Crosby High School

Detail

Data

School name

Crosby High School

Number of pupils in school

Proportion (%) of pupil premium eligible pupils

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

2023-2024

2024-2025

2025 - 2026

Date this statement was published

1/12/2024

Date on which it will be reviewed

July 2025

Statement authorised by

Chris Whelan

Acting Head

Pupil premium lead

Martyn Maguire

Governor / Trustee lead

Jim Conalty

Detail

Amount

23/24

24/25

Pupil premium funding allocation this academic year

119820

121590

Recovery premium funding allocation this academic year

69138

0

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

58000

55505

Recovery premium carried forward from previous year

4712

0

Total budget for this academic year

* Only the spending related to Pupil Premium is covered the the rest of this document

£251670

£177095

Our aim is to use pupil premium funding to help us achieve and sustain positive

outcomes for our disadvantaged pupils. Whilst socio-economic disadvantage is not

always the primary challenge our pupils face, we do see a variance in outcomes for

disadvantaged pupils across the school when compared to their peers (and those who

join us at similar starting points), particularly in terms of:

●     Behaviour and Self-Regulation

●     Academic attainment

●     Employability

●     Social and cultural opportunities

At the heart of our approach is high-quality teaching focussed on areas that

disadvantaged pupils require it most, and helping pupils to access a broad and

balanced curriculum.

Although our strategy is focused on the needs of disadvantaged pupils, it will benefit all

pupils in our school where funding is spent on whole-school approaches, such as high-

quality teaching. Implicit in the intended outcomes detailed below, is the intention that

outcomes for non-disadvantaged pupils will be improved alongside progress for their

disadvantaged peers.

We will also provide disadvantaged pupils with support to develop independent life and

social skills and continue to ensure that appropriate high-quality work experience,

careers guidance and further education guidance is available to all for whom it is

appropriate.

Our strategy will be driven by the needs and strengths of each young person, based on

formal and informal assessments. This will help us to ensure that we offer them the

relevant skills and experience they require to be prepared for their lives after school.

Challenge number

Detail of challenge

1

Disadvantaged pupils recorded significantly more negative behaviour incidents than non-disadvantaged pupils in the last academic year. Although a significant number of ‘negative’ behaviour was also linked to pupils’ specific SEN needs, difficulties at home, past or present, evidently also had an impact on pupils’ ability to self-regulate. A high proportion of our pupils who struggle to regulate their emotions in school come from disadvantaged backgrounds. They may struggle to access the curriculum as a result and are in more danger of not making a successful transition to post-16 education (see challenge number 3).

2

Although the progress of the cohort as a whole was similar to non-disadvantaged pupils, our data shows that a number of pupils from disadvantaged backgrounds require academic interventions to enable them to make expected progress.

3

Studies show that pupils from disadvantaged backgrounds are less likely to gain employment than others. Furthermore, people with SEN are far less likely to gain employment than others. The first step on this journey after CHS is post-16 education so enhancing our employability offer and post-16 support is important to our pupils’ future success.

4

Our assessments, observations and discussions with pupils and families demonstrate that pupils from disadvantaged backgrounds tend to generally have fewer opportunities to develop socially, in terms of personal development and in terms of cultural capital outside of school, which impacts negatively not just on their life at present but also on their opportunities in the future.

5

Our assessments, observations and discussions with pupils and families demonstrate that pupils from disadvantaged backgrounds are more likely to not have their basic needs met (clothing, food).

Intended outcome

Success criteria

Behaviour + Attitudes:

Improved behaviour and ability to self-regulate of disadvantaged pupils.

●     School records a low number of incidents related to ‘negative’ behaviour, serious aggressive incidents and incidents of pupils being dysregulated.

●     A higher percentage of pupils being rewarded for positive behaviour

Interventions/High Quality Teaching:

When disadvantaged pupils are not making expected academic progress, we are able to support them effectively through interventions and high quality teaching resources.

●     Our data continues to show that disadvantaged pupils do not significantly make expected progress less often than their peers.

●     Case studies where we can show that disadvantaged pupils who are not making expected progress are supported effectively so that they do make expected progress after intervention.

Careers, Employability, Post-16

Disadvantaged pupils have greater opportunities to develop their employment skills in school and are more likely to be able to make a successful transition into Post-16 education and obtain future employment.

●     Pupils gaining Skills For Further Learning + Employment Qualifications.

