Pupil Premium Spending

Pupil premium overview and spending


Turton’s vision for addressing disadvantage is underpinned by an ethos of social justice through a quality education for all. Whilst the journey of every young person in our care is an individual one, we foster an inclusive community and do not overtly group students based on the socio-economic status. Nonetheless, we are determined to lay foundations through our school’s provision to give our students the best opportunities to succeed in life. We endeavour to deliver a knowledge-filled, vibrant curriculum through expert and high quality teaching as well as providing the cultural and social literacy that will equip our students with the qualities required to be a responsible citizen.


Assistant Head Teacher, Kelly Leonard and Lead Teacher, Ray Foy are responsible for this provision for students who are in receipt of the PPG and PPG+. Their roles are to support the academic success and personal growth of students throughout their time at Turton, liaising with all relevant school staff to help students achieve their potential in education and in later life. Please contact either Miss Leonard or Mr Foy if you have any queries about pupil premium funding or our specific provision for disadvantaged students.


From detailed interrogation of our school’s data, the following characteristics have been identified as common barriers to achievement that our students may encounter (particularly those from disadvantaged backgrounds):


In-school factors which are related to achievement:

  • Students’ attendance and punctuality
  • Students’ readiness to learn
  • Students’ relevant background knowledge and cultural literacy
  • Students’ difficulty to socially interact with their peers
  • Literacy or numeracy levels
  • A lack of acknowledgement in the worth of academic study
  • A lack of understanding how students’ academic journey fits into their aspirations for adult life


Out-of-school factors that are related to achievement:

  • Communication between the home and school
  • Work ethic outside of school
  • Parental confidence relating to academic support and careers pathways
  • Cultural enrichment opportunities


Turton School are committed to addressing these barriers through the strategy for addressing disadvantage and underperformance with the following desired outcomes:

  • An improvement in students’ attendance and punctuality monitored through whole school attendance data
  • An improvement on students’ readiness to learn and attitude to scholarship monitored and evaluated through whole school work ethic data
  • Addressing gaps in cultural literacy and background knowledge through relevant trips and opportunities across both specific subjects and wider pastoral events
  • Addressing gaps in literacy and numeracy through bespoke classes (smaller groups, intervention groups, after-school support) monitored and evaluated through departmental progress data
  • Addressing students’ social and emotional barriers through holistic programs (such as nurture groups, age-appropriate bespoke provision and one-to-one) which support students’ personal growth
  • Addressing students’ attitude towards academic study through a whole-school approach to raising expectations (the HIVE switch), bespoke CIAG guidance, increased CIAG/Aim Higher opportunities and targeted monitoring all of which evaluated through student achievement data and the school’s internal CIAG tracker
  • Addressing student attitudes towards work outside the classroom by encouraging good routines and through academic support using programmes such as working breakfast club which is monitored and evaluated through attendance registers and students’ work ethic grades
  • Addressing the need for clearer pathways information through enhanced and bespoke CIAG at KS 3 monitored and evaluated through the school’s internal CIAG tracker
  • Improved communication between home and school using a variety of approaches including:
    • Inclusion in the Achievement for All programme for selected cohorts in Year 9 and Year 10
    • Support for parents/guardians who struggle to attend school events and information evenings
    • Support for parents/guardians to increase their confidence in supporting their child’s out-of-school academic work
    • Improved opportunities for further cultural experiences outside the classroom through increased sharing of information, targeted experiences for families and increased parental awareness of free/low-cost activities


In order for the school to implement the strategies above Turton uses the funding received from the Pupil Premium Grant to support students which can be categorised into the following aspects:

  • Specialist staffing to support students’ academic provision
  • Careers information, advice and guidance
  • Raising students’ development of cultural literacy
  • Pastoral support for students
  • Specific staffing to target the academic and personal development of disadvantaged students including:
    • Strategies to support students’ personal growth
    • Strategies to support students’ physical and mental wellbeing
    • Strategies to support students’ attendance and punctuality
    • Staff development to enhance whole-school support for disadvantaged students

Explanation of PPG spending for 2018/19

The key focus of the strategy for addressing disadvantage and underperformance in 2018/19 was to support the needs of our students line with the school’s HIVE switch. Our dedicated team have been working to develop the key qualities of scholarship, attendance and high expectation in our students. Attributes such as good homework routines and strategies to support retrieval practice through extra-curricular provision have been introduced. Catch-up 6 supports students who have been absent from school to address any gaps in their learning as well as our working breakfast which gives students a focussed start to their day together with a meal where necessary. The development of purposeful habits and a determined attitude towards schoolwork will improve the students’ academic success and their personal resilience leading to greater motivation and enjoyment in lessons.

Strategies implemented in 2018/19 and their impact:


  • Enhanced academic and pastoral support through working breakfast intervention which is already showing a positive impact on the punctuality and organisation of Key Stage 3 students
  • Increased positive attitudes towards home learning as a result of the Catch up 6 intervention
  • Improved progress in a significant proportion of Key Stage 3 students’ AREs relative to their starting points
  • An improvement in the current progress of current Key Stage 4 students in comparison to historical school progress
  • A decrease in potential NEET students as a result of the enhanced mentoring, CIAG, work-related activities and monitoring
  • An improved overall attitude to work ethic, readiness to work and academic aspiration as a result of the Key Stage 3 positive monitoring
  • An improvement of the academic achievement of SEN students
  • Targeted support in for the most vulnerable students
  • Increased exposure to cultural and extra-curricular opportunities beyond the regular academic provision




Impact of strategies on the achievement of disadvantaged students over time:

The table below shows that the achievement of students who are in receipt of the pupil premium has been on an upward trend for the last two years in both their average point score and their SPI (performance indicator). A trend which will continue to improve in the 2019/20 academic year. 


