Pupil Premium charter

A Pupil Premium student at Heartlands will receive:

  • Catch up support in English and Maths in Key Stage 3 if they need it
  • Access to all of the equipment they need to make progress at Heartlands
  • 5 free reading books in Key stage 3.
  • The opportunity to receive and learn to play a musical instrument. 
  • The opportunity to attend educational visits
  • Full revision guides and workbooks for the subjects they are studying at Key stage 4
  • One to one tutoring in the core subjects in years 10 and/or year 11
  • Access to a laptop if they need one to be able to study at home.

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils. 

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school. 

School overview

Detail Data
School name Heartlands High School 
Number of pupils in school  1200
Proportion (%) of pupil premium eligible pupils 41%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 2020/21 to 2023/24
Date this statement was published November 2021
Date on which it will be reviewed September 2022
Statement authorised by Elen Roberts, Headteacher
Pupil premium lead Andy Greenwood, Assistant Headteacher
Governor / Trustee lead Marie Kelly, PP lead governor

Funding overview

Detail Amount
Pupil premium funding allocation this academic year ÂŁ424,498
Recovery premium funding allocation this academic year ÂŁ72,500
Pupil premium funding carried forward from previous years  £7000
Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year


Part A: Pupil premium strategy plan

Statement of intent

We believe that all pupils irrespective of their background or circumstance should be given the opportunities to make excellent progress and achieve high attainment across the Curriculum. We are fully committed to closing the disadvantage gap through an integrated approach to pastoral and curriculum support. 

The key focus of our pupil premium strategy is to ensure that pupil premium students receive the support they need. This is done through highlighting key groups of students at different times of the year ensuring that every Pupil Premium child will be focussed on through an Academic year. 

The strategy has four main strands; Teaching and learning, Targeted academic support, Specific intervention strategies and Education recovery.

A key focus is high quality teaching and learning. We know that this is what has the biggest impact in the classroom and have invested to ensure teachers and support staff are supporting their pupil premium learners. There is a strong focus on the core subjects from years 7 through to year 11 with a greater emphasis on early intervention. Our strategy supports the wider school plans of education recovery and we are working closely with two national Tutoring partners. 

Our strong pastoral system also plays a vital role, ensuring students have what they need to succeed as well as acting as a conduit for parental engagement. This has been especially apparent with a return to school after Covid 19 lockdowns and with National school attendance at its lowest figure for decades. A HHS PP charter shows a commitment to supporting every pupil premium student. 



This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number Detail of challenge 
1 Disadvantaged students not having a workspace or IT access outside of school to complete home learning or revision at home
2 Disadvantaged students have a lower reading age when compared to their peers in the same year group. 

Current AFA1 data shows a 14% difference between PP and non PP students who are at or above their expected reading age level across years 7. This rises to 16% for year 8, 22% for year 9 and 15% for year 10. 

3 Disadvantaged students underperform in most subjects with the exception of English with relation to both progress and attainment in comparison with non disadvantaged pupils at HHS. The gap is biggest for attainment in Maths and Modern Foreign languages. 

Current 2021 GCSE data shows a 12% gap at Grade 4+ in Maths and 14% for 5+.. The MFl gap for attainment is higher with 19% difference at Grade 4+ and 21% at Grade 5+.

4 Attendance data over the last three years shows that attendance for disadvantaged pupils is between 0.9 and 1.3% lower than non disadvantaged pupils. 
5 Disadvantaged pupils are less likely to attend a school club after school or attend an educational visit. 

Due to the Pandemic there is no trip data and schools club numbers were affected by the bubble system. We are using Evolve this year to track student attendance to both school clubs and school trips.