●     Skills For Further Learning and careers lessons to include activities where pupils experience employment related things in a real employment setting.

●     Pupils attend employment and post-16 related events both in and outside of school.

●      At the appropriate time in their education, all disadvantaged pupils are able to access high quality work experience and careers mentoring.

●     Evidence of past pupils gaining employment (in the future)

●     Evidence of past pupils making a successful transition to post-16 education

●     More roles created and/or enhanced in school for pupils so that they can develop employability skills (Reading ambassadors, Peer Mentors)

Personal Development/Cultural Capital:

Disadvantaged pupils have greater opportunities to develop socially, in terms of their personal development and in terms of cultural capital in their school life.

●     All disadvantaged pupils are able to access a range of quality school clubs.

●     All disadvantaged pupils are able to access a range of events and visits arranged by school that help develop their social skills and cultural capital.

●     Cultural capital development for disadvantaged pupils is effectively supported through the curriculum, including through the use of quality resources related to this.

●     Disadvantaged pupils have the opportunity to develop their social skills, in terms of their personal development and cultural capital through lessons and activities in school and activities involving the local and wider community organised by school.

Pupils’ Basic Needs:

Ensure that all disadvantaged pupils’ basic needs are met in school and support families to achieve this at home.

●     All disadvantaged pupils have appropriate uniform for school.

●     Disadvantaged pupils who show signs in school that their basic needs are not met (hungry), have these needs met during the school day.

●     Families of disadvantaged pupils who are struggling to meet the basic needs of pupils are supported pastorally by our Family Welfare Officer and in terms of resources as appropriate.

●     When disadvantaged pupils are unable to travel to school, due to issues with school transport, when appropriate we are able to support them so that they can attend school.

Activity

Rationale

Challenge number(s) addressed

Purchasing Curriculum Resources that support our cultural capital offer and/or personal development offer

Our curriculum can be enriched if we have quality resources that support our cultural capital and personal development offer.

2, 3, 4

Purchase food for using in food tech lessons

Food Technology provides children with the opportunity to develop functional skills for adulthood. Ensuring children have the ingredients to participate in these lessons allows them to develop these skills.

2, 3

Purchase resources for Forest School provision

Forest school provides a wealth of opportunities to develop a range of skills outside of the classroom.

Forest school allows young people to use their initiative, problem solve and work with others. These skills help develop empathy and respect for others, the environment and the tools that are used. All of the above are valuable life skills which will have a positive impact on pupils at Crosby High.

1, 2, 3, 4

Staff CPD for example training in Thrive, phonics, AET)

Training staff in key areas that will support disadvantaged pupils will mean that there is a higher chance of interventions being successful and of the pupils' needs being met in lessons and in general school life.

1, 2

Bringing external experts to school to support in curriculum areas particularly in sports and the arts.

Pupils will receive even more specialised support, particularly in areas that help to increase their health and wellbeing, overall personal development and their cultural capital.

1, 2, 4

Resources, CPD and trips funded to enhance our careers and Skills For Further Learning curriculum.

This will strengthen our offer in terms of developing pupils’ employability skills, offering them an enhanced curriculum with the opportunity to develop these skills in real life situations/environments.

3, 4

Activity

Rationale

Challenge number(s) addressed

Continue and further enhance non-academic interventions (social, sensory, behavioural, emotional) in support of positive pupil progress. (resources and CPD)

Interventions are more likely to be successful if we have effective resources to support them.

1, 2, 4

Embedding our Thrive Hive and further improving its resources.

Large percentages of pupils in receipt of PP have been or currently are on CP plans, are LAC or have been adopted. Many of these children will have suffered significant trauma in their childhood and ACES, which will have affected all areas of development. An effective Thrive Hive, including a Thrive approach, allows our school to identify and support interruptions in social and emotional development caused by trauma and ACES and work towards repairing them. This room will also be used effectively as a drop-in centre where pupils can go to regulate their emotions with support.

1, 2, 4, 6

Sensory activity related resources that can be used for pupils to regulate when appropriate

Pupils need different resources to regulate their emotions depending on their individual needs or the specific situation. Having a wider variety of resources including specific and resourced sensory areas will benefit our pupil, helping them to regulate their emotions and to learn self-regulation strategies that work for them.

1, 2, 3, 4

To provide 1 to1 counselling sessions using an expert external advisor for targeted individuals

Pupils’ ability to engage in learning is significantly reduced if they are experiencing emotional dysregulation. Access to counselling will allow pupils to learn strategies that will enable them to regulate emotions and engage in learning opportunities.

