective for our disadvantaged pupils is to remove all barriers in order to have the opportunity to achieve their potential. The Pupil Premium strategy at Stepney All Saints School aims to address challenges impacting on attendance, access to learning, mental health and well-being, literacy and numeracy skills, opportunities for cultural capital in addition to the loss of learning during lockdown and isolation periods in the previous academic year.
We continue to focus on developing pre-learning and AAE (Application, analysis and evaluations) as the bedrock to a robust and challenging curriculum as well as widening participation in order to maintain or exceed the performance of our pupil premium (PP) pupils compared to those nationally. These strategies underpin the wider school vision of eliminating gaps for all pupils so that they flourish. We further commit to embedding and reviewing the whole school curriculum strategy to ensure that it is fair, unbiased and representative of the whole school community. Our student focused environment coupled with an ethos of self-reflection and evaluation through our careers programme, strives to improve the life chances of all pupils regardless of their backgrounds. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | High percentage (45%) of PP pupils have English as an additional language |
| 2 | Underachievement due to loss learning during lockdown and isolation periods |
| 3 | The attendance and participation of PP Students to enrichment activities / wider extra-curricular experiences |
| 4 | In-school analysis of progress data shows that there is a gap in performance of PP vs non-PP performance, with PP performing less well, and PP final outcomes are reliant upon the intervention plans in place |
| 5 | Average attendance of PP pupils 96.3% (overall attendance was 96.8%) Disadvantaged pupils’ lack of access to appropriate facilities and extra – curricular activities |
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 |
| Pupils eligible for PP in KS3 to make at least expected progress in English, Maths and Science | 90% of Students eligible for PP in KS3 to make expected progress to meet their end of year predictions. |
| To close the gap in achievement outcomes at GCSE in English, Maths and Science for students eligible for PP | Students eligible for PP in Year 11 to achieve Maths, English and Science GCSEs in line with non PP students |
| Improved attitude to learning from the identified students. | A reduction in the number of logged concerns. 100% attendance for tutoring programme. |
| All PP pupils participate in enrichment and extracurricular activities | Each PP pupil takes up minimum of one extra-curricular activity |
| Close the gap between the mock and final examinations for PP pupils | Gap between PP and non-PP pupils is minimal |
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: £76,639
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Employ and use new TAs to provide literacy and numeracy intervention to support sustained improvement in Year 7/8 | We have a large number of pupils with EHCP’s in the current Yr7 and Yr8 cohorts. We know that they were further disadvantaged by the transition into secondary school due to the pandemic.
EEF research highlights the importance of effective deployment of support staff and the key role they can play in pupil outcomes. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants |
1, 2 |
| 2. Smaller teaching groups in English, Maths and Science | Data shows that low attaining disadvantaged pupils do less well in English, Maths and Science
The EEF shows that one to one tuition and small group support have an impact on pupil attainment. Some studies suggest that progress is improved because of greater individual feedback from the teacher, more sustained the engagement, and work which is more closely matched to learners’ needs. EEF-teaching-learning-toolkit/small-group-tuition EEF-teaching-learning-toolkit/teaching-assistant-interventions Closing-the-Gap https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/reducing-class-size |
1,2,4 |
| 3. Ensure the Accelerated Reading programme is specifically targeted at PP pupils | Analysis of GCSE and end of KS3 results showed that PP pupils did less well in English/literacy based subjects.
