Thomas Gainsborough School   

- Pupil premium strategy statement (3x year cycle 2024-2027)

This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy (as part of a 3 year strategic plan 2024-2027) and how we intend to spend the funding during each academic year of the 3x year plan.  The plan will also highlight as part of yearly reviews, the outcomes for disadvantaged students within each academic year of the plan.

School overview

Detail

Data

Number of pupils in school

  • 2024/25 = 1615 (KS3/4/5)

Proportion (%) of pupil premium eligible pupils

  • 2024/25 = 19.94%

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

  • 2024-2027

Date this statement was published

  • November 2024

Date on which it will be reviewed

  • November 2025

  • November 2026

  • October / November 2027 

Statement authorised by

Helen Yapp (Headteacher)

Pupil premium lead

Christian Appleford (Deputy Headteacher)

Governor / Trustee lead

Tracy Welsh 

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

  • 2024/25 = £345,752

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

  • 2024/25 = £0

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

  • 2024/25 = £345,752

Part A: Pupil premium strategy plan

Statement of intent

Thomas Gainsborough’s motto is ‘excellence for each for all’.  We want to ensure that we are successful in achieving that by providing a nurturing environment and delivering quality first teaching to support ALL our students and to remove ALL barriers to learning.

Our aim is to use pupil premium funding to help us improve and sustain higher attainment for our disadvantaged students at our school that is comparable with that of non-disadvantaged pupils nationally.

Our strategy is embedded into the whole school and will be the responsibility of all members of staff. The profile of supporting disadvantaged students is a key priority and works in parallel with our whole school aims, and this is reflected with the lead role being that of the Deputy Headteacher.  We will have the highest expectations for all our students.

This direction and approach has supported the previous work completed and shown positive outcomes for Progress 8 and Attainment 8 figures. The new 3 year strategic plan continues to focus on high priority areas that underpin the personalised and individual needs of our disadvantaged learners, removing barriers to their wellbeing, personal, social and academic development and achievements. Ongoing quality assurance through monitoring and intervention will underpin each strategy of this plan.





 

Challenges

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

Challenge number

Detail of challenge 

1

Attendance: Our Pupil Premium students have attendance lower than that of Non- Pupil Premium Students (see previous PP reports + supported by the schools attendance data).  Continuing to close the gap between the disadvantaged and non-disadvantaged groups and improving the attendance levels of PP students is a priority. 

2

Attainment: Despite positive and improving outcomes for disadvantaged students, the learning deficit post lockdown is still evident.  A variation still is evident for some (not all) PP students, including within English and Maths and across both Key Stage 3 and 4.  Internal assessments and data continue to highlight this and this is an area of deficit for continued targeted work for improved outcome impact.

3

Awareness and consistency of approach: Fundamental early help and in school support are available in line with quality first teaching strategies for all students but particularly for those who are disadvantaged.   This includes additional in lesson strategies to support PP students being a priority and is monitored via quality assurance work from curriculum teams.  Ensuring the awareness of PP strategies, teaching and learning strategies, CPD and school expectations to support these students, both during lessons and tutor time, is a key focus for all staff.

4

Level of engagement from Pupil Premium families: There has been a variation in the level of engagement of some Pupil Premium parents into their children’s learning and wider experiences available to support them e.g. early help, family forums, wellbeing support, careers meetings, attendance strategies, external agencies, attendance at school events.  Whilst student engagement has been increasing at enrichment activities and other events, we want to encourage further parental liaison and communication.  This is known through internal monitoring of events such as ARD day, subject evenings, logged communications and through taking up opportunities related to the above.

5

Alternative provisions to support student engagement, wellbeing, academic achievements, behaviour interventions and personal / social development: There is significant lack of support locally for students in supporting their development, wellbeing and engagement into education when they are disaffected.  This has increasingly been seen especially for disadvantaged students due to the lack of available provisions to outreach to, due to locality.  This has been identified through the Suffolk Local offer (where lack of specialist, and alternative provisions are evident, the locality of any appropriate provisions being often too far to access and following an ‘asset mapping task’ completed by the school in September 2024

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

1 - Attendance

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

  • Sustained high attendance by end of the 3x year strategy 2026/27 demonstrated by:

  • Unauthorised absence rate for disadvantaged students being in line or lower than non disadvantaged students

  • Attendance of PP students is increasing and stable in line and above national expectations

  • The attendance gap between disadvantaged pupils and their non-disadvantaged peers continues to reduce.