6 Disadvantaged students do not always have the same opportunities when they leave Heartlands. 

No gap in NEET numbers

Intended outcomes 

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome Success criteria
All students with access to a suitable device so they can complete online home learning and revision  100% of PP students have a chromebook they can use at home
Close the gap in attainment and progress  A reduction in the Pupil premium gap for attainment in the core subject areas as well as the whole school. This should be less than 5% for G4+ and G5+. Attainment 8 gap should be 4 or lower. A reduction in the Progress gap for all subject areas from 2019 data.
Close the attendance gap between PP and non PP  To significantly reduce the attendance gap to less than 1% between PP and non PP students. 
To increase participation of Pupil Premium students in enrichment activities For 90% of all PP students to have attended 1 enrichment activity a week
To reduce the number of Pupil Premium students who receive a school suspension A reduction in suspension numbers of PP students for the year compared to the previous year.


Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: ÂŁ 162,769

Activity Evidence that supports this approach Challenge number(s) addressed
Use of HLTAs to support PP30 students in lessons with a training programme delivered to support this Teaching assistant deployment adds an additional 4 months progress

Teaching assistant interventions

To drive Teaching & Learning improvements though modelling, checking understanding and teaching reading Rosenshine’s Principles of instruction

The Research base for formative assessment 

Reading comprehension strategies have a high impact, on average +6 months

Reading comprehension strategies

Identify any PP student who does not have IT access at home and intervene EEF Remote Learning: rapid evidence assessment

NCES study into student access to digital learning resources outside of the classroom 



Targeted academic support (for example, tutoring, one-to-one support structured interventions) 

Budgeted cost: £ 69,526 (+ £60,00 from recovery spend) 

Activity Evidence that supports this approach Challenge number(s) addressed
To focus on a specific 30 PP students per year group each term. These will be grouped by ability 1,2,3,4,5
* For all PP students in year 11 to receive revision guides and workbooks Study skills: Effective use of revision guides 3
* One to one/ three to one tutoring for underperforming students in years 10 and 11 EEF suggests that one to one and small group tuition can have an impact of 5+ months 

EEF one to one tuition 

Small group tuition

* Holiday revision sessions for Years 9, 10 and 11  EEF suggests that one to one and small group tuition can have an impact of 5+ months  3
* Additional tuition and interventions for English and Maths for key stage 3 students  EEF suggests that one to one and small group tuition can have an impact of 5+ months  3
To improve reading ages of students through additional books and the Letterbox club Letterbox club evaluation reports 2
Literacy Pirates pilot study for y7/8 Literacy Pirates Impact report 2
Ensure that HPA PP students are in the correct sets EEF report on setting and streaming suggests that disadvantaged pupils may suffer from lower teacher expectations which increases their chances of being placed in lower sets 

Setting high expectations of disadvantaged students Supporting the attainment of disadvantaged pupils NFER

Pupil premium leads in English, Maths and Science to drive attainment of PP students in their subject and to share good practice across their department and the school 3
To deliver an outstanding Beyond Words programme and review of Beyond Words data for PP Reading comprehension strategies have a high impact, on average +6 months

Reading comprehension strategies


*Recovery premium 


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: ÂŁ 192,203 (+ ÂŁ12,500 from recovery premium)

Activity Evidence that supports this approach Challenge number(s) addressed
To create a Digital library which can be accessed remotely by all PP students National Literacy Trust 2
To use a range of software packages to support PP students learning at home e.g Lexonik, Everleaner,Tassomai, Times Tables Rockstars EEF Best evidence on supporting students to learn remotely 3
To launch the Debate Mate programme Improving social mobility by teaching key skills through after school debate programmes 

Debate Mate

To create school clubs for High Prior Attainers in Maths and English as well as signing students up to the Brilliant Club Brilliant club programmes evaluation 6
To strategically use our Pastoral manager Community link officer and Engagement officers to support PP students at risk of suspension and PP families most in need. 6
Increased contact both in person and virtually with parents/carers of PP students Parental engagement has a positive impact of 4 months

EEF Parental engagement

Access to music lessons for all GCSE Music students Participating in the Arts can have a positive impact on academic outcomes in other areas of the curriculum 

EEF Arts participation

Be Her Lead programme to develop girls leadership (year 9) Promoting girls leadership development in secondary schools 

Be Her lead

To contribute towards the funding of an Attendance officer and analysis of data showing PP v non PP EEF Rapid evidence assessment on attendance intervention 4
To support PP students with equipment and opportunities to attend educational visits EEF life skills and enrichment 6
*To increase our Post 16 support to ensure that all student shave suitable offer and no students are identified as NEET in September 2022 Targeted and individualised support for year 10 and 11 students has a significant impacts on destinations at Post 16  6

*Recovery premium 


Total budgeted cost: ÂŁ 424,498

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year. 