Evidence has shown that for “those who struggle, reading is particularly difficult and requires careful instruction and intervention. Problem areas must be determined, and instruction and intervention to address these areas must be carefully planned and delivered.” https://improvingliteracy.org/brief/learning-read-simple-view-reading EEF-guidance-reports/literacy-ks3-ks4/Simple_View_of_Reading.pdf EEF-teaching-learning-toolkit/reading-comprehension-strategies |
1,4 |
| 4. Embed schemes of learning to ensure KS3 curriculum is appropriate and assessments accurate to enhance progress at each key stage. | An extensive analysis of lost learning due to the pandemic has informed curriculum development. Drop-ins and pilot development reviews have identified differentiation to be a focus, This is most effective when middle leaders and responsibility holders are involved in the process. | 2,4 |
| 5. Provide funding for Music Tuition for all those pupils eligible for Free School Meals | A large proportion of our pupils don’t have access to playing an instrument due to the living conditions and affordability. Direct funding ensures pupils from disadvantaged backgrounds get access to tuition that is normally unaffordable | 3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £476,780
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Deploy department Academic Tutors to support in KS3 English, Mathematics and Science targeting PP for those impacted by lockdown and isolation periods | Temporary academic tutors to be recruited during the year to support targeted pupils in lessons and offer 1-1/small group tuition out of school hours including morning clubs
The EEF shows that tutoring can have a high impact (up to 5 additional months progress) when the correct resources are provided and the staff are well supported and well trained. Having a lead to oversee this support will ensure that pupil outcomes are tracked carefully and the tuition adapted if and when needed. EEF-education-evidence/teaching-learning-toolkit/one-to-one-tuition https://www.gov.uk/government/publications/school-led-tutoring-grant |
2,4 |
| 2. Ensure intervention is targeted at PP (in class, withdrawal of groups and during extension sessions) | Funding allows for smaller withdrawal groups and targeted, bespoke intervention
The EEF shows that one to one tuition and small group support have a moderate impact on pupil attainment. Some studies suggest that progress is improved because of greater individual feedback from the teacher, more sustained the engagement, and work which is more closely matched to learners’ needs. |
4 |
| 3. Ensure that all Saturday and holiday classes target PP pupils for intervention | Funding enables specific support to PP pupils and then benefit of additional tuition | 4 |
| 4. Year 6-7 transition summer programme | Pupils with poor attendance from primary school including vulnerable pupils and SEND pupils are most likely to benefit from early intervention and set clear expectations
Tours of the school should acclimatise pupils to size. Pupils will have a one-day induction into school life with core subjects setting a summer project. |
3,4 |
| 5. Ensure that a Homework Club is staffed by TAs for KS3 | Direct funding for club targeting pupils with need. PP students are directly invited to attend clubs.
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework |
1,4 |
| 6. Focus all extension, Half term and Easter revision classes for KS4 on the needs of PP students | Direct intervention and revision targeted at PP pupils | 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £272,075
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1. Ensure there is a wide range of extra-curricular trips and activities | Evidence has shown that extra-curricular activities are particularly beneficial for developing pupil’s wider skills, especially when they complement the taught curriculum. Activities where pupils can learn to develop relevant skills such as teamwork, responsibility and perseverance are offered through a range of extra-curricular activities that all pupils can be invited to attend.
/docs/imported/Pupil-Premium-Stepney-All-Saints-School/Life-Lessons-Report_FINAL.pdf 95% of PP are targeted to attend at least one club in the academic year. Priority is given to PP students in order to access enrichment activities such as trips to the theatre and museums. |
3 |
| 2. Provide opportunities for PP students to develop self-confidence and resilience through opportunities at the residential centre | PP students have few opportunities to develop these skills in a residential setting and out of London (limited to 30 pupils) – this is a focus in the SIP in the Enrichment strategy
We will reintroduce trips designed to enrich curriculum areas with particular focus on use of the Mountain Centre Research shows the positive impact school trips can have on academic attainment because of the key skills and problem solving skills it gives pupils access to. /docs/imported/Pupil-Premium-Stepney-All-Saints-School/Ofsted-Report-Oct-2008.pdf Learning-Away-Comparative-Research-Report.pdf the-impact-of-residential-trips https://www.cumulusoutdoors.com/ofsteds-views-on-learning-outside-the-classroom/ |
3 |
| 3. Ensure the capacity of DSLs and the implementation of the Safeguard software and training | Safeguarding is a priority for every member of staff in the school and this is reviewed at the start of each academic year. Teaching and support staff continue to promptly communicate safeguard concerns to the DSL in a confidential manner and should be able to use the Safeguard software | 4,5 |
| 4. Re-introduce a Breakfast club at KS3 | Direct funding for clubs targeting pupils with need. PP students directly invited to attend clubs. | 3,4 |
| 5. Embed the behaviour policy and Inclusion strategy | Continue to embed the inclusion strategy so that all pupils return to mainstream lessons. There is a dual purpose for the SLC supporting students through referrals for behaviour and subject withdrawal
Pupils always have access to a safe space and consistent adults who have a range of expertise to help solve a range of problems. The team support pupils with their regulation, their emotional awareness, their sensory processing difficulties and their social understanding. |
5 |
| 6. Use of Behaviour Progress Officers to target PP pupils’ attendance to schools | Evidence shows that well-trained learning mentors have a positive impact on individual pupils, pupils often show improved motivation and engagement. The aim of the learning mentor is to break down barriers to learning by teaching key skills for life so that pupils can have access to a broader range of opportunities and they can reach their full potential.
