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Pathways School - Tes Jobs

Pupil Premium Plan (including ‘Recovery’ and Sport Premium) 2021-2024 (3 year plan)

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



School name

Pathways School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils

51% (20)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)


Date this statement was published

1 November 2021

Date on which it will be reviewed

September 2022

Statement authorised by

Vicky Paver

Head Teacher

Pupil premium lead

Abedah Karim

Governor / Trustee lead

Katie Johnson

Chair of LGB

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


(Recovery Premium)


(School led tutoring)

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



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

At Pathways School, we aim for all disadvantaged pupils to achieve recognised qualification, including GCSE English and Maths, by the end of KS4. This means throughout their time at Pathways School they need to make rapid and accelerated progress. Whilst the school has had a number of challenges, which were made more significant through the pandemic, this aspiration remains because we know that it will have the greatest impact on pupils’ life chances.

Our current strategy is focused on: developing teaching so that all pupils’ learning improves; using targeted academic support, such as interventions and booster groups to improve attainment; and other strategies which focus on improving behaviour and wellbeing.  Our aim is for the balance of these strategies to ensure that disadvantaged pupils have the best possible chances of success. 


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

Challenge number

Detail of challenge


Disadvantaged pupils generally attain less well in reading; they do not read often enough outside of school and find comprehension tasks challenging.  Pupils’ limited experiences impacts on their vocabulary and understanding.


Disadvantaged pupils generally have other social care needs and therefore many come into school hungry or having had an inappropriate breakfast.


All of our disadvantaged pupils are on the SEN register and have EHCPs in place. Their primary need has been identified as SEMH. This poses other other barriers to learning; some come to school dysregulated; some have social and communication barriers; and some have low self-esteem and/or low aspirations for themselves.


Erratic attendance due to changing or challenging home circumstances.


Disadvantaged pupils potentially have other undiagnosed learning needs that have previously been masked.


Disadvantaged pupils tend to have less access to activities and opportunities outside of school to enrich their lives and raise their career aspirations.

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 (3 years)

Success criteria (this year & at stages)

Improve reading by the end of KS2 and KS3, focusing on pupils' decoding, their enjoyment of reading and their comprehension.

Pupils will make accelerated progress in reading so that the disadvantaged pupils make at least 18 months progress in their reading age.

EHCPs clearly summarise a pupils needs and as a result they are well supported to meet their outcomes.

Pathways School has an established positive culture to support pupils with their SEMH needs that is routed in a trauma informed approach.

Pathways School  is therefore recognised as a trauma informed school.

Pupils have speech and language needs clearly identified and support in is place for this.

Staff have all been trained in trauma and the impact this has on pupils as well has have a bank of classroom strategies to use to support pupils.

Thrive sessions are running as an intervention to support this.

Attendance is above national average for special schools.

Attendance is at at least 85% with persistent absence below 20%.

Identified social and emotional barriers to learning are addressed for individual pupils.


Pupils with identified needs will be supported to overcome barriers to learning and make good progress socially, emotionally and academically.  No pupil will start school feeling hungry.


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: £19,000


Evidence that supports this approach

Challenge number(s) addressed

Quality First Teaching through effective support, including through planning, monitoring and coaching

We want to improve all pupils’ access to Quality First Teaching through effective support and development for all teachers, recognising that ‘the quality of teaching is the most powerful school level influence on student outcomes’ (Muijs & Reynolds 2011).  This element of the strategy includes: weekly support with planning from school leaders; ongoing support through appraisal, on tours, 1:1s and other monitoring activities.  This is based on research and ongoing work with Ambition Institute through a trust-wide bespoke Teacher Educator Programme and the Early Career Framework.

Challenge 1, 3

High quality CPD

Improve all pupils’ access to Quality First Teaching through high quality CPD, focusing on teachers’ understanding of cognitive science, curriculum design and effective pedagogy.

Challenge  1, 3

Phonics (RWI)


A whole school phonics approach is an effective way of ensuring that early reading development is successful, and is indicated by the proportion of children achieving the expected standard in the Y1 Phonics Screening Check.  The school will be invested in Read Write Inc, and will work with other trust schools to develop and embed the practice. Initial screening of KS2 and Y7 showed that 0% of pupils reached the expected standard at the end of Y1.

