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Pupil Premium & Year 7 catch-up

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.  Pupil premium funding is available to both mainstream and non-mainstream schools, such as special schools and pupil referral units.

Funding for 2020-21

In the 2020-21 financial year, we will receive £935 for secondary-aged pupils funding for each child registered as eligible for free school meals at any point in the last 6 years.  To find out if your child is eligible for free school meals please apply at

We will also receive £2,300 for each looked-after pupil who:

  • has been looked after for 1 day or more
  • was adopted from care on or after 30 December 2005, or left care under:
    • a special guardianship order
    • a residence order
    • Identifying disadvantaged pupils

The Government use eligibility for free school meals as the main measure of deprivation at pupil level.  In total we will receive £171,500 for this academic year.

The next review of our Pupil Premium Strategy will be October 2021.

Barriers to future attainment

In school barriers

Pupil premium students across Years 7 to 11 who are also SEN (codes E,K,S). The majority of these students struggle mostly with literacy, this is likely to impact upon their achievement in all GCSEs but particularly English.

Proportions of pupil premium students not meeting expected literacy standards in Year 7 on entry to the school are higher than that of other pupils.  

All students saw disruption to their education in 2020, findings published by The Chartered College of Teaching show that students in receipt of Pupil Premium funding will be disproportionately impacted by this.

Raising student aspirations, particularly those of the High Prior Attainers.  

External barriers

Attendance, this reduces their school hours and causes them to fall behind in their studies.

Areas for development 2020-21

  • Intervention teaching – continue KS3 focus but ensure PP students are the very highest priority
  • Pupil Premium Advocates - expand the programme so that all PP students have a link member of staff who regularly meets with them and acts as a home school link
  • Peer mentoring and tutoring – to improve outcomes for students
  • Rewards – encouraging students to achieve in lessons and in their school life (including attendance)
  • 1:1 & small group tutoring – mainly at KS4 readying students for examinations (My Tutor – online tutoring)
  • Attendance – greater monitoring and faster interventions to combat poor attendance

Breakdown of how the funding for 2019-20 was spent

In 2019-20 we received £154,194 (excluding Year 7 catch-up)

Below is a breakdown of how we used the money:

Intervention Teaching £67,000
Specialist Exam Access Arrangements n/a
Other Staff Costs £41,200
School Travel Assistance £310
1: 1 Tuition/Tuition Support £9,200
Student & Teacher Resources by Department £16,300
Counselling £1,000
Homework Club, Lunch Lounge & Breakfast Club £1,300
Trip Assistance £1,560
Uniform Assistance/Travel Assistance £2,500
IT Equipment £16,850

Year 7 Catch-Up Premium Grant 2019-20

The Department for Education has previously allocated £500 per pupil for the number of Year 7 pupils who did not achieve at least a Level 4 in reading and/or mathematics at Key Stage 2.  

This is based on Key Stage 2 data and the Autumn school census.  In 2019-20 allocated funding to schools was based on what they received for catch-up premium funding in 2017-18, adjusted to reflect the percentage change in the size of their Year 7 cohort between the October 2018 and the October 2019 school censuses.

In 2019-20 the allocation of funds for this purpose to Tring School was £14,500 and was spent on the following:

  • Small group interventions
  • 1:1 support and intervention with numeracy throughout the curriculum – Breakfast Kumon Club & Numicon
  • The purchase of texts and resources for small, specifically focused classes in English and Mathematics (extra time given across the curriculum)
  • 1:1 reading mentors
  • Lexia Programme for students to use in English
  • Accelerated Reader Programme

It was announced in June 2020 that this Grant would not be continuing, and instead pupils will be provided for under the low prior attainment factor as part of the national funding formula.  


The funding does support students throughout the whole school - however, the impacts of this funding are demonstrated by our excellent results at GCSE and the data evidences the outcomes for our students exceed national and local outcomes. In 2019-20 our Year 11 student cohort achieved an Attainment 8 Score of 53.3 with 80% of students achieving 5 or more grade 4 or above including English and Maths. At Tring School those students who are designated as Pupil Premium students represent 13% (33 students) of our Year 11 students.

  • 67% achieved grade 4+ in English
  • 58% achieved a grade 4+ in Maths
  • 52% achieved a 5 or more grade 4+ including English and Maths

Catch-Up Funding Impact 2019-20

There are 12 students in Year 8 [2020-21] that received catch-up funding and the impacts in terms of literacy and numeracy are closely tracked in terms of diminishing the differences on a half termly basis to show progression made by students.  

