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Pupil Premium

Pupil Premium Funding

Pupil Premium

Pupil Premium was introduced in April 2011 and is paid by means of a specific grant for any students who have been registered as eligible for Free School Meals within the last six years or those who are looked after (LAC) or previously looked after (PLAC) by the Local Authority. A premium has also been introduced for children whose parents are currently serving in the armed forces. This group of students is currently referred to as “disadvantaged students (DS).” The grant is not ring-fenced. The grant is able to be spent at the school’s discretion with the aim being to improve outcomes for students subject to Pupil Premium and to narrow the gap between Pupil Premium students and their non PP peers.

Pupil premium strategy statement – Sponne School

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



Sponne School


Number of pupils in school

1156 Years 7-11

Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers

1 year

Published: September 2021


Review: February 2022


Statement authorised by

Iain Massey

Pupil premium lead 

Kelly Notley


Emma Harris


Emma Hay

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


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


Part A: Pupil premium strategy plan

Statement of intent

At Sponne we are committed to closing the gap between students deemed disadvantaged and their peers. We recognise that there is no such thing as a typical disadvantaged child.

Through our ethos of Dream, Believe, Achieve we aim to inspire achievement and ensure our students have a wide range of opportunities open to them to become the best version of themselves, reaching their full potential.

Our current pupil premium strategy plan aims to remove barriers that inhibit progress towards achieving this ultimate goal.

Key principles include:

  • Quality First teaching and access to enhancement activities to enrich learning.
  • A comprehensive support network of key colleagues to address pastoral and academic areas for support and development that are identified on an individual basis and recorded in the digest pages.These colleagues are solution focussed, identifying and removing (as far as possible) any barriers to learning and progress for this group of students.
  • Fluidity of response to emerging individuals needs to create a tailored support package for DS students.
  • Ambition and high aspiration for this group of students.


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Disadvantaged pupils, particularly some of our MPA pupils make less progress than other pupils.


Student attitudes to learning and behaviour result in disengagement. Low aspirations and self-esteem for a number of pupil premium pupils across all year groups is having a detrimental impact on their academic progress.


Significant mental health issues which impact on well-being, attendance, behaviour and attainment.


Lack of parental engagement and support impacts on progress and student motivation.

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

Improved Progress 8 outcomes

The gap between disadvantaged pupils and the rest of the cohort is reduced.

Contributory factors to achieving success will be evidenced by:

  • High quality teaching in all lessons that implements whole school teaching and learning priorities such as metacognition and retrieval strategies.
  • Seating plans take into consideration the individual needs of DS students.
  • Book looks, learning walks and deep dives show disadvantaged students have high expectations and levels of challenge in their learning which demonstrates good or better progress.
  • Personalised approaches are embedded for every learner. High quality questioning seen in learning walks and ‘deep dives’. Differentiation shows improvement and PP students clearly develop leadership skills which leads to gains in self-confidence and resilience
  • Use of google classroom: staff provide learning materials from classwork via google classroom to aid revision and catch up. Homework provided through google classroom. Students and staff access google classrooms regularly and communicate more frequently regarding learning and have access to a wide range of resources to support them.
  • Detailed and rigorous moderation procedures ensure that assessment points reflect the current progress of our students to allow early intervention on an individual and small group level
  • All staff are aware of the DS strategy allowing for stronger relationships, improved support and understanding and therefore better learners
  • All teaching staff use the DS Digest pages to ensure they are kept up to date with the emerging needs of the individual student.Individualised approaches to learning and good practice is shared by staff through the digest pages.
  • Early intervention being embedded swiftly and timely using APLLs and FPCs. All levels of leadership are aware of students causing concern and interventions are monitored and reviewed for impact. Line Manager meetings focus on data analysis to ensure the right support gets to the right student
  • Any residual lost learning from the pandemic in isolated cases is addressed.
  • Ensuring any barriers to learning are removed. This includes implementing strategies such as purchasing of material items including revision books, laptops, internet access

Improved Attendance

Attendance is above 96% for disadvantaged students

Persistent absence is in line with non-disadvantaged peers

Contributory factors to achieving success will be evidenced by:

  • Rigorous monitoring of attendance and early intervention from APLL’s. This includes implementation of strategies such as parental liaison, home visits, meet and greet, escorting to lessons, free breakfasts, school engagement plans, parenting contracts and additional support meetings.


