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Middlewich High School

Excellence in Learning – Achievement for All

Pupil Premium

Middlewich High School

Pupil Premium Plan 2020/21 & Impact Statement 2019/20

The Pupil Premium is additional funding allocated to schools on top of the main funding that they receive. This funding is targeted at students from disadvantaged backgrounds (eligible for Free School Meals or In Care) to ensure that they are able to benefit from the same opportunities as students from less deprived families. The Pupil Premium exists because data suggests that students who have been eligible for Free School Meals at any point in their school career have consistently lower attainment than those who have never been eligible.

Middlewich High School is free to spend the pupil premium funding to support students from low income families to raise attainment, close the attainment gap and raise aspirations to continue their education and/or training and employment. For the academic year 2019/20, the school was due to receive pupil premium funding of £150,535 (tbc).

At Middlewich High school, our Pupil Premium strategy is founded in the belief that:

•All children can achieve even in the most complex circumstances

•Adults (teachers and other school staff, parents and carers) are responsible for ensuring all children reach their potential

•Providing a high quality education is vital for a fair society that allows every child the full range of opportunities in life

Our Pupil Premium policy is based on the guidance produced by the Education Endowment Foundation published June 2019.

Impact Statement 2019/20

The impact of our pupil premium strategy can be seen in the 2020 GCSE disadvantaged results:

Total in year (19/20)

Disadvantaged number

Disadvantaged %






PP 2020 Results

PP 2019 Results (26 students)

National non-disadvantaged 2020 tbc

English & Maths grade 4+




English & Maths grade 5+




Progress 8




Attainment 8




Average EBacc APS score




Entering EBacc




Achieving EBacc 5+




Achieving EBacc 4+




Staying in education/employment





The impact of pupil premium on the educational attainment of pupils is assessed through rigorous analysis of data linked to assessment, attainment, achievement and attendance.  The school’s next review of our Pupil Premium strategy is scheduled for September each year and will be updated on release of the ASP DfE school performance summary.

Pupil Premium Plan 2020/2021

Tiered approach to Pupil Premium spending:

  • T1 – Teaching - Spending on improving teaching includes professional development, training and support for teachers, and 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.
  • T2 - 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. Classroom teachers and teaching assistants provide targeted academic support, including structured one-to-one or small group intervention linked to classroom teaching.
  • T3 Wider strategies - Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, literacy, behaviour and social and emotional support.

The strategies are focused on raising the progress and attainment for disadvantaged students in particular targeting:

  • Attendance
  • Literacy
  • Attitude to learning
  • Aspiration and motivation
  • Cultural capital
  • General welfare

Desired outcomes:

Improved levels of literacy and vocabulary awareness.

Quality of teaching - appropriate lesson planning and targeted intervention & support provided to ensure PP student’s progress.

Behavioural issues of some PP students addressed and early pastoral support provided.

Increased attendance rates for PP students in all year groups.

Raised levels of aspiration resulting in better motivated students and more appropriate choices made for options in Y9 and post-16.

Curriculum model & planning supports cultural capital and ensures inclusivity.


Key Action



  1. Literacy Lead focus on PP literacy – staff CPD on literacy
  2. Literacy policy -  reading ages obtained for all students - targeted student reading intervention
  3. Weekly form reading sessions
  4. Curriculum planning to include targeted key vocab (tier2/3)
  5. Step up to English programme – KS4
  6. Literacy focus for KS3 ‘nurture’ group
  7. Introduction of Bedrock software



  1. Attendance Officer with specific focus on PP attendance
  2. Three pastoral managers to support PP attendance
  3. Attendance policy – tracking of PP attendance, identify barriers to attendance & implement strategies to remove barriers



  1. Careers Lead with focus on PP students
  2. Use START profiling to identify students in need of further guidance
  3. Options process – review & redesign to include bespoke guidance for all students
  4. i-Value curriculum reviewed to increase careers guidance including targeted bespoke events/workshops
  5. Curriculum planning to link subjects to careers guidance


Attitude to learning

  1. Re-launch of A2L scoring system
  2. Appointment of three pastoral managers to support A2L
  3. Achievement Leads - redesigned roles with progress focus



  1. Provision of breakfast club & homework club
  2. Financial support for enrichment activities to increase cultural capital
  3. Financial support for Music for Life tuition
  4. Targeted involvement in Student Voice
  5. Appointment of 2x Emotional Health leads



  1. Information & Data Manager to track PP progress and A2L
  2. CPD – importance of cultural capital & schema, use of knowledge organisers & learning maps, retrieval practice
  3. Provision of curriculum materials & consumables
  4. Curriculum planning to increase cultural capital through all subject areas and build in retrieval practice
  5. Curriculum remodel - increased hours for RE to support cultural capital, ensure subject specialist teachers, fully inclusive curriculum offer
  6. Focus on knowledge of students to inform planning – structured assessment cycle & monitoring programme
  7. AAHT leads clearly scheduled CPD programme – weekly Teaching & Learning briefings & regular after-school CPD sessions share good practice, calendared in advance as part of directed hours.
  8. Dedicated planning time allocated to curriculum planning within departments.
  9. Curriculum support materials provided (i.e. GCSE revision guides)
  10. PiXL Build Up – targeted GCSE support & personal development
  11. Significant investment in IT to support learning – Bedrock/Hegarty Maths/Seneca/GCSEPod/
  12. Introduction of Google Classroom to support home learning & recovery curriculum
  13. Identified students without home IT access – targeted for Government laptop provision & Homework Club


Pandemic/Re-connect Curriculum

  1. FSM vouchers provided to all eligible students
  2. Applied for laptops/dongles for all eligible students
  3. Targeted students contacted regularly by SG/Pastoral Team during Lockdown
  4. Communications Log to share key information & support targeted students
  5. EEF Guidance shared with staff to support curriculum planning
  6. All HoDs produce Reconnect Curriculum plans with specific reference to PP strategies
  7. Appointments of two AAHT  T&L Leads to lead CPD
  8. Timetable for RQT planned to provide additional support
  9. Effective use of social media to inform/support parents and recognise student success during lockdown
  10. Extension of Reward System to recognise engagement including end-of-year celebration event
  11. Induction programme for all students Sept 20.
  12. Y6 Transition Programme adapted to include video/individual phone calls/welcome packs/student database
  13. Y11 Transition to post-16 programme adapted – variety of online resources provided (PiXL etc), signposted to post-16 providers, individual phone calls
  14. Whole School Re-connect Curriculum plan for first half term 2020-21 – re-establish effective learning habits/identify pastoral needs/identify learning gaps
  15. Investment in assessment software for Y7 to provide baseline data in place of KS2 data
  16. Timetable planned with increased opportunities for core intervention/support
  17. Develop use of IT to support home learning/parental engagement via Google Classroom
  18. Use of assessment programmes to evaluate Y7 in term 1 – evaluating variety of options including Comparative Judgement.
  19. Provision of printed workpacks for students without IT access during Lockdown
  20. Development of comprehensive digital curriculum to support learning during student absence/local lockdown