Pupil Premium Statement

Pupil Premium Strategy Statement 2021-22

This statement details Hitchin Boys’ School’s use of pupil premium funding (and recovery premium funding for the 2021-2022 academic year) to help improve the experiences, attainment and life chances of our disadvantaged pupils.

It also outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outline for the following two school years up to 2023-24 (subject to change in student numbers and government funding).

School overview

School name Hitchin Boys’ School
Pupils in school 1284
Proportion (%) of pupil premium eligible pupils 9.89%
Academic year/years that our current pupil premium strategy plan covers 2021-2024
Date this statement was published December 2021
Date on which it will be reviewed December 2022
Statement authorised by Fergal Moane
Pupil premium lead Phil Dawson
Governor / Trustee lead Richard Thake

Funding overview

Hitchin Boys’ School has seen a small but steady increase in the number of students who are eligible for Pupil Premium funding. Like all schools we have had to think carefully how we spend the funding we have been allocated, especially in light of the recent and on-going impact of COVID-19 where, in particular, there were significant periods of students learning remotely; which meant a variety of in-school provisions were unable to be effectively delivered. The 2021-22 academic year is boosted by an additional £14,500 of Covid recovery funding. At the time of writing it is unclear if there will be any further recovery funding for 2022-23 as the impact of COVID-19 is still being felt.

Detail Amount
Pupil premium funding allocation this academic year £106,930
Recovery premium funding allocation this academic year Approximately £14,500 (not published until Dec 2021)
Pupil premium funding carried forward from previous years (enter £0 if not applicable) £0
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

In line with our curriculum intent, we expect all of our disadvantaged students to achieve their unique potential, regardless of their socio-economic status. Aspiration underpins our broad and balanced curriculum and we focus our efforts on ensuring that our disadvantaged students are equipped with the skills essential for success in all areas of school life. To support this our Pupil Premium Strategy is rooted in our whole-school ethos as school wide strategies include those identified in the Government’s ‘Supporting the attainment of disadvantaged pupils: articulating success and good practice’ document found here.

Where there is targeted spending this is aimed at a smaller number of strategies to give them the best chance of success as identified by the Education Endowment Foundation (EEF). These include high academic challenge allied with a range of social and emotional support provisions.


This details the key challenges to achievement among our disadvantaged pupils.

Challenge number Detail of challenge
1 Disadvantaged students are more likely to be “at risk” of academic underachievement. They often have depressed aspirations, in terms of future education and employment opportunities.
2 Disadvantaged students are more likely to have limited access to ICT equipment, books, specialist equipment for music, PE etc, uniform, school meals, equipment, & transport.
3 Disadvantaged students are more likely to experience cultural deprivation - travel, visits, experiences, culture, language etc.
4 Disadvantaged students’ attendance is likely to be below the average figure for all students in the school.
5 The impact of COVID-19 is likely to have significantly impacted disadvantaged students.
6 Disadvantaged students are less likely to be able to access the necessary support outside of the school environment.

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
Academic performance of disadvantaged students improves. All year 11 students attain a positive P8 score over the course of the next 3 years.

The “gap” between the P8 performance of PP and non-PP students continues to reduce over the next 3 years.

Academic performance of PP students in other year groups is continuing to show evidence of the “gap” being closed when they reach the end of Year 11.
More students continue their studies onto sixth form and colleges aspiring to apply for university or further education course. An increase in disadvantaged students carrying on their studies into Hitchin Boys’ School’s Sixth Form (HBSSF) compared to previous years. This will be achieved via a combination of academic support and guidance, and having a broad curriculum offer across the Hitchin Consortium that caters to students needs and ambitions.
All students have access to equipment and resources enabling them to maximise educational and enrichment experiences. Revision resources and specialised equipment provided for all disadvantaged students.

Access to equipment and facilities provided that enhance both learning and cultural capital.
All students given the opportunity to attend cultural visits, and are educated and experience different cultures. Pupil Premium funding offers either a full or part subsidy for all educational & curriculum based trips and the majority of non-curriculum residential and non-residential trips. Prior to Covid-19, records demonstrate a growing number of disadvantaged students attending our trips, assisted by PP funding (with further recourse to funding from a local educational charity if needed). We hope that the trips programme will resume when it is safe to do so.
The small “gap” in the attendance of PP students in school is falling so that it is in line with non-PP students. This will be closely monitored by Pastoral Leaders, Heads of Year (HOY) and the attendance team. On average, there is a small gap between the attendance of disadvantaged and non-disadvantaged students which we are continuing to address.