  • Persistently absent PP students is in line or lower than non disadvantaged students

  • Attendance and PP leads meet and review attendance regularly 

  • Early help strategies implemented, including use of EWO (educational welfare officer)

  • Development of rewards for improved attendance e.g. postcards

  • PP students feature  prominently on at least 2 x occasions as the first priority each half term in the weekly attendance meetings

  • Communication to PP families is first priority for attendance support or actions e.g. letters / phone calls / meetings

  •  Further research and reviews on new attendance strategies that can be applied that impact positively for increasing attendance levels of disadvantaged students.

2 - Attainment

To ensure improved outcomes for all but specifically among disadvantaged pupils across the curriculum at the end of KS4, particularly in English and maths. 

  • PP students meet or exceed national averages for attainment and progress.

  • KS4 performance measures in 2026/27 (end of 3 year plan) demonstrate that disadvantaged pupils achieve an average Attainment 8 / Progress 8 score in line with peers nationally 

  • Deputy Headteachers work closely to make timely and pertinent decisions to personalise the learning and the support given to PP students.

  • Heads of House work with PP students and track progress / intervene as first priority

  • 6th form mentoring (including sport mentoring football activity) targets PP students as first priority

  • Use of EdClass for PP students who are absent / long term absent to still access online tutoring and lessons

  • Pupil premium funds used for supporting PP students e.g. revision guides, additional tutoring, tuition, equipment 

  • Curriculum AHTs to ensure PP student discussions key on meeting agendas for subject teams

  • Targeted communication home for PP families for events to support learning e.g. subject reviews / year 11 support events 

  • Data reviewed strategically at each data point by SLT at all data points with PP students as a priority for interventions

  • Tutor time year 11 Maths / English support to target PP students

  • Attendance as per above monitored robustly

  • Behaviour of PP students monitored and interventions applied rigorously to support learning outcomes

  • Staff accountable for ensuring their ‘first 20%’ are key on context sheets

  • Co-curricular invites target to key PP students as first priority and strong communication home with follow up actions in place for non-attendance

3 - Approach / Awareness

To achieve and embed a consistent approach by all staff (teaching and/or support) to the key expectations and strategies expected to be in place for disadvantaged students (during tutor time and within lessons). 

  • All staff have an awareness of the three year Pupil Premium strategy statement and the Early Help offer (and use the strategies to support student attainment).

  • Ongoing embedding of the expectations around context sheets and to support he ‘First 20%’

  • Curriculums, T&L strategies and adjustments to support PP students continue to be shared and communicated

  • Quality assurance will include learning walks and book scrutiny - discussed within all subject areas and reviewed by teams, middle leaders and senior leaders in a graduated way

  • StepLab used to record and review evidence around PP student support and positive impact seen for sharing of best practice within school

  • Learning mentor minutes to reflect key PP student strategies for support around SEMH, wellbeing or home situations that could impact their learning and achievements

  • Subject staff and line managers to be accountable for the progress of disadvantaged students in their subject area during line management meetings with curriculum Assistant Headteachers

  •  Regular data tracking and monitoring between subject teams. 

  • Pupil Premium student work, progress and outcomes  will continue to be a standing item on subject agendas, Head of House meetings, SLT meetings, Governor scrutiny meetings

  • Research undertaken into TGS T&L handbook for specific PP related strategies for wide scale use but also personalised for specific individuals

  • PP student voice prevalent across groups and shared 

  • CPD for PP shared across the school staff and staff briefings will feature key supportive information and/or messages

4 - Family engagement

To evidence an improved and increasing level of engagement from Pupil Premium families at school events, in communications and for accessing internal / external support. 

  • Communication with families and other agencies is timely, clear and with the student's needs at the heart of it

  • A sense of belonging at TGS is nurtured with both students and families (TGS Way epitomised by families of PP students as well as the students)

  • Families of PP students as first priority for monitoring and follow up communication if not booked to attend key events e.g ARD days, subject evenings, family forums

  • Termly family surveys created to review support needs, relational approaches and outcome assistance

  • Weekly wrap up communication features key support messages related to PP activities 

  • Continued support with equipment, uniform, trips, enrichment activities or events and revision resources as required

  • Targeted Invites to key events related to exams 

  • Invited for parental meetings as required to support personal, social or academic achievement or family relationships support if a concern is raised

  • Headteacher commendation letters sent to PP families to celebrate achievements as identified 

  • Increasing communications via Attendance Champion for ‘light touch’ supportive approach initially when attendance concerns seen

  • SLT, Student Support Manager, Head of House (including PP Lead) directly contact families where concerns are seen (academic, attendance, behaviour, wellbeing)

  • Research into strategic initiatives that support family engagement - with subsequent implementation as identified 

  • ‘Listening campaign’ to be undertaken for PP families on support

  • Families to receive weekly careers Padlet information as part of engagement to support their children as well as students receiving this directly

5 - Alternative provisions

To achieve and sustain improved outcomes eg. lowering suspensions, increased engagement, supported wellbeing for all pupils, including those who are disadvantaged.

