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Tarporley High School
& Sixth Form College

Pupil Premium


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

Tarporley High School & Sixth Form College

Number of pupils in school


Proportion (%) of pupil premium eligible pupils

11.4% Pupil Premium

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

2021 -2022



Date this statement was published

September 2021
Updated March 2022
Updated April 2022

Date on which it will be reviewed

October 2022

Statement authorised by


Pupil premium lead


Governor lead

Rachel Poole
Alison Dodwell-Cooke

Funding overview

Detail Amount

Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year

£17,690 (Recovery Premium)
£14,782 (School-led Tutoring Grant)

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

£33,222.22 (Catch-Up Premium)

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 Tarporley High School and Sixth Form College we are committed to supporting all our students to achieve their personal best and to overcome barriers to learning. This strategy is a priority for governors and part of the whole school development plan priority, The Achievement Journey. This 3 year strategy is always under review, it is monitored every 2 weeks during term time and updated accordingly. For students from groups who are vulnerable to underachievement, we endeavour, where possible, to ensure they meet or exceed their expected progress and attainment and achieve above disadvantaged students nationally, and at least as well as their peers both locally and nationally. This is so we maximise the life choices that these students have as they move on to the next stage in their development either in the workplace, at college, or within a Sixth Form environment.

At Tarporley High School & Sixth Form College, we have a whole school commitment to diminishing differences in achievement between students for whom the school is in receipt of Pupil Premium and their peers.

The key principles of our strategy:

  • Foster resilience
  • Remove barriers
  • Encourage participation
  • Support and challenge academic progress to narrow and close gaps.

Much of our crucial work on this strategy does not ‘cost’ in terms of funding. We work relentlessly to ensure that all staff understand the importance of our strategy and look at all they do from the point of view of the most disadvantaged students. We simply do not accept that your financial background should determine your academic outcomes and your future. Our curriculum offer is challenging and disadvantaged students are free to choose whatever pathways best suit them. The curriculum does not include courses that might be easier for students to pass and would benefit the school in terms of published performance measures, rather the curriculum provides opportunities which benefit students in terms of their future pathways.

Each Pupil Premium child meets with the dedicated PP Team when resources are provided. This is an important aspect of our strategy as it fosters clarity for the student regarding what our provision is and how they can access it. Importantly, they get to know the team and understand that we will do whatever it takes to support them through their school life. 

Fundamentally, our strategy actions work together to foster success.


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

Challenge number Detail of challenge


Resilience and Self Confidence

Our academic monitoring shows that Pupil Premium students are less resilient than their peers. For example, a progress gap will be wider for a ‘one off’ high stakes assessment such as a mock exam than it is for continuous assessment. This is due to a number of factors however, the more barriers we remove through support the more this allows for the successful challenge of under achievement.

Support is part of a support/challenge dynamic. When challenges are met this leads to increased confidence and resilience. Our dedicated Pupil Premium Teaching Assistants are ELSA trained and provide this counselling provision for our Pupil Premium cohort where appropriate. This programme seeks to ascertain the root causes of emotional issues and foster mechanisms to cope and grow.



The link between attendance and KS4 outcomes is outlined in NFER ‘Being Present’ 2019, DfE 2016, DfE 2012 with students who have increased absence during KS4 achieving lower academic outcomes than students with very little absence. Our aim is to narrow and then close the in-school attendance gap for disadvantaged students. Attendance data for 2021-2022 school year September to 1st April is:
School = 84.3%
National = 85.0%
Not FSM6
School = 91.9%
National = 91.2%.

The Attendance and Closing the Gap agendas are led by the same senior leader to ensure that the crucial work in these areas speak directly to each other. Close fortnightly monitoring of persistent absence from Year Leaders and the Attendance team runs throughout the school year. This work is bolstered by the early intervention of the Pupil Premium Teaching Assistants who contact home to discuss attendance issues, offer return to school support and work on improving engagement.


Academic gaps

The National Progress 8 for disadvantaged students was -0.45 in 2019 (the last year of an externally examined cohort). Tarporley’s Progress 8 for Disadvantaged in 2019 was 0.23, higher than the national statistic for disadvantaged and non- disadvantaged. That said, our work is never complete and we aim to meet our 3 academic targets each year. These are: Progress 8 above National Disadvantaged P8; Disadvantaged Progress 8 above 0; Progress 8 in line with or above National Non-Pupil Premium.