For Year 8 Literacy [Autumn 2020]

  • 37% of students now working at L4+for  comprehension skills
  • 56% working at L5+  for comprehension skills
  • 48 % of  students working at L4+ for word study
  • 48 % students working at L5+ for word study
  • 67 %  of students working at L4+ for grammar skills
  • 30% of students working at L5+ for grammar skills

Year 11 Performance 2020

Key stage 4 (KS4) Performance 2020 all pupils disadvantaged all other pupils
Progress 8 & Attainment 8      
Progress 8 Score 0.44 0.3 0.49
Attainment 8 Score 53.3 41.1 55.5
English & Mathematics      
English & Maths Strong Pass (5+) 59% 26% 64%
English & Maths Standard Pass (4+) 80% 52% 84%
English Baccalaureate (EBACC)      
Percentage of Pupils entered for EBACC 31% 11% 33%
EBACC Average Points Score 4.57 3.41 4.68
Percentage achieving Grade 5 or above in the EBACC 15% 7% 16%
Percentage achieving Grade 4 or above in the EBACC 23% 7% 25%

Data DfE October 2020 – Unofficial due to COVID

Key Strategies/Impact Literacy for Years 7 & 8

Year 7

  • Use of Lexia PowerUp programme in Literacy lessons for Year 7, 4 lessons per fortnight plus weekly homework.
  • 15 students using Lexia, 93% have made progress. 43%  are working at an intermediate level, which is regarded as exceptional progress.
  • Additional intervention resources  for Year 7 students who are not making as rapid progress with Lexia.
  • Small group interventions with class teacher.

Year 8

  • Extended number of Lexia PowerUp licenses to continue support with Year 8 students for 2 lessons per fortnight plus weekly homework
  • 12 students using Lexia, 100% have made progress. 75% are working at an intermediate level, which is regarded as exceptional progress
  • Additional intervention resources for Year 8 students who are not making as rapid progress with Lexia
  • Small group interventions with class teacher

Key Strategies/Impact Numeracy for Years 7 & 8

Year 7

  • Use of 35 Touchscreen Chromebooks purchased out of funding allowing students to answer timed questions with hand gestures. Greater use of applications and programmes that use touchscreen presented through this opportunity (accessibility to Android applications). Chromebooks used in specific Numeracy sessions and interventions for this cohort.
  • Remodelled the scheme of learning for 24 students, focusing on numeracy skills and fluency building. This is supported by the purchase and use of manipulatives (numicon, Dienes blocks) from the catch up fund. 
  • Use of additional IT programmes such as MyMaths, Timetable Rockstars and XtraMaths for basic addition and subtraction.
  • We maintain two specialist Maths TAs in our two low ability groups, and have developed a curriculum based on numeracy. Numicon and other manipulatives have been purchased to support, and all resources are write on.
  • 100% of the students have shown an improvement in their numeracy scores. Overall 33% of these students achieved above expected progress for the year and 58% made expected progress up to Spring 2020. Due to lockdown we were unable to complete assessments at the end of the academic year, which would have shown a more complete picture of the full academic year.

Year 8

  • 8 students had paid Kumon tuition for the year. This involves students completing Kumon booklets every day, and visiting an external site twice per week for marking and feedback.
  • 22 students were in groups continuing with the adapted scheme of learning focusing on numeracy skills, and supported by purchased equipment such as numicon and Dienes blocks.  
  • Continued use of touchscreen Chromebooks.
  • Continued use of additional IT programmes such as MyMaths, Timetable Rockstars and XtraMaths for basic addition.
  • 100% of the 22 students have shown progress in their basic numeracy skills.
  • 100% of students have shown progression towards the international standard of basic numeracy skills.
  • In terms of expected progress, 82% of students were above their EPG, 9% were on their EPG, and 9% below, which is a significant improvement on the previous cohort.

Covid Catch-Up Funding

How is it intended that the grant will be spent?

Some of the money has been allocated to help students ‘reconnect’ with their learning following the lockdown period in 2020 as well as during periods of time for isolation in the autumn term. The school has received £80 per pupil (25%) in the autumn term, a further 33% in the spring term and 42% in the summer 2021.  This money is not ring-fenced and can be used now as well as deferring some of it into the next financial year.  

Plans have been made to do the following:

  • GCSEPod - an interactive programme which we are making available for all of KS4 students
  • MyTutor - personalised 1-2-1 tuition for students who have learning gaps
  • CPD for staff - what we have learnt from lockdown has been gathered and used to drive the school further forward
  • IT support with additional webcams, licenses for google applications to support the school’s Remote Learning provision
  • Additional support with student wellbeing via counselling services
  • Out of Hours Year 11 and Year 13 Subject specific revision workshops
  • 1:1 Tuition for disadvantaged students
  • Reading Buddies/mentors for LPA students

How the effect of this expenditure on attainment of those pupils at school will be assessed?

Assessment takes place in the following ways:

  • Formative assessment in the classroom - self, peer and teacher feedback and informal tests to track progress for all classes
  • Summative assessment - formal assessment calendar sets out the 3 formal assessments/feedback to the students and their parents/carers.  These assessments can be in the form of parents evenings, trackers and exam results

The calendar for this year has been adjusted to maximise student learning, enable staff to have robust assessment data in place in case the landscape for exams changes between now and June 2021.

Tring School is using both an equitable and equal approach to these monies wherever possible.  MyTutor is targeted to the students most in need.  GCSEPod is for all KS4 students to give everyone a boost in their attainment.

Financial costs associated with Covid can be found here:,%20

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