  • Increase in supportive opportunities for engagement, to support behaviour, wellbeing, attendance and social skills - to impact on outcomes academically

  • Decrease in suspensions for PP students and increase in PP attendance

  • Creation and development of ‘Support+’ internal alternative provision

  • Development of Nurture + social support 

  • Ed-Class alternative provision (online tuition) purchased

  • Direction off-site utilised to support decreasing suspensions for PP students where this is repeated behaviours

  • Every student who is PP has a second opportunity for an individual career meeting if required - continued providing of  a wider range of careers advice and intervention opportunities

  • Experiences targeted for PP students to visit local providers, especially when identified as potential NEET student

  • Early help resources prioritised for PP students 

  • Sustained high levels of wellbeing and inclusive support at the end of 2026/27 demonstrated by: qualitative data from student voice, student and family surveys and teacher observations + maintained participation in enrichment activities, particularly among disadvantaged pupils.    

Activity in this academic year

This details how we intend to spend our pupil premium funding this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 195,000.00

Activity

Evidence that supports this approach

Challenge number(s) addressed

Access Provision / LSA support

Nurture provision to support the most vulnerable students and help them access the curriculum and close gaps in numeracy, literacy, and social development and to support attendance.

https://www.tandfonline.com/doi/abs/10.1080/0305764X.2018.1441372

2,3,4,5

Embedding Instructional Coaching and dialogic teaching across the school to support the ‘first 20%’.

https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1241944

 

https://books.google.co.uk/books?hl=en&lr=&id=LQlQDwAAQBAJ&oi=fnd&pg=PT8&dq=evidence+to+support+the+use+of+instructional+coaching+in+teaching+in+britain&ots=FQMZBPTHT0&sig=nemqmkIwSUrrwhHRBDA3Jfix5D8

 

https://educationendownmentfoundation.org.uk/projects-and-evaluation/projects/dialogic-teaching

 

https://researchschool.org.uk/stmatthews/news/what-is-dialogic-talk-and-why-does-it-matter

3

Recruitment of an additional teacher

To provide capacity to enable to free up staff to provide additional intervention and to support Maths, English and Science provision

2,3

Head of House TLRs x 5

To provide academic mentoring and support for PP students and to engage parents.

2,4

EdClass (3x ‘seats’)

To provide online tutoring and learning for students who have attendance, social or emotional, behavioural or learning need support needs

1,2,4,5

LSA Support

To provide additional support for social skills and in class learning support for those within our first 20%’

2,5

CPD for teaching staff

To support staff in embedding a consistent approach to the key strategies expected to be in place for disadvantaged students (during tutor time and within lessons) and enhanced quality first teaching opportunities. 

2,3

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

Budgeted cost: £ 140,000.00

Activity

Evidence that supports this approach

Challenge number(s) addressed

LSA / SEND additional staffing employed to support structured interventions e.g Nurture + / social skills / individual assigned interventions 

To provide additional support for social skills and in class learning support for those within our first 20%’

 

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks3-ks4

 

https://educationendowmentfoundation.org.uk/guidance-for-teachers/mathematics

 

https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium

2,5

2 x additional LSA to provide in-lesson support

To provide additional support for social skills and in class learning support for those within our first 20%’

 

https://discovery.ucl.ac.uk/id/eprint/10068445/

 

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants

2,5

Continued purchase of of Lexia Power Up

Intervention tool to promote word recognition, grammar, and comprehension.

https://www.lexiapowerup.com/

2,5

Revision Resources purchase 

To ensure GCSE students have barriers to their learning / revision removed.

2,4

Purchase of chrome books / laptops for disadvantaged exam support

To enable all students to have access to IT in lessons if needed and to use at home.

