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:

o Inclusion in the Achievement for All programme for selected cohorts in Years 8 to Year 11

o Support for parents/guardians who struggle to attend school events and information evenings

o Support for parents/guardians to increase their confidence in supporting their child’s out-of-school academic work

o 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:

o Strategies to support students’ personal growth

o Strategies to support students’ physical and mental wellbeing

o Strategies to support students’ attendance and punctuality

o Staff development to enhance whole-school support for disadvantaged students

Explanation of PPG spending for 2019/20

The key focus of the strategy for addressing disadvantage and underperformance in 2019/20 was to support the needs of our students in line with the school’s HIVE switch, to raise academic achievement and to improve aspiration. At the beginning of the year our dedicated team have been working to develop the key qualities of scholarship, attendance and high expectation in our students with a key focus on the 3 A’s – attendance, aspiration and achievement. Attributes such as good homework routines were encouraged with specific groups and strategies to support retrieval practice through bespoke extra-curricular provision were delivered to Year 11. Catch-up 6 was scrapped as its impact was found to be minimal but our working breakfast club has gone from strength to strength, accessible to seven year groups from 2019/20 and giving students a focussed start to their day together with a meal where necessary. It was the view that the development of purposeful habits and a determined attitude towards school work would improve the students’ academic success and their personal resilience leading to greater motivation and enjoyment in lessons.

The impact of the Coronavirus epidemic earlier this year has meant that our focus had to change somewhat from March 2020 onwards. Pastoral care and student engagement, particularly for those most vulnerable students became the priority with a significant amount of resources being used to care for our students in school (where this was an option) and ensuring that those students accessing education remotely were fully equipped to do so. There has also been a significant push since September 2020 to support disadvantaged students in their return to school and support them in re-learning routines and re-establishing successful academic habits.

Strategies implemented in 2019/20 and their impact:

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

• 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.
2018/19’s PPG student attendance (up to March 2019): 88.3%
2019/20’s PPG student attendance (up to March 2020): 91%
2018/19’s non-PPG student attendance (up to March 2019): 96.1%
2019/20’s non-PPG student attendance (up to March 2020): 96%

With the increased focus on attendance, there was a clear improvement in our PPG students up until March 2020. This has also been apparent in our student attendance since September 2020. There has also been increased follow-up and support for students accessing virtual school which has minimised disruption to learning in the Autumn Term.

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. Examples of interventions with impact are shown below:

• 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

o Last academic year our students engaged with a number of Aim Higher trips and enrichment activities, including a number completing a project with The University of Leeds

o During the last academic year we arranged talks for students from current Oxbridge undergraduates which covered a number of the barriers to higher education that disadvantaged students face (funding, support, etc.)

Impact: An increased number of disadvantaged students stayed on into our 6th Form and are pursuing further education.
• Enhanced CIAG for those potential NEET students, as well as enhanced mentoring, and work-related activities and monitoring
o Increased, targeted intervention at an early stage during the last academic year meant that students who would normally be at risk of being NEET had destinations planned pre-Covid

Impact: Fewer disadvantaged became NEETs last year than in the previous year.

Next steps: We have increased our CIAG provision for the 2020/21 academic year as well as increasing vulnerable students’ exposure to Connexions service from January 2021 to target students at KS 3.

• Our Achievement for All programme is to rolled out across four year groups from Autumn 2019
Impact: The impact of the programme has been limited due to the large increase in student numbers, a finite amount of time available and Covid. There was also variable impact across year groups, with the two established groups (Year 11 and Year 9 in 2019/20) being the most successful. This was down to a number of factors: the team of volunteers, the HOY engagement and more parental contact.

Next steps: We are currently reviewing the Achievement for All provision to strip back the project just to focus on current Year 7 from February 2021 onwards as they have been identified as the group most in need of support.

• Increased parental information sharing opportunities to improve home/school communication with our PPG/PPG+ families
Impact: There were a number of successful events last academic year aimed solely at our disadvantaged students, which has resulted in better home/school relationships as well as increased home support and family aspiration.

Next steps: We are currently looking at using School Cloud software to host parental events virtually.

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

• Enhanced academic and pastoral support as part of the KS 3 and KS 4 strategies

• A focus on the 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

Impact: Whilst student achievement was difficult to measure in light of last year’s centre assessed grades, our predicted achievement for disadvantaged students last year was projecting an improvement on previous years. We also anticipate an increase in the achievement of disadvantaged students for the 2020/21 academic year.


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 three years in both their average point score and their SPI (performance indicator). A trend that will continue to improve in the 2020/21 academic year.



Pupil Premium grant for the year 2019/20: £258, 717
Actual spending for the 2019/20 academic year: £259, 716




Strategy for addressing our disadvantage gap 2020/21
Current numbers of students who are disadvantaged (as of January 2021):



The focus of the 2020/21 strategy is to continue to build on the improvements made over the previous three 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.

o 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.

A significant amount of the work of the team last academic year has been to address the gaps in learning that disadvantaged students may have as a result of the Covid-19 pandemic in line with the key stage 3 and 4 strategies. A great deal of time, resources and PPG funding has gone to support disadvantaged families through this difficult time. We envisage this being part of the work that will continue into the current academic year.

Our PPG/PPG+ strategy 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.





Covid Catch-up Premium


In response to the government’s allocation of funding, the school will be supporting disadvantaged students using a proactive, yet flexible approach to effectively address their needs as a result of the coronavirus pandemic.

Possible uses for the catch-up premium may include:

• Increases to core subjects’ staffing to give flexibility in the timetable, to meet students’ needs

• Support to increase timetable flexibility for period 6

• Increase to pastoral support

• Increased support for SEN to develop students’ reading skills

• Increase in staffing of cover supervisors to allow consistency for students

• Increased spaces to accommodate smaller group sizes

• Resources to address gaps in students’ knowledge

• Support to maintain and further grow a balanced curriculum