At Park View, guided by our motto ‘Thrive’, we hold an unwavering belief that every young person is entitled to an exceptional education, regardless of background or socio-economic circumstance. Our culture of high expectations, inclusion and ambition ensures that every student can aspire, achieve and truly thrive. We recognise that disadvantage should never define a young person's future, and we see education as the most powerful catalyst for social mobility, enabling every student to realise their full potential.

Our Pupil Premium strategy is rooted in a clear understanding of the barriers our disadvantaged students face, including lower literacy levels, reduced access to cultural experiences, increased social and emotional needs, attendance challenges and independent learning. In response, we have developed a whole-school approach that places exceptional teaching, equitable access and meaningful enrichment at the centre of our work. We are committed to removing barriers to learning while maintaining consistently high expectations for every pupil.

High-quality teaching is the cornerstone of our strategy. We deliver an ambitious, knowledge-rich curriculum underpinned by Deliberate Practice, the principles of learning and evidence-informed pedagogy. Through diagnostic assessment, responsive teaching and carefully sequenced curriculum design, teachers continually refine their practice to ensure learning is both accessible and appropriately challenging. Across every subject, evidence-informed scaffolding supports students to access ambitious learning while developing increasing independence. This includes explicit modelling, guided practice, vocabulary instruction, retrieval practice and structured writing frameworks.

Every department deliberately prioritises Pupil Premium students through classroom seating plans, lesson planning, responsive questioning and assessment to ensure they receive timely support, frequent feedback and meaningful opportunities to participate and succeed. Progress Maps, embedded across key stage 3, enable students to reflect on their learning, self-assess against clear success criteria and set personalised targets, strengthening ownership of learning and fostering purposeful dialogue between teachers, students and families.

Our Pupil Premium and Whole School Reading Working Party brings together colleagues from every curriculum area and support team. This collaborative group drives a coherent whole-school approach to improving outcomes through disciplinary literacy, reading fluency and the development of cultural capital. Recognising that many disadvantaged students begin secondary school with lower reading ages, reduced vocabulary and fewer opportunities to engage with sustained reading, we have embedded high-quality, contextually relevant reading opportunities across the curriculum. Consistent reading routines, explicit vocabulary instruction and carefully selected texts ensure that all students and particularly those eligible for the Pupil Premium develop the confidence, fluency and enjoyment of reading needed to succeed across the curriculum and beyond.

We believe that every young person deserves access to enriching experiences that broaden horizons and raise aspirations. Alongside a wide range of department-led enrichment—including museum visits, theatre performances, and extracurricular activities—all students participate in two carefully planned whole-school enrichment experiences each year, organised by curriculum departments and tutors. These experiences are designed to deepen curriculum knowledge, develop cultural capital and ensure that financial circumstances are never a barrier to participation. Our Holiday Activity and Food (HAF) programme further provides enriching experiences and nutritious meals during school holidays, while our partnership with the Felix Project supports families experiencing food insecurity and strengthens our connection with the wider community.

High-quality teaching depends upon expert teachers. Our comprehensive Continuing Professional Development programme equips staff with the latest evidence-informed approaches to teaching and learning. Through ongoing training in cognitive science, responsive teaching, adaptive practice and high-impact classroom routines, teachers continually refine their expertise to deliver lessons that are inclusive, memorable and responsive to the needs of every learner. This shared professional language ensures consistency across classrooms and reinforces our commitment to excellence for all.

At the heart of our work is a simple but uncompromising belief: background should never determine success. Through exceptional teaching, ambitious curriculum design, targeted support, evidence-informed practice and meaningful enrichment, we are committed to ensuring disadvantaged students make sustained progress, develop confidence and achieve their very best. Our strategy is built not upon isolated interventions but upon a whole-school culture where every member of staff shares responsibility for improving outcomes and removing barriers to success. Strengthened by strong community partnerships, active parental engagement and a relentless focus on equity, Park View is an inclusive and ambitious learning community where every young person regardless of their starting point is empowered to Thrive in school, in further education and in life.

Challenges

Our Pupil Premium strategy is shaped by a careful analysis of the barriers to learning experienced by disadvantaged students within our school community. These barriers reflect the specific needs of our context and inform the strategic priorities outlined in this plan.

Intended Outcomes and Success Criteria

1. High-Quality Teaching Through Deliberate Practice

Teachers consistently deliver high-quality, evidence-informed teaching that enables disadvantaged students to access ambitious curriculum content, develop independence and achieve highly.

