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St Thomas More Catholic Secondary School

St Thomas More
Catholic Secondary School

St Thomas More Catholic School Pupil Premium Plan

What is Pupil Premium in the light of our values at St Thomas More Catholic School?

 Pope Francis June 2019 : Catholic News Agency

“Scripture constantly speaks of God acting on behalf of the poor. He is the one who ‘hears their cry’ and ‘comes to their aid’; he ‘protects’ and ‘defends’ them; he ‘rescues’ and ‘saves’ them... Indeed, the poor will never find God indifferent or silent in the face of their plea.”

He said it is the obligation of the Christian to care for those who are vulnerable, because Christ identifies with those in poverty. Therefore it is an important part of our Mission at St Thomas More Catholic School.

With this in mind at St Thomas More School we are committed to the care and success of every pupil in a way that is rooted in the values of the gospel. Where students struggle with the weight of poverty or disadvantage we harness the PP funding so that through the educational opportunities that we provide we may support them in an ongoing way.

This support takes the form of planned spending of the PP money to ensure that students have every opportunity to flourish in the learning environment at St Thomas More School. So, PP money is used to enable support for individual students through intervention as well as to retain where possible a low student teacher ratio to enable bespoke packages with individuals. To this end the PP spend is both individual and general, always with a strong focus on the impact of the spending.

(Please see the spend document and impact documents)

Who is eligible?

Pupil Premium was introduced in April 2011 and is allocated to students who are in one of the following categories…

  •  Children who are Looked After (LAC);
  •  Children who are currently eligible for Free School Meals;
  •  Children who have received Free School Meals in the last six years (Ever 6 children);
  •  Children who are within a service family;
  •  Children adopted from care, or children who have left care under Special Guardianship order since December 2005 (Pupil Premium Plus) - since April 2014.

We encourage therefore all our families who are struggling financially to apply for Free Schools Meals. Please use the link below in order to make an application or feel free to make an appointment at school in order to seek further clarification

Pupil Premium Spending Statement and Review 2021-22

Pupil Premium Spending Statement and Review 2020-21 

ADVANTAGE PLAN Pupil Premium Spending Statement 2019-20 



Intended Impact


Actual Impact


Intervention small groups – additional subject specific LSA staff in English and Maths

  • Literacy TLR
  • Numeracy TLR

Teachers i/c PP in English and Maths

Lead Teacher in Maths Intervention


Set up costs for the Hall to be set up for an additional mock















GL Assessment to

To diagnose early reading issues

To take constructive action to deal with gaps in reading

To build up reading ability and to foster a word rich culture



2x £19000=
























For all PP students to achieve expected target grades and to close the gap between them and non- pupil premium students

To provide small group tuition for PP students to enable them to received focus and targeted support in English and Maths

To offer extra-curricular Literacy and Numeracy support to enable all learners to be confident in these areas of the curriculum



















Identification of needs  so that student friendly strategies can be put in place to raise reading age to be led by SEDDCO and Literacy Co-ordintor


Ongoing tracking of PP students by subject teachers and tutors

Focus groups in place with evidence of monitoring

Literacy and Numeracy intervention in English and Maths for all students

Plans and meetings taking place to begin early interventions in Reading for Year 7 (SENDCO)

PP students invited in Year 11 to Saturday Mocks to include personal feedback to signpost improvements

Additional Mock for English and Maths to be set up in the Hall

SLT Link meetings to focus on PP students as part of the targeted conversations to retain a strong focus on this group and to hone pertinent interventions

Learning Walk evidence of PP focus

PP Day Watch to capture PP student voice

GL Assessments in place and in use to target students.