  2017 2018 2019 Difference between 2017 and 2018
Average PS (PP) 34.67 34.58 35.59 0.92
SPI (PP) -1.318 -1.085 -0.824 0.494
SPI (Non-PP) -0.054 -0.012 -0.014 0.04
Difference between PP and Non PP -1.264 -1.073 -0.81 0.454

Pupil Premium grant for the year 2018/19: £241,550


Actual spending for the 2018/19 academic year: £257, 397

Projected Pupil Premium spending for the 2019/20 academic year


Student figures (as of 11th September 2019)

  Number of PP students by year group Bursary students Number of those students who are in receipt of Free School Meals
Year 7 68   38
Year 8 71   36
Year 9 61   31
Year 10 60   30
Year 11 46   27
Year 12   7  
Year 13   0  
Totals 306 313 162

Pupil Premium grant for the year 2019/20: £255, 875

Projected spending for the 2018/19 academic year: £262, 779


Strategy for addressing our disadvantage gap 2019/20

The focus of the 2019/20 strategy is to continue to build on the improvements made over the previous two years using a simple mantra of the 3 As:

  • Attendance
  • Aspiration
  • Achievement


Target 1: To bring the attendance of students who are in receipt of the Pupil Premium Grant in line with those who are not.

Last year’s PPG student attendance: 92.3%

Last year’s non-PPG student attendance: 96.1%

Target for this year’s PPG attendance 95%+


Target 2: To improve the aspirations and post-16 options for our PPG/PPG+ students through strong careers advice, information and guidance; raising students’ own self-worth and working with families to support their child’s chosen pathways.

Target 3: To improve the achievement of PPG students through close monitoring, academic support and targeted intervention.

The role of our team is to enhance existing school provision through cohesive practices which integrate the work of the Key Stage 3 and Key Stage 4 strategies alongside necessary, bespoke interventions for groups and individuals.

Some examples of interventions being implemented to address the 3 As this year are:

  • Enhanced academic and pastoral support through working breakfast intervention
  • Close monitoring of PPG/PPG+ attendance together with increased home/school communication when attendance is poor
  • Improved monitoring of the progress of KS 3 PPG students through the KS 3 strategy and our Achievement for All programme
  • Improved monitoring of the progress of KS 4 PPG students through the KS 3 strategy and our Achievement for All programme
  • Enhanced CIAG and post-18 visits for our most able PPG/PPG+ students to ensure that aspirations are high and students are aware of the opportunities that Russell Group/Oxbridge establishments offer
  • The opportunity for students to have exposure to culturally rich experiences enhancing their academic provision
  • Enhanced CIAG for those potential NEET students, as well as enhanced mentoring, and work-related activities and monitoring
  • Targeted support in for the most vulnerable students
  • Increased exposure to cultural and extra-curricular opportunities beyond the regular academic provision
  • Our Achievement for All programme is to be rolled out across four year groups this Autumn
  • Increased parental information sharing opportunities to improve home/school communication with our PPG/PPG+ families
  • Increased academic support for our PPG/PPG+ students, particularly those who are not meeting AREs

The work that we do with our PPG/PPG+ is continually reviewed, evaluated and refined to ensure a year on year improvement for those students who need our help the most. If you have any questions please feel free to contact either Kelly Leonard or Ray Foy.

Catch-up Premium


The Catch-up Premium was introduced by the Department for Education in January 2013.  There was an agreement that the DfE would provide secondary schools with an additional £500 for each Year 7 student who arrived with a Key Stage 2 level below 4 in English or maths.  This has changed slightly to accommodate AREs as well as the fact that schools are now allocated money based on previous allocation of funds. At Turton, we use this funding to improve levels of literacy and numeracy for those students who require most support; from September 2016 this means students identified as not making AREs in English and maths based on KS2 test data.

As a school, we use the Y7 Catch-up premium in a number of ways, all designed to accelerate and enrich students’ learning.  From 2013 to 2016, money was used to provide specialist support and amend existing SOWs to enhance the provision in English and mathematics.  These schemes of work and resources continue to be used where appropriate. Quality, individualised teaching and robust programmes of assessment mean that students’ needs are met far more effectively.  A wide range of teaching and learning resources (both paper and ICT based) have been purchased and are used with intervention classes, small groups and individual students.  Students’ learning is supported by these specialist classroom resources designed to target specific areas of need. In addition to funding this bespoke provision, the school has:

  • Introduced an enhanced programme of literacy support for all students in form time for Years 7, 8 and 9
  • Purchased the Accelerated Reader programme to develop the reading skills of students in Key Stage 3 more quickly and more effectively
  • Purchased a range of targeted literacy and numeracy resources to support rapid learning
  • Significantly increased the stock of books in the school library, specifically with the aim of meeting the requirements of students of all reading ages and interests
  • Improved assessment, tracking and monitoring of students by introducing more frequent, targeted activities that are scrutinised to evaluate students’ progress
  • Designed and implemented an oracy programme to improved students’ confidence with and understanding of the spoken word
  • Introduced before school intervention classes for both literacy and numeracy
  • Developed after school, bespoke booster classes for Year 7 students who slightly fall short of AREs in either English, maths or both


 Impact of spending:

  • Students are reading more, and are more enthusiastic about their reading
  • Students’ reading and writing levels are improving
  • Students’ reading ages are improving
  • Students are more engaged with reading and writing
  • Students are receiving more individual support
  • Students have access to higher quality resources that are more targeted to their needs
  • Students are being supported more comprehensively with their maths



Catch-up funding received in March 2019: £13,000


Kelly Leonard

Assistant Head Teacher

2019/20 academic year