Funding and Reporting

Pupil premium is funding to improve education outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils.

Funding is allocated based on a range of indicators, to support students who are (or have been at some point in their schooling) entitled to Free School Meals or who may face other significant challenges in their lives which act as a barrier to their learning.

Strategy

Our strategy is outlined in the following document. This strategy statement covers additional funding from Pupil Premium, Recovery Premium and the 16-19 Premium. These last two sources of funding are a direct response to the challenges created by the pandemic.

Our strategy is based on the DfE guidelines.

Pupil Premium Strategy Statement 2020-23

Pupil Premium Strategy 2020-21 and Impact Review 2019-20

Pupil Premium Strategy 2019-20

Pupil Premium Strategy Impact Report 2018-19

Pupil Premium Strategy 2018-19

Year 7 Catch Up Premium Strategy 2019-2020

Allocation of 16-19 tuition fund

Our aim is to ensure that a strategic approach to the spending of the 16 to 19 tuition fund enables all disadvantaged students at Royal Greenwich Trust School Sixth Form to reach their full potential.

When prioritising the allocation of funds, the school has considered what will be most effective for our eligible students, taking into account students’ needs, data from specific subjects and local circumstances. The priority areas for the spending will be as follows;

  • Eligible students in both Year 12 and 13 with significant gaps in their learning for maths
  • Eligible Year 13 students in subjects with the lowest rates of progress
  • Eligible students in both Year 12 and Year 13 whose level of literacy is a barrier to their learning
  • SEND students who have experienced additional disruption to learning because of their specific needs

Eligible students in Year 12 who study mathematics and have significant gaps in their prior learning as evidenced through baseline assessments, will be supported by small group tuition. The use of the baseline tests to plan the sessions will ensure that the tuition is focused on students’ specific needs. To ensure the quality of provision, catch-up tuition (with groups of 5 or less) will be led primarily by existing teaching staff.

Spending for eligible Year 13 students will be prioritised for subjects who currently have the lowest rates of progress.

Students in both Year 12 and Year 13 whose level of literacy is a barrier to their learning will also be supported through small group tuition, focusing on academic writing skills. These sessions will be facilitated where possible by existing staff and academic mentors.