2,4

Support + costs

To provide internal provision, mentoring and social skill development for students who have attendance, social or emotional, behavioural or learning need support needs

1,2,4,5

EdClass (3x ‘seats’)

To provide online tutoring and learning for students who have attendance, social or emotional, behavioural or learning need support

1,2,4,5

Learning Mentors & Student Support Manager

To provide mentoring, signposting to internal & external support and daily interventions for students who have attendance, social or emotional, behavioural or learning need support needs

1,2,4,5

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

Budgeted cost: £ 115,000.00

Activity

Evidence that supports this approach

Challenge number(s) addressed

EdClass (3x ‘seats’)

To provide online tutoring and learning for students who have attendance, social or emotional, behavioural or learning need support

1,2,4,5

Enrichment Programme

After-school extra- curricular programme to provide a range of opportunities and experiences for students

https://www.nuffieldfoundation.org/sites/default/files/files/resbr3-final.pdf

2,3,5

Additional mini –bus lease continued

To support students, attend after school activities, PE fixtures and Cultural Capital experiences

2,4,5

Access to the Duke of Edinburgh Award

Costs met for PP students to encourage participation 

2,4,5

Educational visits

Costs met to promote participation / involvement

2,4,5

Sundries such as uniform, toiletries etc

To remove barriers to attendance

1,2,4

Elsa Training x 2 (to replace previously trained staff) + ongoing costs to support accreditation

To provide internal provision for students who have attendance, social or emotional, behavioural or learning need support needs

 

https://www.elsanetwork.org/wp-content/uploads/2017/11/Research-Commission-Report-2018-ELSA-training-Gloucestershire.doc 

1,2,4,5

Drawing and Talking Training x1

To provide internal provision for students who have attendance, social or emotional, behavioural or learning need support needs

 

https://www.primarytimes.co.uk/news/2016/09/drawing-and-talking-helps-teachers-tackle-children-s-mental-health-issues

1,2,4,5

Recruitment of a Learning Mentor

To focus on attendance support and parental engagement

1,2,4

Contingency fund

Resources set aside for needs not yet identified but essential that we are able to respond if needed.

1,2,3,4,5

Learning Mentors & Student Support Manager

To provide mentoring, signposting to internal & external support and daily interventions for students who have attendance, social or emotional, behavioural or learning need support needs

1,2,4,5

Careers advice, support, guidance via qualified level 6 advisor

To provide internal provision for students to ensure they have next steps and future plans mapped out, receiving all and any relevant opportunities to support this (e.g. work experience / careers interviews, visits to colleges)

3,4

Support for uniform, food, fuel for parents, stationary

To provide that what is required so it is is not a barrier to attendance, achievement or wellbeing 

1,3,5

Total budgeted cost: £ 450,000.00  (PP funding allocation = £345,752.00)

Evidence links

Some activities above have evidence links specifically within the tables.  The links below are also overall research based evidence that we have used to inform the key activities to be implemented as part of this pupil premium strategy, 

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

Please see TGS website: Pupil Premium | Thomas Gainsborough School

This link to the above website page shows the previous 3x year strategy documents, evidence and outcome reviews.

Externally provided programmes

Please include the names of any non-DfE programmes that you used your pupil premium to fund in the previous academic year. 

Programme

Provider

GCSE pod

Mathswatch

Carousel

SENECA

SPARX Maths

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

N/A

The impact of that spending on service pupil premium eligible pupils

N/A

Further information (optional)

TGS school Improvement Plan priorities continue to be focused on improving teaching throughout the school.  The wellbeing of students and staff is at the heart of everything we do, and our disadvantaged students are a key focus for all members of staff.  

 

StepLab as an intervention tool for monitoring has been introduced and is being further embedded over the last year.  Staff CPD continues to be delivered to underpin this work to ensure the ‘first 20%’ and Pupil Premium students are at the forefront of quality first teaching techniques and supportive classroom interventions. 

 

The schools rigorous early help offer and student support work in tandem with the academic teams to ensure all disadvantaged students' needs are met, both inside the classroom and out.  Thus ensuring personal, social and academic development is achievable and opportunities are  available to enrich the life experiences of those considered to be at a disadvantage.  TGS were awarded the IQM (Inclusion Quality Mark) award in May 2022 and made a centre of excellence for their work supporting inclusion, which included work for disadvantaged students.  The school has been requested to be a FlagShip school in 2024 as well - supporting other schools with the inclusive award status and being a beacon of positive practice for disadvantaged students.  The school also received an award for its PSHE/RSE work via the Terrence Higgins Trust.  

 

The personal development and support for all, including PP students, was seen and recognised by Ofsted when visiting in September 2023 and also in November 2024, where behaviour and attitudes were also highly praised as part of the report for all (including disadvantaged).  

 

The schools pupil premium lead has also been selected for the national E100 programme where work is focussing on supporting disadvantaged students - the work, research and outcomes / reviews will be a strategic feature for supporting outcomes as part of this strategy for 2024-2027.