Part A: Pupil premium strategy plan
School vision:
At Ashton we have many shared beliefs and values which reflect our school culture. We are resolute in wanting the best for each and every child. We have high standards and high expectations for all, from all, underpinned by a no excuses mindset. We aim to create a supportive and challenging environment in which every individual can aspire, enjoy and achieve. We want to raise standards by inspiring our learners. Our ethos is built around PROUD and is one that sees the school as a family, where all members have a part to play in making that family successful. Our strapline is that we are “A school to be proud of” and we insist that all members of the school make a personal commitment to this.
Statement of intent
Driven by our strong vision, our intention is that all pupils, irrespective of their background or the challenges they face, make strong progress both academically and personally so that they can take their place as members of society and make a positive contribution to life in modern Britain.
We strive to develop fundamental guiding principles rooted in PROUD in all pupils and particularly those from disadvantaged backgrounds. We challenge social and educational disadvantages, so that all pupils have a secure foundation to succeed in their next steps, irrespective of starting points. Our pupil premium strategy draws on research evidence to allocate funding to activities that are most likely to maximise achievement.
We analyse the needs and profile of each year group and adapt our approach to meet these needs. Positive relationships are at the very heart of our approach. Attendance and intervention are carefully tracked on an individual basis with weekly pastoral meetings held to discuss the progress of all PP students, potential barriers and ways to support and overcome these. We always ensure that best practice is applied as indicated in the most up to date research and documentation.
We regularly update all staff on the profile of the PP students in school as well as any potential barriers to their success and strategies to support them. We ensure that all our disadvantaged students have the appropriate provisions and resources to enable them to learn. Our ultimate objective is to raise the ambition, self-esteem, and resourcefulness of our disadvantaged students so that they achieve excellent outcomes comparable with their peers and make a successful transition to the next phase in their lives. Our current strategy plan works towards this objective by
developing both a love for learning and an awareness of cultural capital in making our students aspire towards a successful future. This starts in the classroom with all teachers striving to deliver high quality, engaging lessons enhanced by our CPD sessions which encourage all teachers to be creative and innovative in the classroom, whilst at the same time retaining the consistency that is embodied in the “Ashton Way”.
Pupil performance overview
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
1 Outcomes: Based on the 2024 GCSE results PP students do not make progress inline with prior attainment.
2 Academic progress in maths: Assessments indicate that many of our pupils, particularly our most disadvantaged, do not make the required progress in Maths.
3 Attainment on entry reading: Assessments confirm that disadvantaged pupils generally have greater difficulties with reading than their peers. On entry, 34% of our disadvantaged pupils are below age related levels (11yrs) and within this 30% are below functional literacy (9yrs 6mths). In comparison, there are significantly fewer non-disadvantaged pupils below age related levels 21% and functional level 14%
4 Attendance: Our attendance figures are broadly in line with national average however there is a gap between PP and non PP in both
attendance and PA.
5 SEMH: Our information from analysis of Synergy behaviour data, and discussions with pupils and families have identified social and emotional issues for many pupils such as anxiety, depression and low self-mood. Over the last 2 years, teacher referrals have increased yet waiting times for local services are stretched or the thresholds are so high that cases identified do not meet criteria for external support.
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Behaviour:
Pupil Premium students are disproportionately represented in negative behaviour incidents across the school.
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
Improved progress and attainment among disadvantaged pupils across the curriculum at the end of KS4.
Improved progress and attainment among disadvantaged pupils in Maths
Success criteria
KS4 performance measures in 2026/27 demonstrate that disadvantaged pupils achieve an average Attainment 8 score of at least 40, Progress 8 to increase to at least 0.
At least 60% of disadvantaged pupils pass GCSE maths at grade 4 or above and 40% at a grade 5 or above.
Improved reading among disadvantaged pupils across KS3 and KS4
To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.
Students are sign posted and receive timely intervention to address needs and remove barriers for disadvantaged pupils.
An increased number of students being able to read at a functional level and reading at age related expectations.
Improved rate of attendance for disadvantaged pupils and a reduction in PA for disadvantaged pupils.
Idenitfied students receive timely support and/or intervention to remove barriers to learning, enabling them to be able to access learning
Improve behaviour among pupil premium students by providing clarity around expectations and consistently apply them, which encourage positive
A reduction in behaviour incidents and suspensions, and an increase in classroom participation among pupil premium students, demonstrating their
behavioural change, resilience, and engagement within and outside the classroom.
Activity in this academic year
ability to engage positively in the learning environment.
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: £47236
Activity
Strengthening middle leadership to secure robust monitoring of school strategies to improve engagement and strengthen curriculum implementation..
Ensure all teachers and support staff deliver greater and more impactful same day feedback
Design and implement a bespoke CPD programme underpinned by development of a practice culture, based on Walkthrus
Timetable protected department time development and sharing strategies for metacognition and self regulation
Evidence that supports this approach
Behaviour interventions | EEF (educationendowmentfoundation.org.uk)
Feedback | EEF (educationendowmentfoundation.org.uk) 1,2,3,6
Feedback | EEF (educationendowmentfoundation.org.uk) 1,5,6
Feedback | EEF (educationendowmentfoundation.org.uk)
Reading comprehension strategies | EEF (educationendowmentfoundation.org.uk) 1,5,6
Metacognition and self-regulation | EEF (educationendowmentfoundation.org.uk) 1,6
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £21900 Activity
that supports this approach
Embed whole school reading approaches focussing on comprehension, phonics and challenge
Focused deployment of learning support staff into departments
Reading comprehension strategies | EEF (educationendowmentfoundation.org.uk)
Maximise the effectiveness of AR and the reciprocal reading programme so that our pupils read widely and often
Academic interventions for all subjects in year 11 timetabled after school and during school holidays
Literacy interventions including precision teaching
Provide subsidies to reduce barriers for e.g. revision guides, learning resources, uniform, transport, BOOST support
Small group tuition | EEF (educationendowmentfoundation.org.uk)
Teaching Assistant Interventions | EEF (educationendowmentfoundation.org.uk)
Reading comprehension strategies | EEF (educationendowmentfoundation.org.uk)
Small group tuition | EEF (educationendowmentfoundation.org.uk) 1
Reading comprehension strategies | EEF (educationendowmentfoundation.org.uk) 3
Experience has taught us that we need a contingency fund to ensure that no student is held back as a result of financial hardship. This includes resources, uniform and equipment offering to subsidise uniforms and revision guides and providing equipment for those who need it
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £386517
Activity Evidence that supports this approach Challenge number(s) addressed Employment of academic, behaviour and pastoral mentors
Strengthened pastoral structure, including DOL and
HOY plus SLT link rg.uk)
Robust pastoral structures and direction so that attendance calls can be made for the first hour of every day
Strengthen attendance strategies to reduce persistent absenteeism and raise levels of attendance.
Working together to improve school attendance - GOV.UK (www.gov.uk)
Working together to improve school attendance - GOV.UK (www.gov.uk)
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Embed enrichment via BOOST programme https:// educationendowmentfoundation.or g.uk/education-evidence/teachinglearning-toolkit/arts-participation 4,5
In house counselling https://www.gov.uk/guidance/ mental-health-and-wellbeingsupport-in-schools-and-colleges 5
Total budgeted cost: £ £455,653