Improved behaviour and well being

Data shows a decrease in low level behaviour incidents (C1 -C3)

Contributory factors to achieving success will be evidenced by:

  • Data on Go for sanctions and rewards, wellbeing questionnaires, effective use of house support and outside agencies including TFTF, CIRV etc.
  • DS Mentoring by APLL: regular mentoring with targeted students which focuses on academic and well-being, identifying and removing barriers to learning.As barriers to learning are overcome, progress is seen over time, attendance improves, behaviour incidents decrease and data captured show improved performance across all areas of study
  • Other strategies such as access to counselling, additional follow up to parents evenings will evidence the support put in place to achieve the success criteria.
  • Students show greater resilience and improved self esteem.


Increased aspiration and ambition for DS students including improved destination data.

A similar proportion of yr 11 DS students continue to Sponne Sixth form in comparison to the rest of the cohort and are supported to next steps if not continuing at Sponne. No NEETS.

Contributory factors to achieving success will be evidenced by:

  • Careers programme and other Post 16 opportunities are clearly signposted e.g. university trips.
  • DS students are exposed to wider opportunities of personal development through trips and enhancements activities to widen horizons.
  • Students access wider enhancement opportunities to enrich their learning - exposure to cultural capital.
  • Destinations beyond Sponne sixth form.

Mitigating the pandemic impact on our DS students

Any lost learning is mitigated through targeted support

Contributory factors to achieving success will be evidenced by:

  • Engagement with 1:1 tutoring.

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: £12,991


Evidence that supports this approach

Challenge number(s) addressed

CPD -sharing of best practice led/modelled by JG

Education Policy Institute 2020 report (evidence review) on Supply and Quality of Teachers concluded that the impact of high quality CPD on pupil outcomes is comparable to the impact of having a teacher with 10 years experience. High quality CPD improves teacher retention, particularly for ECT’s.


Mon/Thur  drip fed CPD

Evidence from research by Lemov, Wollway and Yezzi -2012 found in ‘Practice Perfect’.


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £80392 (3 FPC) + £12760 recovery funding


Evidence that supports this approach

Challenge number(s) addressed

Targeted support  1:1 and small group from the FPC in Maths/English and Science

See Appendix  - EEF toolkit


EEF toolkit 9 Feedback  (additional tailored feedback from from FPC)

EEF toolkit 17 : 1:1 tuition from FPC

EEF toolkit 26: Reducing class size due to presence of FPC

EEF toolkit 30 Small group tuition

EEF 35 Within-class attainment grouping


1:1 and small group tutoring

EEF toolkit 17 : 1:1 tuition from

EEF toolkit30 Small group tuition


Small Group - Ruth Miskin

EEF toolkit 25 -Reading comprehension



Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £14568 (house + APLL) + £2964


Evidence that supports this approach

Challenge number(s) addressed

Small group interventions e.g. teem esteem and other house based programmes

EEF toolkit 3 behaviour interventions

EEF toolkit5 Collaborative learning


Small group house interventions behaviour focussed

EEF toolkit 31 Social and Emotional Learning


Parent support activities (e.g. supporting access to Parents evening etc)

EEF toolkit 20 Parental involvement


Support with trips/music lessons etc

EEF toolkit 1 Arts Participation


Student breakthrough sessions or similar (SM)

EEF toolkit 2 Aspiration interventions


Transition activities

EEF toolkit 33 Summer school


Enhancement Sporting activities

EEF toolkit 32 Sports participation


Total budgeted cost: £123,675

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.

The pupil premium funding was spent on a range of academic, pastoral, wider curriculum and enhancement focus areas.

Focus Area 1: Raising the attainment of our DS students in Maths, English and Science ensuring more students get level 4s and 5s or above.