Training of Sixth Formers for Peer Mentoring + use of other staff to do this mentoring

  • IAG
  • Co-ordinator for Mentoring (GM)






Students to gain 1:1 feedback on revision techniques which work to enable a choice of strategies

All to access excellent careers guidance due to the formulation of the IAG plan and activities set against Gatsby Scales

Mentoring support to enable learners to assess their own strengths and weaknesses and set achievable personal targets

Mentoring to address or signpost pastoral needs so that these can be passed to the Emmaus centre for bespoke support

Mentoring records

IAG plans in place and a Careers Day planned for the July in order to raise aspirations of PP students. Whole school ongoing interventions

Mentoring evaluation and records of the presentation of the success of the Mentoring sessions to SLT on a regular basis



  • Taxis
  • Trips
  • Personal reasons






All disadvantaged students are able to access all extra-curricular activities

Taxi records in place to enable students to take part in revision sessions if transport is an issue

PP spend includes the records of students who are supported to attend school due to financial issues.

Trips are supplemented by PP students where there are hardship issues



  • Aspirational Activities
  • University visits – coaches/transport
  • Parental workshops
  • Workshops from outside companies during the year and in half-term revision sessions,
  • Careers workshops



Students are enabled to aspire to achieving at the highest level and realise there is no ceiling to their success

Involving parents in their child’s learning to enable them to support their child at home


Theatre Trips/ University visits and open days see Trip Records.

English Workshops to Year 11

Herts for Learning workshops for Year 11

Staff led Revision sessions at weekends and holidays in English/Maths/RE ….




  • English, Maths Science Evening
  • SEND Evening
  • PP consultation Activity
  • Revision Strategies provided and sent home
  • Analysis of students attending parental consultation evenings who are PP (Organisation of transport where needed)
  • Revision Booklets Focus
  • Revision Strategy Days
  • PP Watch
  • Firefly Revision platforms for Parents
  • Student Mentoring Days
  • Intervention Days on the Calendar to invite the parents of PP students into school to build up the relationships with parents and to model the talk with parents about the success of their children
  • Statistics of Student attendance at Parental Consultation Evenings are analysed and appropriate actions taken


Positive working partnership with parents so that they feel empowered to support their children in being successful at school

Parents enable success by knowing how to help their students so that there is a real sense of collaboration embedded in the relationship with the school

Evenings taking place and the % attendance of PP students is noted and encouraged.

Allocation of Revision resources see the Departmental PP spend records for Core Subjects and for specific subject areas. (Annual Plan)

See records of PP watch

Use of Firefly and also platform for parents

See Parental Consultation Records

See feedback from the Intervention Days






  • PP Co-ordinator – B Grimley
  • PP Champion Gavin Millard with a focus on Year 10 PP students going forward
  • Year 7 Transition arrangements to include early identification of students coming into the school below expected levels and use then of funding to enable success strategies in Reading (SENDCO)
  • Pastoral Leaders £1000 x5 year groups for bespoke interventions :Uniform etc…
  • Subject Heads to cascade interventions





Clearly focussed support for identified students in both academic and pastoral areas

Exposure to new ideas on raising the profile of PP students through consultation with other schools using strategies which have been successful.

Identification of champions at key stages to keep the focus on PP students and the relevant interventions to support these stages.

Course attendance

Consultation records

Year 7 testing and transition arrangements

Plans for Reading intervention and Maths intervention

Pastoral leaders spending from their budget




  • Activities and access to school trips to ensure that the Cultural Capital experienced by students is at the very highest level both in exposure to language in the classroom as well as in the exposure to activities which lift their cultural experiences.
  • Resources
  • Revision Clubs and intervention sessions from individual departments
  • Revision strategies workshops prior to mock examinations
  • Intervention plans and activities for individual PP students with specific SEND needs or disabilities
  • EAL students identified and supported by the EAL LSA
  • Speech Therapy
  • Specific Individual Hardship Claims






All students achieve at least their target grades at the end of Key Stage 4

PP students provided with the support to achieve as well as non-PP students

PP students kept within the teacher and departmental spotlight to retain a positive focus through accurate tracking with a clear focus on the disadvantaged and a raft of interventions


Activities in place

HODS able to describe ways in which they have kept the focus on PP students with accountability for their funding stream

Focus 5 records to show interventions which were tried and then effectively evaluated.






