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 the 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. The school uses the funding received from the Pupil Premium Grant to support students in a number of ways, which can be categorised into the following aspects:
  • Specialist support for students’ academic provision
  • Careers information, advice and guidance
  • Raising students’ aspirations
  • Strategies to support students’ academic routines
  • The development of students’ cultural literacy
  • Strategies to support students’ personal growth
  • Strategies to support students’ physical and mental wellbeing
  • Strategies to support students’ attendance and punctuality
  • Pastoral support for students
  • Staff development to enhance whole-school support for disadvantaged students
In line with the school’s HIVE switch, our dedicated team have been working to develop the key qualities of scholarship 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. A breakdown of last year’s PPG spending together with the projected spending for this academic year can be found below:

Pupil Premium grant received for the year 2017/18: £255,700 Actual spend 2017/18: £292, 762   Distribution of spending for 2017/18

Projected Pupil Premium grant for the year 2018/19: £264, 485 Projected spend for 2018/19: £290, 945     Projected allocation of spending for 2018/19


The effect of expenditure so far on eligible students  2017/18:
  • Specialist support in English and mathematics has improved the achievement of students, targeting of specific groups is to continue in 2017/18
  • Increased focus on literacy and numeracy has improved the current attainment of Key Stage 3 students
  • Opportunities for increased CIAG has ensured that PP students who were in danger of being NEET have been given the right advice and guidance to get them into the next phase of their education or training
  • Targeted trips have raised aspirations of PP students, particularly the work with universities and NCOP
  • Specific pastoral interventions have positively impacted on the wellbeing and mental health of students
  • Participation in school related extra-curricular opportunities such as learning to play an instrument, languages trips and cultural enrichment have enhanced students’ understanding and engagement with a broad spectrum of academic and social opportunities
  • 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.

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 2018: £13,059

Kelly Leonard

Assistant Head Teacher

2018/19 academic year