In the absence of DfE published data we have used internal data and Fisher Family Trust 2021 data from a sample of 1,700 secondary schools.

For 2020-21 we narrowed the gap between pupil Premium and non Pupil Premium students for Attainment 8. In 2020 this was a gap of -7.44 and in 2021 it reduced to a gap of -4.37 with Pupil Premium students scoring an A8 score of 49.68. This compares to a National figure of 50.9 for all pupils. The gap also reduced for attainment with the figure for Grade 5+ in English and Maths reducing to -11.75% from -14.89% in 2020..

Based on FFT analysis we significantly closed the gap for progress with only 0.01 between PP and non PP students. PP students at Heartlands also made the same level of progress as non PP students nationally based on FFT data. 

Internal reading age data from September to February showed Pupil Premium students progress in line with non pupil Premium students. This is shown in the table below by year group:

Year Group Pupil premium Non Pupil Premium
Year 7 +5 months +5 months
Year 8 +6 months +7 months
Year 9 +5 months +4 months
Year 10 +9 months +7 months

Attendance data shows an improvement in 2020-21 but the last two years data have been affected significantly by Covid-19. 

Academic year PP non PP
2019-2020 92.6% 93.9%
2020-21 91.3% 91.2%

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme Provider
Letterbox Club Book Trust
Be her lead programme Beherlead.com
Accelerated Reader Renaissance learning
Tassomai tassomai.com
Everlearner theeverlearner.com
Brilliant Club thebrilliantclub.org
Family Action free breakfasts Family Action
ReachOut mentoring reachoutuk.org


Further information (optional)

In January 2021 we had another enforced lockdown for just over two months in addition to a number of bubble closures throughout the Autumn term. The priority was to ensure all Pupil Premium students had a chromebook focussed on year 7 who had not been with us in the previous lockdown. Remote learning data of completed work during lockdown was analysed and as seen in Table 1 no gap for year 9 but a significant gap in work completion for year 8.;

Table 1

In September 2020, due to returning to school after the long Summer lockdown it was felt that the focus of this year’s work should be pastorally focussed. A pastoral recovery Curriculum was created and the PP20 projects were a pilot to support Pupil Premium students within that. 

The PP20 project has been rolled out across all five year groups. It each has its own distinct intervention package depending on the needs of the students in that year group. Students have been given a suite of interventions ranging from Breakfast club, parcels from the Letterbox club and a push towards newly formed enrichment activities for year 7 to Easter school, one to one tutoring and a placement on the Boost+ careers programme for year 11s. Following discussion with the Heads of year next year will see a PP30 group running for each year group with a different 30 students each term. This will mean that nearly every PP student in the school will receive some specific targeted intervention in 2021/22. To support the pastoral development of our pupils two additional Engagement officers were appointed. 

In the final term of the year the focus shifted from the pastoral curriculum to how students can be supported in lessons. Heads of Faculty are starting to embed strategies that focus on the underperformance of Pupil Premium students as well as the appointment of three new TLR holders across English, Maths and Science who will support to drive PP student progress in the core subject areas. High ability PP students are often overlooked when PP spending is utilised, we however, have supported students to attend the Brilliant club as well as Science Olympians and Further Mathematicians to extend our high prior attainers. This term has seen the launch of the year 9 Be Her Lead programme of which 14 PP girls are attending. The Pupil Premium budget continues to support GCSE Music students in accessing one to one music tuition to support their studies. Due to the reduction in trips and offsite activities the money budgeted for those students and events will be carried over to next year.