  • Cost of Course
  • Transport
  • Emmaus follow-up work
  • Access to different therapeutic groups operating from the Emmaus Centre
  • Teacher Talk Initiative to raise the modelling in the Classroom of Teacher Talk
  • 1:1 Exposure to Learning Dialogues for all of Year 9 so that the Year prior to the GCSEs really counts with regard to effective learning conversations : Form Teacher Mentoring Opportunities
  • TALK TALK ensuring that oracy is parmount in the classroom so that written work and reading can be based on a sea of spoken English to raise aspiration vocabulary
  • Bespoke workshops to build confidence in communication as a prerequisite of learning











Identified students have a bespoke package which enables them to access the curriculum and achieve positive results

External activities provided to enable students to develop outside of the curriculum on a personal, social and cultural level – developing the whole student

T and L in the classroom is based on ambition spoken word : to be heralded at Briefings and other HOD meeting times


Training of staff on Teacher Talk and the importance of oracy in the classroom. NPQSL Project on ORACY across the Curriculum

Workshops on Communication to enable confidence in our PP students.

SENDCO accountability for students on support packages with an ability to explain progress.

Case studies

Impact statements

Minutes of Briefing and PP Learning Walks.



  • Assistant Data Manager costs contribution



Student progress is tracked with rigour so early intervention is put in place.

Tracking for all students in place

PP students drop down in place in order to bespoke the interventions

BROMCOM in use by all staff to provide immediate information to enable learning in the classroom





Additional Subject allocation on the basis of numbers of students in Year 11 who are PP. Records are kept of the spending plans

All subjects to promote actively the work of the Learning Scientists in T and L to improve the outcomes for all. (Staff training on this will be ongoing)



Drop Everything and Read Intervention and Extended Reading

LRC Interventions to build up resources for Year 7

Ensure that Form Classes have attractive reading books to support the desire to read. Also to support the 6 week of Reading initiative

Explore a Communication Friendly Award to be an internal initiative in school. Initiative to look at language acquisition through the lens of SEE IT, SAY IT, SORT IT.

GL Assessment


Use of LSAs to support Years 7 & 8 through pre teaching to students.

To promote with all staff and in particular support staff who have such a key 1:1 role with students a mandate to be as ambitious as possible with the language that they use in the interactions with students.

Give all staff the tools to read effectively with students in the classroom through careful modelling of the highest standards of reading so that this can be enjoyed.































Bespoke subject specific intervention strategies for students in addition to whole school strategies to ensure progress of PP students – (see individual grids for information on how this is utilised in each Core Subject and other subject area)

Additional Subject Spending Grids

Reading Initiatives started to impact on access to the curriculum

Training of staff



Analysis of the incoming Year 7 has identified students for whom reading is a barrier to learning.


Tracking by Reading Age and then personalised interventions

Confidence in reading as part of the gateway to curriculum implementation

Accelerated Reader as a key intervention

Use of the LRC for specific Reading Interventions

Reward communication initiatives which wield success

On entry our PP students tend to have lower

Literacy skills. A tracking system with National Benchmarking allows better tracking of progress and use of targeting data

Empower those with excellent supportive relationships with students to really support language development





Building confidence in reading

Plans for intervention in place







These interventions are at the inception level and with come into fuller fruition going forward



Reading age records


Training Records

Interventions with impact

Observations of Reading and Language in the classrooms



Training records



Observations of staff interventions


Observation of reading in the classroom








Year 7 Catch up Funding 11K




GL Assessment

To diagnose early reading issues

To take constructive action to deal with gaps in reading

To build up reading ability and to foster a word rich culture

£3,000 (Towards the overall cost)

LRC Resources for Year 7 and input and presence for the English Department

To encourage reading


Online subscriptions to intervention packages and the uploading of learning packages to Firefly

To foster independent reading