1, 2, 4, 6

Continue and further enhance interventions in support of positive behaviour, mental health + well-being. For example, animal therapy, art therapy and other CPD and resources.

Some pupils will need additional support to access the curriculum and school in general. If this is the case, we will be able to respond in an effective and appropriate way.

1, 2, 4, 6

Continue and further enhance academic interventions in support of positive pupil progress. (resources and CPD)

Interventions are more likely to be successful if we have effective resources and CPD to support them.

1, 2

To provide resources linked to High Quality Teaching that will enable all pupils to fully access the curriculum.

Specific resources can support some pupils, related to their individual needs,  to fully access the curriculum and their learning.

1, 2, 3

Staffing of pupil interventions, including academic interventions and non-academic interventions.

Additional staffing may be required to support interventions for disadvantaged pupils as required. Staff with an intervention role in school may need additional support this year in terms of CPD and working hours to embed new initiatives like the Thrive Hive and new intervention programmes/systems we are utilising. Our intervention officer role has recently been increased to a full time post.

1, 2, 3

Adapted timetables for pupils in danger of not-attending Crosby High School and/or not making successful transition to Post-16 Education. This may include attending alternative education provision.

At times, some of our disadvantaged pupils are in danger of not making a successful transition to Post-16 education and/or in danger of not engaging with their placement with us. Offering an alternative timetable can support the pupil in these cases. This may involve the use of external tutors/support workers or the pupil attending alternative provision.

4

Activity

Rationale

Challenge number(s) addressed

Meeting basic needs: for example uniform, breakfast, transport

Not having the appropriate food/ uniform can make pupils anxious or dysregulated. These children are therefore less likely to fully participate in school activities. Ensuring these items are available when needed will help to promote engagement in the curriculum and general school ife.

1, 2, 6

Purchasing specific resources, CPD and initiatives related to PEP pupils.

This will ensure that these pupils are supported effectively in school.

1, 2, 6

School trips and events

School trips and events improve our cultural capital offer and enhance our offer in terms of supporting pupils’ social and life skills development.

1, 2, 3, 4

Residentials

Residentials improve our cultural capital offer and enhance our offer in terms of supporting pupils’ social and life skills development.

1, 2, 3, 4

Intergenerational and community related events and activities

This will improve our cultural capital offer and enhance our personal development offer in terms of supporting pupils’ social and life skills development.

1, 2, 3, 4

Provide a range of school clubs

School clubs improve our cultural capital offer and enhance our offer in terms of supporting pupils’ social and life skills development.

1, 2, 3, 4

Providing opportunities for pupils to take part in external events, particularly related to sports and the arts.

This will improve our cultural capital offer and enhance our offer in terms of supporting pupils’ social and life skills development.

1, 2, 3, 4

Rewards programme to incentivise good behaviour

A structured rewards programme available to all students will motivate and incentivise all pupils to progress in all areas.

1, 2

Strategy

Review

Improved behaviour and ability to self-regulate of disadvantaged pupils.

There was a significant reduction in behaviour incidents in the last academic year with both the number of annual behaviour incidents per-pupil and the number of pupils recording behaviour incidents in the year falling.

However, specific pupils still struggled to regulate their emotions throughout the year and therefore they struggled to fully access the curriculum and make as much progress as they could.

Improved progress of disadvantaged pupils.

There is no significant difference between disadvantaged pupils’ progress and the progress of other pupils in the school. However, a number of disadvantaged pupils do not make expected progress at times and we need intervention strategies and resources in place to ensure that we can effectively respond to this when required.

Disadvantaged pupils have greater opportunities to develop their employment skills in school.

We introduced some initiatives last year, such as Reading Ambassadors. We also enhanced our curriculum to support this development area, adding Skills For Further Learning + Employment lessons to our KS4 offer. This was a good start to supporting pupils in this area. The aim this year is to embed these initiatives and even further improve our offer.

Disadvantaged pupils have greater opportunities to develop socially and in terms of cultural capital in their school life.

Our offer was improved in these areas last year. However, it can be further improved, particularly by enhancing the personal development offer within the curriculum, tailoring this more closely to the specific needs of both the class and the individual.

Ensure that all disadvantaged pupils’ basic needs are met in school and support families to achieve this at home.

This area was well supported last year and must remain a priority area so that these needs continue to be met.