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Pupil premium strategy statement 2022 - 2024

This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged students. 

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



School Name

Putteridge High School

Number of students in school


Proportions (%) of pupil premium eligible students


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


Date this statement was published

December 2023

Date of which it will be reviewed

September 2024

Statement authorised by

David Graham (Headteacher)

Pupil premium lead

Rohan Cruise (Assistant Headteacher)

Governor / Trustee lead

Bill Pollard (Chair of Governors)

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


Part A: Pupil premium strategy plan

Statement of intent

At Putteridge, we believe every student is entitled to a First Class education.  Equal opportunity does not mean equal provision and we provide different levels of support so that every disadvantaged student can access the same curriculum and life opportunities; achieve their potential and be ready to enter the world beyond school as a well-prepared citizen, ready to make their contribution to the global society.  Each year we publish a review, showing the impact of the disadvantaged funding.

We acknowledge that disadvantaged students have a wide variety of needs and may access a range, some or none of these, depending on their own individual circumstance.   They may also have other needs, such as, SEND or EAL, which have additional support strategies.  Our staff make every effort to understand these needs and support our students.

Our approach is very much centred on the EEF’s Tiered Approach to Pupil Premium Spending, which is outlined below:

1. Teaching 

Spending on improving teaching might include professional development, training and support for early career teachers, recruitment, and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending. 

2 . Targeted academic support   

Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement. Considering how classroom teachers and teaching assistants can provide targeted academic support, including how to link structured one-to-one or small group intervention to classroom teaching, is likely to be a key component of an effective Pupil Premium strategy.

3. Wider strategies 

Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support. While many barriers may be common between schools, it is also likely that the specific features of the community each school serves will affect spending in this category.

Further information can be found by following this link: https://educationendowmentfoundation.org.uk/public/files/Publications/Pupil_Premium_Guidance_iPDF.pdf 


To ensure the staffing body works effectively together to meet the needs of our disadvantaged students, these actions are implemented across the school.


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

Intended outcomes

This explains the outcomes we are aiming for by the end of our current three year strategy plan, and how we will measure whether they have been achieved.

Activity in this academic year

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

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £200,000


Evidence that supports this approach

Challenge number(s) addressed

Recruit and develop outstanding practitioners who help all students make progress.

EEF Guidance


Effective implementation of an appropriately sequenced and structured curriculum 

EEF Guidance


Improving literacy and oracy through the whole school approach to the development of critical vocabulary and ambitious reading.

National Literacy Trust


Delivery of a professional learning programme that ensures high quality pedagogy

EEF Guidance



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

Budgeted cost: £40,000


Evidence that supports this approach

Challenge number(s) addressed

Withdrawal groups including low literacy, numeracy & writing.

National Literacy Trust


Purchasing of Chromebooks for those students who do not have a device.

Reform Research


Purchasing of other equipment and resources aimed at improving progress. 

EEF Guidance


Effective delivery and tracking of the use of apps and software that helps boost student progress by disadvantaged students.

Reform Research

1 & 2


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

Budgeted cost: £36,000


Evidence that supports this approach

Challenge number(s) addressed

Developing strong parent/carer links through targeted pastoral activities.

EEF Guidance


Improving and celebrating positive attitudes to learning through rewards & extra-curricular enrichment.

EEF Guidance

3 & 6

Intervening early where attendance issues are likely/starting to develop and work closely with parents/carers and other agencies to ensure barriers are removed.

NFER Research Paper



Total budgeted cost: £276, 000

The next strategy review will be in December 2024.

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 student results in the 2022 to 2023 academic year:

*(DA = disadvantaged)

Total number of students in Year 11: 175

Total number of DA students: 48 (27%)

Basics (9-7 in E&M): DA 2.1%, Non DA 18.9% (Gap -16.8%)

Basics (9-5 in E&M): DA 29.2%, Non DA 55.9% (Gap -26.76%). 

2023 9-5 in E&M National (DA): 25% Non DA 52.2% (Gap to National -2.7%) 

Ave A8 Grade: DA 3.51, Non DA 5.19 (Gap -1.68) 

Total A8: DA 35.12%, Non DA 51.89% (Gap -16.77%)

P8: DA -0.26, Non DA +0.47 (Gap -0.73). 2023

P8 2019 National (DA): -0.57 Non DA 0.17 (Gap to National -0.74)

2022/23 Summary

The disruption to learning caused by Covid has had an impact on the progress of our disadvantaged students in comparison to previous years. This has widened the performance gap in 2022/23. Strategies that have been implemented throughout 2022/23 have had impact, but there remains a clear gap which we need to focus on narrowing.

Ebacc entries for disadvantaged pupils have increased by 21.4% from 33.3%. We expect this figure to continue to increase over the next few years.

Attendance as a whole school for disadvantaged students was 1.5% lower than non-disadvantaged in 2022/23 and our focus in 2023/24 is on reducing this again.

We have compared our 9-5 basics (English and maths) and Progress 8 figures to 2019 data to help gauge the performance of our disadvantaged students nationally.

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on students in the 2022 to 2023 academic year. 

Please See Appendix A Pupil Premium Final Review 2022 – 2023 for a comprehensive review of the impact of our previous PP strategy.


updated 2022 23 phs pp review docx 1 .pdf