Crosby High School

Detail

Data

Number of pupils in school

178

Proportion (%) of pupil premium eligible pupils

95/178 = 53%

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

2025-26

2026-27

2027-28

Date this statement was published

Sept 2026

Date on which it will be reviewed

Sept 2027

Statement authorised by

Ian Griffiths (HT)

Pupil premium lead

Martyn Maguire (DHT)

Governor / Trustee lead

Karen McTaggart

Detail

Amount

Pupil premium funding allocation this academic year

£99,000.00

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

£ 45,770.00

Total budget for this academic year

£ 144,700.00

Statement of intent

Our aim is to use Pupil Premium funding strategically and effectively to raise achievement and improve outcomes for all pupils, while ensuring that disadvantaged pupils are supported to overcome barriers to learning and achieve their full potential. We recognise that socio-economic disadvantage is not always the primary challenge faced by our pupils; however, we identify differences in outcomes for disadvantaged pupils when compared with their peers, including those who join us with similar starting points.

Our approach is rooted in our school values of responsibility, respect, empathy, trust and kindness. We want every pupil to develop the knowledge, skills, confidence and personal qualities they need to thrive, both within school and in their lives beyond it. We will use Pupil Premium funding to remove barriers, widen opportunities and ensure that disadvantage does not limit a young person’s aspirations or future success.

We will particularly focus on reducing differences and improving outcomes in the following areas:

-       Behaviour, self-regulation and readiness to learn

-       Academic achievement and progress

-       Communication, independence and life skills

-       Employability, careers and preparation for adulthood

-       Social, cultural and enrichment opportunities

-       Access to an appropriate, supportive and stimulating learning environment

At the heart of our approach is high-quality teaching, informed by assessment and focused on the areas where disadvantaged pupils require additional support. We will provide a broad, balanced and ambitious curriculum that enables pupils to develop academically, socially, emotionally and personally. We will maintain high expectations for every pupil and ensure that appropriate support and challenge are provided so that all pupils can make strong progress from their individual starting points.

Our commitment to raising achievement for all pupils means that, although this strategy is focused on addressing the needs of disadvantaged pupils, many of our approaches will benefit the whole school community. Where Pupil Premium funding supports whole-school approaches, such as high-quality teaching, effective assessment, behaviour and self-regulation, enrichment or improvements to the learning environment, we expect these approaches to contribute to improved outcomes for both disadvantaged and non-disadvantaged pupils.

We will explicitly promote our school values through our work with disadvantaged pupils. We will support pupils to develop responsibility for their learning, choices and future; demonstrate respect for themselves, others and their environment; develop empathy and an understanding of different perspectives; build trusting relationships with adults and peers; and show kindness within their school and wider communities. These values will underpin our work to develop positive relationships, resilience, independence, confidence and a sense of belonging.

We will provide disadvantaged pupils with opportunities to develop independent living, communication and social skills, alongside meaningful experiences that broaden their horizons and strengthen their aspirations. We will continue to ensure that appropriate, high-quality work experience, careers education, further education guidance and preparation for adulthood are available to all pupils for whom they are appropriate.

Our strategy will be driven by the individual needs, strengths, aspirations and starting points of each young person. We will use formal and informal assessment, pupil voice, staff knowledge and engagement with families and external partners to identify barriers and evaluate the impact of our provision. This will enable us to respond flexibly and ensure that resources are targeted where they can have the greatest impact.

Ultimately, our intention is that every pupil, regardless of background or circumstance, is supported to achieve their best, develop our shared values and leave school equipped with the knowledge, skills, confidence and experiences needed to lead fulfilling and successful lives.

Challenge number

Detail of challenge

1

Perceive ‘negative’ behaviours often linked to specific SEN needs 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 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 also less likely to gain employment than non-SEN. The first step on this journey after CHS is post-16 education so enhancing our employability offer and post-16 support is essential to our pupils’ futures.

4

Our assessments, observations and discussions with pupils and families demonstrate that pupils from disadvantaged backgrounds experience fewer opportunities for socially development, in terms of personal development and cultural capital outside of school, which impacts negatively on their life at present and also their opportunities in the future.

5

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

1. Improved academic progress and attainment

• Pupil Premium pupils make progress in line with, or better than, their individual targets.

• The attainment gap between disadvantaged and non-disadvantaged pupils reduces year-on-year.

• At least 80% of identified pupils meet or exceed their termly academic targets.

• Progress is reviewed termly, with additional intervention provided where pupils are not on track.

2. Improved attendance and engagement

• Overall attendance for Pupil Premium pupils improves year-on-year.

• Persistent absence among disadvantaged pupils reduces each academic year.

• Individual attendance concerns trigger timely, documented support and review.

• Pupils demonstrate increased engagement with learning, measured through attendance, lesson participation and pupil voice.

3. Improved wellbeing, behaviour and readiness to learn

• Reduction in suspensions and serious behaviour incidents among Pupil Premium pupils.

• Pupils receiving pastoral or therapeutic support demonstrate improved emotional regulation and readiness to learn.

• At least 80% of pupils receiving targeted intervention show measurable improvement against their individual targets.

• Pupil voice indicates that disadvantaged pupils feel increasingly safe, supported and able to learn.

4. Increased access to enrichment, careers and preparation for adulthood

• All Pupil Premium pupils have equitable access to trips, enrichment, extracurricular activities and careers education, with financial barriers removed where necessary.

• Pupils participate in meaningful work-related learning, careers encounters and vocational experiences appropriate to need.

• By Year 11, pupils have an appropriate post-16 destination and a personalised transition plan where required.

• Participation data shows that disadvantaged pupils are not disproportionately excluded from enrichment opportunities.

5. Improved independence, life skills and successful post-16 transition

• Pupils make measurable progress in independence, communication, self-advocacy and/or life skills identified in their individual plans.

• Pupil Premium pupils demonstrate increased confidence in managing routines, relationships and practical tasks.

• 100% of Year 11 Pupil Premium pupils have an identified next-step destination and appropriate transition support.

• Destination data shows sustained progression into education, employment or training, with additional support provided to pupils at risk of becoming NEET.