Pupil Premium

Pupil Premium Grant (PPG) Strategy and Impact Statement


Funding allocation overview

Academic Year

Total Students

Total PPG students






How is the money deployed by Hedingham School

Our in school belief is that the single factor that has the biggest impact on learning and progress is consistently excellent teaching.  This is one that has been supported by a wealth of academic research.  Building professional capacity with teaching staff is an essential factor in our professional development, curriculum development and student success plans.  Therefore, some of the funding is used to fund educational research that is subsequently shared with all staff through in school training.  There are however, further uses of funding that provides more specific support for students that will be explored in this report.  Each year, the strategy to support PPG learning and progress is a complex one.  We endeavour to avoid labelling of students and provide support in a subtle way but the statement above gives an indication of our approach.

Impact Attainment/Progress data

Please note that due to ongoing GCSE reform, year on year comparisons are complex. However, there has been no real difference in the ability profile of PPG cohorts over the last three years so a degree of attainment comparison is possible.  An improving trend is highlighted green.
 PP Attainment Data


2018/19 data suggests an upward trend in all data headings.  With a similar ability cohort, outcomes in regards to attainment and progress are far more positive.  Therefore, we have built on provision that had high impact last year in this years proposed expenditure.

Wider strategy:

In order to maximize the future attainment of students eligible for PPG, we have investigated in-school barriers (through data analysis and individualised meetings with students) and targeted subsequent targets in addressing these barriers.


In school barriers to Progress and Attainment

 Priorities to address barrier

Poor resilience and focus in the classroom.  Average data for attitude to learning score is lower with PPG students than all others indicating a lower degree of resilience when faced with challenge and an inability to maintain purposeful focus. 

  • Strategies in the classroom to develop stronger resilience and self-reliance.  Focus of CPD and staff training – metacognition and effective learning principles.
  • Improved PPG engagement through use of improved classroom pedagogy.
  • Close communication between Pastoral, SEN, intervention, attendance and T&L teams so to ensure that PPG students engage and demonstrate strong progress.

Higher levels of challenging behaviour from PPG students (8.8 behaviour points on average compared to 5.2 (non-PPG)).  Higher percentage of fixed term exclusions (internal and external) with PPG students.

  • Close support for PPG students so to manage behaviour more effectively (provided by HoH and pastoral staff)
  • Increased staff awareness of student need so to better cater for students in the classroom
  • Increasing aspirations of PPG students so to ensure that they have something to aim at.
  • Increasing flexibility of the curriculum to include vocational options to enhance student motivation and behaviour.

Lower participation levels in clubs, extra-curricular opportunities and enrichment sessions.

  • Centralised enrichment programme that is more easily communicated to all.
  • Increasing the breadth of extra-curricular provision that reflects preferences generated through student voice.
  • Ready Respect Safe outside the classroom a key feature of tutorial that is celebrated in reports home.
  • PPG students more readily buy into the prevailing ethos of the school.

High proportion of PPG students with SEN need (31% of PPG students have SEN as opposed to 18% of Non-PPG)

  • Close work with the SENDCO to ensure that adequate provision is in place.
  • Use of target provision mapper to monitor support strategies and any impact

Poorer parental engagement with some PPG students as well as increased levels of absence and PA with PPG students (attendance of PPG students 92.6 vs 95.9 Non PPG)

  • Improved strategies to engage parents and promote school ethos/intent (including breakout meetings at each parents evening, online booking system for parents evening to allow parents to make appointments, MyEd app)
  • Invite sessions for parents to come into school and experience workshops with their children

Planned Expenditure
Below is a table that highlights how Hedingham School is spending the PPG. Each provision is detailed with costings, planned impact as well as a “value” rating. This value is taken from the Sutton Trust Report of the effectiveness of intervention strategies (a cost indicator is provided with the number of £ signs representing increasing cost, as well as an effectiveness indicator representing extra impact in months learning gained)

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