All students in yr 11 sat assessments to generate Teacher Assessed Grades.The TAG data demonstrated that the 2021 cohort of DS students (compared to previous DS cohorts) had a Progress 8 score the closest to 0 than in previous year (-0.19)

The number of DS students achieving 4+ in Eng/Maths is on an upward trajectory (76%), compared to  66.7% (2020) and 52.6% (2019)

Similarly, the number of DS students achieving 5+ in Eng/Maths is (48%), compared to  51.9% (2020) and 31.6% (2019)

In Science, the percentage of DS students achieving 4+ in 2 Sciences was 68% in 2021, an improving picture from 2020 (66.7) and 2019 (47.4).

The following strands of activity have contributed to this success:

  • All teachers have access to continuing CPD which focuses on Sponne’s key priorities for effective teaching and learning. Although this was more difficult due to the disruption of the pandemic, CPD was converted to the online platform through webinars and other training events such as a trust presentation by Tom Sherrington, recovery curriculum and focusing on the schools teaching and learning priorities of high expectations, questioning, retrieval and feedback, practise. In addition to this a Teaching and Learning newsletter was created by our Teaching & Learning Lead sharing good practice. Staff also contributed to this.
  • FPCs are in place in the core subjects to enhance learning and provide targeted support in and out of the classroom. FPCs are in place in the core subjects. During lockdown they were in school working with different year groups supporting our DS and vulnerable students. This enabled them to form positive relationships and have a greater understanding of barriers to learning of individuals. Our hardest to reach students had additional support through the wellbeing team, these have been highlighted by PLLs and this information has been passed to subject teachers to inform their planning and support for these students moving forwards. FPC’s ran revision sessions in the run up to the final assessments.
  •  All Pupil Premium students are provided with learning resources including revision guides and revision cards to extend learning.This happened at the beginning of the year before any lockdowns and ensured students were not disadvantaged. Students who were not in school had theirs posted home. Students also had access to the google classroom revision materials.
  • In KS3 the Accelerated Reader scheme provides personalised goals, monitors progress and  tracks students’ mastery of reading skills.The Fresh Start group designed to give additional support to the students whose reading ages are below their age when they come to us in year 7 contains 24 students. 7 of these were DS, all DS students made progress with their reading through the scheme with 4 students making significant gains in the RA score of 1-3 years.

Focus Area 2 Implement strategies post lockdown and in the event of any school closures so that our DS students are not unfairly disadvantaged and still have access to the opportunities open to them.

The following strands of activity have contributed to this success:

  • Provide students with the necessary resources including access to IT and give students opportunities to complete and catch up on work in line with their peers. All DS students who needed laptops were provided with them, Year 11 were prioritised, 1 SIM card was handed to a Year 10 DS student who needed it.
  • Allocate students with a key member of staff to work closely with to support their wellbeing and their transition back to school including the implementation of the recovery curriculum. Vulnerable students were identified by the pastoral team and they were checked in regularly through remote learning classrooms. Where students may have struggled in lockdown once we returned to school they engaged with their learning.
  • To support students with additional learning needs as highlighted by PLLs and APLLs.Students with additional needs were discussed in pastoral meetings, FPC meetings and Faculty meetings and these concerns were passed to APLLs for action.

Focus Area 3: Bespoke pastoral support that focuses on significant non-academic barriers to success in school including  behaviour, attendance and the social and emotional wellbeing of the child to maximise their success.

The following strands of activity have contributed to this success:

  • Through an extensive pastoral support system there are a number of experienced members of staff who work closely with parents and students to support our students every step of their academic journey at Sponne. These include staff in the House Team, the Parent Support Advisor, the Pastoral Support Coordinator, the Learning Mentor and the Assistant Progress Learning Leaders (APLL). As well as this we recognised that students did not have access to the same level of support during remote learning so in addition to being invited in, all students had access to our wellbeing classrooms giving them links to other agencies and support networks.
  • We work alongside a range of outside agencies to form a collegiate approach to supporting students including CAMHS, the School Nursing team and EIP, CIRV, .
  • Attendance and Behaviour are carefully tracked and monitored and if required support is put in place. Data from last year shows that our rewards are in line with the % of DS students we have across the school but DS students last year contributed to approximately 25% of all sanctions. When this is analysed further out of 30 students who rank in the highest sanctions list only 4 of these are DS.
  • Track students' emerging needs and the impact of these as they move through Years 7-11.

Contact Us

Sponne School,
Brackley Road, Towcester,
NN12 6DJ

Tel: 01327 350284

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