Intervention will be swift when any Pupil

Premium student’s attendance falls below the school average.
All disadvantaged students are able to access counselling and wellbeing provisions as needed, to promote academic success, progress and self esteem. Counselling referrals are made by Pastoral Leaders, HOY and Pastoral Support Workers (PSWs) to the DSL, who prioritises places for PP and disadvantaged students. Historically, disadvantaged students are more likely to need talking therapies but are less likely to be able to fund such costs.

Students are provided with blocks of counselling, whereby impact is measured through start and finish surveys and progress data.

Activity in academic years 2021-2024

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: £0
Activity Description and evidence that supports this approach Challenge number(s) addressed
The PP lead with the support of the relevant Teaching & Learning team member will deliver CPD opportunities for staff on bridging the gap in education for disadvantaged students and improving outcomes. They will also attend any suitable regional and national CPD opportunities. It is essential that the PP lead is up to date with any changes to Pupil Premium legislation and current thinking on provisions for disadvantaged students.

It is also essential that staff have an overview of the School’s Pupil Premium strategy, particularly middle leaders, who can then effectively implement the strategies. Regular use is made of evidence-based approaches, such as those identified by the Education Endowment Foundation and case studies from the Herts for Learning ‘Great Expectations’ framework.
1,2,3,4,5 & 6.

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

Budgeted cost: £72,000
Activity Description and evidence that supports this approach Challenge number(s) addressed
1) 1-1 and small group tuition for any disadvantaged students not making expected progress in Maths, English or Science. EEF research shows the impact of targeted blocks of tuition to be significant, especially when provided by a specialist in this area. This is supplemented by hours from an English graduate and a retired maths teacher who offer small group sessions. This is funded using the School-Led option of the National Tutoring Programme 1,2, 5 & 6
2) Literacy interventions for students who scored below average in reading age tests and CATS testing. CATS testing and Reading age tests are used to identify students not working at age related expectations. Literacy skills underpin student’s ability to make progress in nearly all other subjects, so extra effort has been made to fill this gap. A specific focus has been placed on providing more time for the Head of English to implement reading comprehension strategies as evidence shows this has a significant impact on progress for low cost. 1,2, 5 & 6
3) Learning support resources and packages (e.g. KS2 Phonics resources from Twinkl, Lexia ) The Learning Support team works closely with departments to support students who have additional educational needs alongside Pupil Premium status. Certain software packages and resources are provided to support SEND students, many of whom also face SEND disadvantages. All subject areas have a designated Learning Support Assistant (LSA) specialist. This has included providing revision materials, work books and adapted worksheets. 1, 2, 5 & 6
4) Pupil Premium targeted Academic Learning Mentor Due to the impacts of COVID-19 we have more students requiring additional support. A specialist Academic Learning Mentor (ALM) funded by both Covid Recovery money and Pupil Premium has been recruited for the 3 years covering this strategy phase. This individual will work with students on a 1:1 basis but also in small group sessions (where they have been identified by need, giving priority to Y11 students due to the consequences of lost learning due to Covid 19. The ALM will use prior and current attainment data and discussions with subject leaders of Maths, English & Science to identify students to work within blocks of time to bridge the “gap” including that from Covid-19. The ALM will also coordinate wider national initiatives such as ‘The Brilliant Club’ aimed at supporting disadvantaged students who aspire to University.

The ALM liaises with parents of PP and disadvantaged students to communicate the chosen pedagogical methods, so they can support their children at home.
1, 2, 5 & 6
5) Chromebook roll out support for disadvantaged students. All students at the school will have a Chromebook in Years 7 to 11 by the start of the 2022-23 academic year with the rollout beginning at the start of the 2021-22 academic year. PP students are offered a subsidy for the purchase of their Chromebook with a choice to pay monthly in small amounts over 3 years. 1 & 6
6) ELearning resources for students to use to supplement their online learning gaps (primarily aimed at KeyStage 4). School subscription for tools such as GCSEPod, Educake and other subject-specific resources help subject staff bridge the initial “gap” created by online learning with disadvantaged students particularly affected. These resources are also suitable for independent study and supported study with the ALM and one-to-one tutors 1 & 6
7) External speakers to support parents and students External companies including Dr Martijn van der Spoel of Glia Learning provide learning talks to parents and students to look at study skills and self motivation. 1 & 6