At Tarporley, positive setting for Pupil Premium students is encouraged. Additionally, our in-school target setting, using FFT (top 20%), is modified for Pupil Premium students with the aim of raising expectations. For Pupil Premium students, if they have a 30% or higher chance of attaining a grade higher than their most likely outcome, then the target grade is raised.


Literacy and Numeracy

Literacy and Numeracy are the cornerstones of our curriculum. Lower scores in these areas are addressed on entry and through Key Stage 3 through our intervention programme. A half termly cycle of interventions run during tutor time in English, Maths and Science. Subject specialist teachers lead these intervention programmes.



Full participation in school life leads to many benefits such as the development of cultural capital, the development of the whole child and supports academic achievement. At Tarporley barriers to participation are removed, in part, through our financial provision for Pupil Premium students. However, the encouragement to participate is part of the school’s culture. It is participation, along with our other key drivers in closing gaps which leads to higher aspirations.


Financial deprivation

Pupil Premium students are provided with a number of resources and access to trips/events to ensure any financial issues do not limit academic progress and participation in events which foster engagement in the school culture and cultural capital. Along with our regular provision we target Pupil Premium student when providing government laptops during the pandemic. The provision is detailed below.

Nature of Trip/Events Remission Provision

Curriculum Trips (i.e. day/evening trips, such as Theatre Trips/Museum Visits/Geography Day Field Trips etc.)

Whole cost funded

Residential Trips (including overseas visits)

Partial funding – 50% of the cost of the trip or £150 whichever is the lesser

Year 9 Conway

Whole cost funded

D of E (Y7-11)

Whole cost funded

University Trips (Oxford etc.)

Whole cost funded

Enrichment Programme (Wednesday afternoon enrichment activities are available to Tarporley students. There are a range of activities, sporting, vocational and academic). 

Partial funding – 50% of the cost of the programme or £150 which is the lesser

Y11 Prom

Whole cost funded

Reward Trips

Whole cost capped at £30

Equipment and Learning Resources

Curriculum Texts – (Does not include core textbooks which are provided by Faculty Capitation to all students). This funding covers supplementary texts that the school advises parents of students to purchase.

Whole cost funded

Materials for practicals which would normally be purchased by parents of students i.e. Food Technology Ingredients, Art Sketchbooks, etc.

Whole cost funded

Equipment to support learning which the school advises parents to purchase, i.e. calculators and other maths equipment etc.

Whole cost funded

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

To meet Progress 8 targets

  • Progress 8 above National Pupil Premium P8.
  • Above 0 Progress 8.
  • P8 in line with or above National Non-Pupil Premium.
  • Close the in-school progress gap.

To meet Attendance targets

Pupil Premium attendance to above National Pupil Premium attendance.

Pupil Premium Parental Attendance at Parents Evenings to be on a par with whole year group attendance.

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: £ 22,248

Activity Evidence that supports this approach Challenge number(s) addressed

Quality First Teaching (QFT is the provision of the very best lessons that a school can provide).

Andreas Schleicher - OECD


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

Budgeted cost: £ 50,867

Activity Evidence that supports this approach Challenge number(s) addressed

1:1 & small group tutoring

One to one tuition I EEF

Small group tuition I Toolkit Strand I

1, 2, 3, 4, 5, 6

Teaching Assistant in lesson Support


1, 2, 3, 4, 6

Teaching Assistant after school Wednesday interventions


1, 2, 3, 4, 5

Promoted target setting

Education Policy Institute

1, 3, 4

Promoted setting

Education Policy Institute

1, 2, 4

Subject led interventions


2, 3

KS3 Intervention Programme (English, Maths, Science)


Education Policy Institute

2, 3, 4

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

Budgeted cost: £101,449

Activity Evidence that supports this approach Challenge number(s) addressed

Attendance focus – new intervention letter for persistent absence, 100% attendance letter introduced.

2, 3

Parental engagement – Parents Evenings

3, 7

Providing resources

4, 5, 6

Access to trips, enrichment activities, Duke of Ed


1, 2, 3, 4, 5

ELSA counselling support


1, 2, 3, 4

Laptops for Access

2, 4

Total budgeted cost: £174,564

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.

Context last year of external results:
2019 National Pupil Premium Progress 8 score = -0.45.  
Tarporley Pupil Premium Progress 8 score = 0.23.

2021 KS4 outcomes (internal TAGs)
Whole Year Group in relation to target = 0.3
Pupil Premium Cohort in relation to target = -0.36. 

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

1:1 tutoring



ELSA trained Tarporley staff

Tassomai Science


Service pupil premium funding (optional)

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

Measure Details

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

Not applicable. No funding.

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

See above.