Challenge  1

Accelerated Reading


A whole school reading approach that compliments and builds on from RWI is an effective way of ensuring reading skills continue to be developed to ensure pupils are making accelerated progress towards their reading age. The school has previously invested in accelerated reading although resources have not yet been used. Initial screen showed 67% of pupils are in need of urgent intervention.

challenge 1

SaLT specific assessments, training and input


Pupils at Pathways have a number of undiagnosed communication and language difficulties. A specialist SaLT will provide assessments and both generic and specific input so that pupils are better supported and can therefore meet their academic and EHCP outcomes.

challenge 3, 5


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

Budgeted cost: £9,000


Evidence that supports this approach

Challenge number(s) addressed

Book Talk additional sessions



To improve reading specifically, reading booster groups are being planned and delivered with specific pupils following the implementation of Book Talk.  These sessions take place before and during school and provide pupils with additional opportunities to develop their decoding, fluency and comprehension skills.

Challenge  1

Y11 Tutoring


To support Y11 pupils to achieve functional skills or GCSE qualifications a 1:1 tutor program will be implemented. These sessions with take during the school day.

Challenge 1, 2


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

Budgeted cost: £18,000


Evidence that supports this approach

Challenge number(s) addressed

Breakfast Club



Since the beginning of the pandemic, the school has identified an increasing number of children who are arriving at school hungry, having not eaten breakfast.  There is strong evidence of the impact of hunger on learning, and therefore, we are determined to ensure that no child at Pathways School starts their day feeling hungry through the provision of a free breakfast club.  This will provide all pupils with the chance to start their day positively, and to engage in other activities related to learning and wellbeing.

Challenge 2, 4

Enrichment Opportunities


Through discussions with pupils it is apparent that lockdown has substantially decreased their engagement in clubs and activities as well as reduced their access to experiences to support career choices. Through well planned, purposeful enrichment activities pupils will have access to a wide range of activities that develop their health and wellbeing as well as give them an insight into potential careers.

Enrichment opportunities will include swimming as we believe all pupils should leave Pathways with a basic understanding of water safety and being able to swim at least 25m.

challenge 4, 6

Work Experience Opportunities


To further develop pupil engagement and increase aspirations in regards to future career paths work experience opportunities with the local community will be available for pupils. All Y11 and Y10 pupils will have had the opportunity to participate in at least a one week placement or equivalent.

challenge 4,6




challenge 4


Total budgeted cost: £46,000


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.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account.

  • We have seen a significant improvement in the learning behaviours of the KS2 group. Students are engaging in activities, using the class routines and systems to regulate their behaviours and have shown progress in PUMA and PIRA assessment. Student work has improved in outcome and in resilience in completing tasks. 
  • Students are now able to reflect on their feelings and explain how they can be helped. As a result; students are now asking for time out, are advising others on how they can regulate and are using strategies they have shared with staff to maintain their emotional well being.
  • We have seen a significant fall in the number of behaviour incidents at KS2. The majority of behaviours in the Autumn term were for bullying and physical assault of pupils and staff. This term we have not seen bullying behaviours, we have not had any staff assaults and there have been zero physical holds needed to support students.
  • All staff have been trained around Zones of regulation and using the language and strategies to support students in the secondary phase of the school to recognise their emotions and use strategies to regulate their behaviours and so improve their communication. More work is needed in this area and a plan for ongoing training has been put in place for next academic year.
  • A number of students have had a Speech and Language assessment. This has led to one student being referred for Dyslexia screening, another student being supported to return to mainstream and work with parents to support with strategies to use at home and in school.
  • Students are using the library and choosing to use the resources for their own time slot.
  • Library used as part of English lessons. Students using time to read and share reading with adults.
  • Students at KS2 are now using sensory circuits as part of their day. This has been an ongoing training due to staff changes. The timetable for September identifies the sensory circuit slot and staff are confident in running sessions.
  • Hired workman to build exams cupboard within JCQ regulations. Students have been able to sit exams on site rather than having to attend an unfamiliar venue. All year 11s sat exams.
  • On tour and coaching of teaching practice in place. Practise session for all staff based on training for staff. Granular training for teachers to strengthen QFT.  Use of AHTs to model good practice.
  • Students learning behaviours across the school have improved with work output increasing.
  • Assessment data from the summer term from PUMA and PIRA has improved.
  • Behaviour incidents have fallen when compared to earlier in the academic year.

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







Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:



How did you spend your service pupil premium allocation last academic year?


What was the impact of that spending on service pupil premium eligible pupils?



Further information (optional)

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.




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