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Middlewich High School

Excellence in Learning – Achievement for All

Pupil Premium

Middlewich High School

Pupil Premium Plan 2019/20 & Impact Statement 2018/19

The Pupil Premium is additional funding allocated to schools on top of the main funding that they receive. This funding is targeted at students from disadvantaged backgrounds (eligible for Free School Meals or In Care) to ensure that they are able to benefit from the same opportunities as students from less deprived families. The Pupil Premium exists because data suggests that students who have been eligible for Free School Meals at any point in their school career have consistently lower attainment than those who have never been eligible.

Middlewich High School is free to spend the pupil premium funding to support students from low income families to raise attainment, close the attainment gap and raise aspirations to continue their education and/or training and employment. For the academic year 2019/20, the school is due to receive pupil premium funding of £144,890 tbc.

At Middlewich High school, our Pupil Premium strategy is founded in the belief that:

•All children can achieve even in the most complex circumstances

•Adults (teachers and other school staff, parents and carers) are responsible for ensuring all children reach their potential

•Providing a high quality education is vital for a fair society that allows every child the full range of opportunities in life

Our Pupil Premium policy is based on the guidance produced by the Education Endowment Foundation published June 2019.

Impact Statement 2018/19

The impact of our pupil premium strategy can be seen in the 2019 GCSE disadvantaged results:

Total in year (18/19)

Disadvantaged number

Disadvantaged %






PP 2019 Results (26 students)

2018 Results

National non-disadvantaged 2019

English & Maths grade 4+




English & Maths grade 5+




Progress 8




Attainment 8




Average EBacc APS score




Entering EBacc




Achieving EBacc 5+




Achieving EBacc 4+




Staying in education/employment







96% national benchmark


The impact of pupil premium on the educational attainment of pupils is assessed through rigorous analysis of data linked to assessment, attainment, achievement and attendance.

The school’s next review of our Pupil Premium strategy is scheduled for October each year on release of the ASP DfE school performance summary.

Pupil Premium Spend 2019/2020

Tiered approach to Pupil Premium spending:

  • T1 - Teaching - Spending on improving teaching includes professional development, training and support for teachers, and recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.
  • T2 - Targeted academic support - Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement. Classroom teachers and teaching assistants provide targeted academic support, including structured one-to-one or small group intervention linked to classroom teaching.
  • T3 Wider strategies - Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, literacy, behaviour and social and emotional support.

The strategies are focused on raising the progress and attainment for disadvantaged students in particular targeting:

  • Attendance
  • Literacy
  • Aspiration and motivation
  • General welfare


Middlewich High School Tiered Approach

This strategy is currently under review.




Year 7 Literacy and Numeracy Catch up Premium 2019/20

Rationale for spending

Our spending was decided based on the following:

  • Primary transition meetings and discussions with primary head teachers and staff to secure progress from Key Stage 2 & 3
  • Primary transition progress data and student profiles
  • ‘The Sutton Trust’ research evidence
  • PiXL research evidence
  • Best practice from partner high schools

Middlewich High School expect to receive £14,000 tbc of this funding for 2019/20.

Summary of intention for the spend of allocation:

  • Further staffing to support Nurture group
  • Catch up Numeracy
  • Catch Up Literacy
  • Additional books and resources to support literacy and numeracy


  • Use new KS2 data to identify students below 100 for reading or maths.
  • Students below floor of 96 will be placed into appropriate bottom band sets. Exceptions to be made for students with high score in one area but low in another – here the students will be placed in a set according to their best score and the other subject will provide targeted intervention to bring the student ‘up-to-speed’. Reviewed Christmas 2018.
  • TAs working with literacy & numeracy will continue to complete termly impact reports which will be reviewed by our SENCO.
  • Class teachers will use PLCs to track progress and evaluate intervention.
  • Nurture group to continue in Y7 with targeted literacy & numeracy.
  • Year 8 students who have not made appropriate progress in Y7 will be identified and strategies put in place.
  • Targeted numeracy intervention to be reviewed by Head of Maths and appropriate actions taken.
  • Termly meetings to take place with AHT and literacy/numeracy teams to review progress.


Middlewich High School received £14,000 of this funding for 2018/2019. This was spent on:

  • Further staffing to support Year 7 Nurture group & Year 8 Nurture Group
  • Catch up Numeracy
  • Catch Up Literacy
  • Additional books and resources to support literacy and numeracy

Evaluation of Impact – Literacy 2018/19

This is currently under review.

Maths catch up at Middlewich High School 2019 2020


The aims of Intervention at Key Stage 3 are:

•             To address gaps in KS2 knowledge and begin to use KS3 skills successfully.

•             To accelerate and maximise progress and minimise performance gaps for individuals.

•             Empower students with the numeracy skills and fluency required to fully access the secondary curriculum.

•             Prevent any gaps students have in their basic numeracy strategies from becoming barriers to their learning.

What we do in maths

•             High quality, inclusive teaching, clearly targeted on all pupils’ needs and prior learning.

•             Appropriate Schemes of work and assessments that compliment learning at KS2 and provides a solid foundation for GCSE study

•             Specialist staff on all sets and smaller group sizes for students with a lower prior attainment.

•             Additional lesson for I and L groups at KS3 dedicated to ‘Catch up’

•             Additional maths lessons for nurture cohort

•             One to one personalised sessions 30 mins per week for the lowest prior attainers delivered by trained maths specialist catch up leads

Who do we target?

•             Students who did not meet expected standard at KS2 for maths (100 score)

•             Those who are at a significant risk of not meeting expectations of progress.

•             Students who have not sat KS2 assessments due to ability

How do we do it?

•             Students complete a baseline test on entry and areas that are not secure identified (gap analysis).

•             Analysis of KS2 ASP data (in October) to identify strands of numeracy that need addressing (proportionate to marks) and triangulate this against internal baseline data 

•             Basic numeracy screening assessment for lowest prior attainers and standardised maths age outcome and working memory assessment

•             Programme of study and PLC created for student’s ‘catch up lesson’ with a focus on numeracy strands requiring improvement

•             Additional hour dedicated to addressing essential KS2 skills with I and L cohort (using PIXL materials)

•             Students are re assessed using questions similar to the ones that they got incorrect on the KS2 assessment


•             Students will make gains in their mathematical (quantitative data to support)

•             Students will be more self-confident and motivated in class.

•             Students will feel more in control of their learning.

•             Students will feel successful and will be confident to work independently.

•             Students will have an improved attitude towards numeracy and maths.


Evaluation of Impact – Numeracy 2018/19

This is currently under review.