Success Criteria

• Teachers consistently apply Deliberate Practice to strengthen modelling, explanation and questioning.
• Evidence-informed approaches, including retrieval practice, adaptive teaching and metacognition, are embedded across classrooms.
• Effective scaffolding enables disadvantaged students to access challenging learning while developing increasing independence.
• Responsive feedback and live marking address misconceptions and accelerate progress.
• Progress Maps support self-regulation, purposeful dialogue and independent learning.
• Attainment gaps between disadvantaged and non-disadvantaged students continue to narrow across subjects.

2. Improved Literacy, Reading Fluency and Vocabulary

Disadvantaged students develop the reading fluency, vocabulary knowledge and disciplinary literacy needed to access an ambitious curriculum and achieve academic success.

Success Criteria

• A coherent whole-school reading strategy is embedded through the Pupil Premium & Whole School Reading Working Party.
• Reading ages improve through targeted intervention and fluency programmes.
• Disciplinary literacy, including explicit teaching of Tier 2 and Tier 3 vocabulary, is embedded across all curriculum areas.
• KS3 students demonstrate improved reading fluency, stamina and engagement with challenging texts.
• The literacy gap between disadvantaged and non-disadvantaged students narrows over time.

3. Improved Attendance, Wellbeing and Readiness to Learn

Disadvantaged students experience high levels of attendance, strong pastoral support and positive wellbeing, enabling them to engage fully in school life and learning.

Success Criteria

• Attendance and punctuality improve for disadvantaged students, with reductions in persistent absence.
• Wellbeing, resilience and readiness to learn improve through targeted pastoral, counselling and SEMH support.
• Strong relational practice is embedded consistently across the school.
• Pastoral and curriculum teams work collaboratively to identify and remove barriers to learning.
• Families engage positively with attendance and pastoral support, contributing to sustained improvements.
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4. Enrichment and Cultural Capital

Disadvantaged students access a broad range of enriching experiences that deepen curriculum knowledge, broaden horizons and raise aspirations.

Success Criteria

• Whole-school enrichment experiences are planned to ensure equitable participation.
• Participation in clubs, educational visits, cultural experiences and wider enrichment increases for disadvantaged students.
• Disadvantaged students are increasingly represented in leadership and student voice opportunities.
• Participation gaps between disadvantaged and non-disadvantaged students narrow over time.
• Students demonstrate increased confidence, aspiration and cultural capital.

5. Independent Learning and Study Habits

Disadvantaged students develop the study habits, independence and access to resources needed to succeed both within and beyond the classroom.

Success Criteria

• Disadvantaged students develop effective independent study routines and habits.
• Participation in homework clubs, revision sessions and structured study support increases.
• Students have equitable access to digital technology, learning resources and suitable study spaces.
• Homework completion and quality improve.
• Students demonstrate increasing independence and preparedness for the demands of KS4 study.

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

At Park View, we use DPR to track and assess student progress and this allows us to ensure that any interventions will be tailored to the individual needs of a student. This system of tracking is applied to all students including those in receipt of the Pupil Premium so that we can identify areas of underperformance and target intervention appropriately. 

Where it is evident that despite our focus on high quality classroom teaching, those students still require further interventions, this is carefully managed using strategies that have been proven to have the greatest impact. Teachers, Heads of Department and our Pastoral team closely monitor the impact of interventions so that any progress gaps can be addressed.

Senior leaders run academic monitoring processes for all year groups following each assessment point. Students who have been highlighted as underachieving in a significant number of subjects are given extra support to ensure they have every possible chance of success through a range of interventions including individual mentoring. 

• Capping class sizes at 27 pupils maximum, by increasing staffing levels
• Key stage 3 Literacy and Numeracy interventions run by our inclusion team.
• Provision of ICT equipment to support students to complete work both at school and at home as and when required.
• Our Careers Advisor works with all pupil premium students to raise aspirations and ensure appropriate pathways for post 16 progression.
• We provide financial support for pupil premium students to attend educational trips which will raise their aspirations and attainment.
• Alternative Education and Alternative Curriculum packages provide a bespoke programme of teaching tailored to the needs of individual students.
• After School support in a range of subjects for individuals and small groups of students.
• Additional subject specific sessions at lunchtime, after school or during half terms.
• Saturday supplementary school in a range of subjects to help prepare students for the GCSE exams.
• Purchasing additional resources for students (e.g. workbooks, revision guides, software packages) Purchasing essential curriculum equipment for students (e.g. School Uniform, PE Kit, stationery).
• Extra-curricular sessions (e.g. music tuition) funded by the school.
• Additional Parents’ Evenings for targeted students and parents to provide additional support.
• Additional support for students from Classroom Teaching Assistants (TAs) above the normal expectation (e.g. literacy intervention, homework clubs
• University 'Aim Higher trips - Aspiration University visits for all Year 10 Students to increase awareness of University education and life in general.