https://www.teachingexpertise.com/articles/learning-mentors-improve-behaviour/ https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mentoring Preventative approach to working with PP pupils who may become disaffected using PAPs including targeting pupils who have less than 96% attendance |
5 |
| 7. Use school counselling service to provide drop-in service | Concerns around increased need for well-being support because of pastoral contacts during lockdown. Use to support those who use the drop-ins to have high attendance and improved outlook on current situation and school
/docs/imported/Pupil-Premium-Stepney-All-Saints-School/Counselling_in_schools.pdf |
3,5 |
| 8. Continue to use and monitor impact of new rewards system linked to academic attainment | In order to positively affirm learning in the classroom and behaviour for learning we will continue to develop the breadth of rewards at Stepney All Saints School
More rewards for different students recognising all of their achievements. |
3,4 |
| 9. Continue to use the merit process for reward and praise for targeted groups. Special focus on attendance rewards. | We promote positive behaviour Pupil voice has consistently shown pupils value the reward system. They feel they should be rewarded for effort, progress and behaviour.
Improving behaviour in schools (d2tic4wvo1iusb.cloudfront.net) |
5 |
| 10. Ensure the Careers programme is focussed on the needs of disaffected PP students Use a blended approach to include remote sessions | To improve aspirations for all pupils to include the promotion of further and higher educational opportunities plus workplace opportunities.
The DfE requires all young people in secondary school have access to ‘an excellent programme of advice and guidance that is delivered by individuals with the right skills and experience’ and they reinforce that all young people should be able ‘to understand the full range of opportunities available to them, to learn from employers about work and learn the skills that are valued in the workplace and to have first-hand experience of the workplace.’ We believe that a whole-school approach is the best way to ensure that all pupils understand the world of work. When embedded from year 7, pupils are clear on the key skills needed for their own futures and can talk openly about their own aspirations for the future. https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/careers-education |
3 |
| 11. Collect feedback from parents through Parental questionnaires and surveys at every parents’ meeting | Questionnaires have been a valuable tool in engaging parents with strategies in embedding a positive dialogue about their child’s learning | 3,5 |
| 12. Implementation of parental portal on Edulink | To improve communication with parents via online portals. | 3,5 |
Total budgeted cost: £825,494
| Total budgeted cost | £825,494 |
| PP Funding | £542,440 |
| Overspend | £283,054 (excl. recovery fund) |
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.
| 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. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.
If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met? |
A total of 528 pupils at Stepney All Saints were eligible for Pupil Premium (PP) funding in 2020-2021, because of the free school meals criteria. The breakdown of eligible pupils was:
| Year 11 | Year 10 | Year 9 | Year 8 | Year 7 | Total | |
| Number of PP | 111 | 98 | 114 | 108 | 97 | 528 |
| % of cohort | 54 | 48 | 55 | 52 | 52 | 51 |
Stepney All Saints has a high percentage of Pupil Premium students; 51% compared to the national average of 13% in 2019. This places the school in the highest PP eligibility band. The school is measured on the performance of our Pupil Premium students in comparison with non-Pupil Premium students nationally. The school primarily spends the funding on ensuring Pupil Premium students achieve outstanding progress that is at least in line, if not exceeding that of our non-pupil premium students.
In 2020-21 the Pupil premium funding was spent on the following:
| Pupil Premium income (estimated)
£542,300 (September 2020 – August 2021) |
Pupil Premium Actual
£534,800 (September 2020 – August 2021) |
|
| Category | Budget allocation (£) | Actual cost |
| Staffing costs for Curriculum Analysis | £67,345* | £67,345* |
| Booster classes/ Revision Programmes/ Saturday and holiday classes | £62,649* | £62,649* |
| Academic Tutors | £197,718 | £167,718 |
| Accelerated Reading programme | £3,500* | £3,500* |
| Learning Support Assistants | £161,534* | £161,534* |
| Behaviour Support Assistants | £83,355* | £83,355* |
| Safeguard Software | £3,581* | £3,581* |
| KS3 Catch Up co-ordinator TLR | £2,786* | £2,786* |
| Learning Support Unit | £60,230* | £60,230* |
| Attendance & Welfare | £40,428* | £40,428* |
| Careers Guidance/ Work Experience | £33,017* | £33,017* |
| School Counsellor | £30,513* | £30,513* |
| Tower Hamlets Arts and Music Education Service (THAMES) | £18,859* | £18,859* |
| Enrichment – Cass Mountains for 5 groups | £16,542 | £0 |
| Laptops | £10,980 | |
| Total | £779,541 | £744,178 |
| Overspend | £237,241 | £209,378 |
*these costs are all associated to permanent members of staff or services we buy. These continued throughout any periods of enforced closure.