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

Budgeted cost: £50,000
Activity Description and evidence that supports this approach Challenge number(s) addressed
1) Counselling and wellbeing provisions There is a clear link between academic success and good quality pastoral support. Counselling is fully funded for any disadvantaged students to ensure their wellbeing is not disproportionately affected by their socio-economic status. 5 & 6
2) Coaching Direct Mentoring Coaching Direct mentoring provision, providing behaviour and resilience support for young people. Research suggests this has a key impact on the student outcomes. The program tackles attendance, aspiration and attainment providing a holistic support program for students needing it. 1,2,4,5 & 6
3) Phase 121 mentoring and counselling sessions
Exam anxiety group
5 ways of well being assemblies and workshops.
The charity provided mentoring sessions, working on promoting positive wellbeing and coping strategies to deal with anxiety and low mood.
4) NHS wellbeing coach 1 funded wellbeing coach to work with students 2 days a week for 1 year.
The aim is to motivate and work with the PP and disadvantaged students to achieve their academic, career goals.
The coach also offers boxing sessions to small groups to work on the link between positive mental health and exercise.
5) Nessie SEN counsellor The SEN counsellor helps disadvantaged students with SEN who need it.
6) Careers support 1-1 careers support will be provided to all Pupil Premium students in Years 10 and 11. This allows students to meet with the careers advisor and discuss any queries they may have about their future career prospects. Evidence suggests that students who receive 1-1 careers support feel better supported when making post 16 choices.

A specific focus has been placed on exploring sixth form opportunities, to try and retain as many disadvantaged students into HBSSF as possible. We will ensure we meet our obligations to provide information on alternative providers (e.g. college, apprenticeships, UTCs etc) and that the best route is found for each student.
7) Revision guides and equipment Students in year 7-9 will be offered equipment packs funded from Pupil Premium should they need them. Students in Years 10 and 11 will have revision guides purchased for them if they don’t have them. This will allow students to be as prepared as possible for assessments and exams, ensuring they are not disadvantaged by not being able to purchase guides at home. 1 & 3
8) Peri music lessons and LAMDA drama lessons Disadvantaged students can apply for a subsidy for their Peri music lessons for the cost of learning one musical instrument per child or to have LAMDA lessons. We realise the importance of allowing students to embrace other qualities, especially if they are in a position where their family cannot afford the fees. Students are monitored by the Peripatetic & LAMDA coordinator to make sure they are attending. 2 & 3
9) Duke of Edinburgh As with all extra-curricular trips, there will be a subsidy from Pupil Premium funding to help cover the costs associated with the Duke of Edinburgh expeditions. 3
10) Uniform If a student is not wearing uniform in line with the school uniform policy it has been purchased from the Pupil Premium funding to ensure students have the correct uniform and appropriate footwear. During 21-22, we will be reviewing uniform policy in line with the latest DfE guidance. Students are also able to apply to a local charity (Hitchin Education Foundation) for additional financial support. 2
11) Trips There is a subsidy available for all educational and curriculum based trips and the majority of non-curriculum based trips. This allows students to build strong friendships in KS3 through trips and benefit from any experiences which enhance cultural capital, such as theatre trips. 3 & 4
12) Transport Where appropriate, we have made a contribution to a student’s transport costs in order to boost their attendance and ensure they have a safe and appropriate way of getting to school. 1 & 5
13) Parental Engagement Disadvantaged students often have much lower attendance at school events such as Consultation Evenings (Parents evenings). HitchinBoys’ has invested in School Cloud to take consultation evenings online as disadvantaged students can be booked in first by the attendance team and it saves child care and transport issues for the parents as well as ensuring privacy. 1, 2 & 4

Total budgeted cost: £122,000

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 the absence of formal examinations, we have outlined the progress of disadvantaged students at HBSS (compared to their non-disadvantaged counterparts) based on the Teacher Assessed Grades awarded in August 2021.

Achievement of disadvantaged students at HBS (FFT Pupil Progress) Achievement of non-disadvantaged students at HBS (FFT Pupil Progress) Gap between disadvantaged students and non-disadvantaged students at HBS
Attainment 8 5.5
% 9-4 in English and Maths 80%
% 9-5 in English and Maths 55%
% Entered for EBacc 64% 86% -22%
% Achieved EBacc at Grade 4 60%
% Achieved EBacc at Grade 5 35%

Review of Aims from 2020/21 Pupil Premium Strategy

Aim Target Review
Progress 8 To achieve a positive progress 8. Completed. National progress 8 not calculated, but Fischer Family Trust estimated Disadvantaged students had a P8 of +0.51, based on national data that they gathered as part of a widely used results analysis service
Attainment 8 To achieve an average A8 score above 5 Completed. Disadvantaged students A8 was 5.5 (on a teacher assessed grades basis, in the absence of public exams)
Percentage of Grade 5+ in English and maths To achieve above 50% Completed. 55% achieved (TAG)
Other For attendance at school clubs to be in line with cohort % Not completed. Clubs were significantly disrupted due to Covid-19, therefore comparisons across the year lack validity
Ebacc entry To be higher than the national average Completed. Ebacc entry for disadvantaged was 64%, well ahead of national entries data (40% England, 48% Hertfordshire)