In addition to the above costs, we decided the best way to mitigate some of the impact of Covid was to loan every child in the school with their own laptop. This incurred an initial cost and later was covered by our partners The Portal trust.
COVID School Closure – January 2021 to March 2021
As a result of national lockdown of school from January 2021 to March 2021, aspects of our Pupil Premium Strategy were suspended and new support measures were put into place to help pupils in receipt of pupil premium during lockdown:
- The school remained open throughout the lockdown period for key worker students and vulnerable students. Teaching staff were deployed throughout this period to support students with their online learning
- Mobile phones for BPOs, school counsellors and HOYs to enable welfare call when working from home
- Additional support was led by the safeguarding team and pastoral teams to ensure that students were receiving wellbeing checks by staff. This also saw students receiving support with their online learning where needed and a growing number were asked to come into school for more directed support
- New laptops were bought and distributed to those students who did not have access to a their own laptop at home
- A whole school commitment was made to provide laptops to students in the school to ensure that every child at Stepney All Saints had access to technology thus further reducing obstacles to learning
Resources to support teaching and curriculum
Investment was made into the following resources:
- LSA’s were trained in delivering the Lexonic programme
- Investment into Century Tech online for English, Maths and Science
- Digital books for those departments who wanted them for remote learning
KS3 progress 2020-2021
KS3 assessments took place in the final term of the academic year. Lockdown and isolation periods continued to disrupt learning and teaching through absences, illnesses that impacted on the general progress of all pupils.
A more coherent and systematic approach to KS3 assessment was developed and we continue to embed and consolidate practices. Departments have been asked to adjust their curriculum plans and schemes of learning to mitigate some of the impact of last year’s disruption to pupil learning.
Attendance summary
We knew that most pupils were disadvantaged by the lockdowns in both academic years affected and therefore maintaining high attendance was key for progress and wellbeing.
| Pupil Premium attendance | Non-Pupil Premium | Overall attendance | |
| Yr7 | TBC | TBC | |
| Yr8 | 95.8% | 95.6% | 95.7% |
| Yr9 | 96.8% | 96.3% | 96.6% |
| Yr10 | 94.8% | 96.9% | 95.8% |
| Yr11 | 95.3% | 97.5% | 96.3% |
Our overall attendance was high and met targets set for the school. We knew that the best chance of academic success starts with attending school every day and this has been a particular strength in 2020-21.
Rewards summary
| Total # awarded | Non-PP | PP | PP gap | |
| bronze | 903 | 445 | 444 | -0.1% |
| silver | 664 | 338 | 322 | -2.4% |
| gold | 239 | 122 | 113 | -3.8% |
| platinum | 14 | 4 | 10 | +42.8% |
On average, non-pupil premium students received slightly more rewards for bronze, silver and gold compared to Pupil premium students. However, a significantly higher number of students received the platinum award. A raffle was held for the platinum winners for the chance of receiving a min-iPad. Also, every child who achieved gold and platinum have will have the opportunity to go to the Harry Potter Studios in October 2021 as a reward for their achievements.
100% attendance
| Yr7 (FSM6) | Yr8 | Yr9 | Yr10 | Yr11 | |
| Total with 100% attendance | 73 | 58 | 63 | 51 | 84 |
| Non PP | 46 | 26 | 33 | 29 | 47 |
| % PP | 27 (#27) | 30 (#32) | 26 (#30) | 22 (#22) | 33 (#37) |
A separate reward trip will be arranged in the autumn term for the pupils who achieved 100% attendance.
Music Tuition
An important service that is funded by the Pupil premium grant is the access to music tuition to increase the cultural capital of our pupils. This year 52% of the pupils that participated in music tuition were in receipt of the Pupil Premium grant. 86% of these participants are made up of KS3 pupils.
The focus for next year is to meet and exceed this in line with our PP funding and encourage pupils to take up the some of the less popular instruments such as guitar and brass instruments.
Duke of Edinburgh participation
Since November 2019, 70 pupils signed up to the Duke of Edinburgh award and of these 36 are Pupil premium which makes up 51.4% of participants. All activities that went ahead were set up remotely due to the bubble arrangements for health and safety.
> Click here to download a copy of the pupil premium strategy 2021-22
