Pupil Premium Strategy Statement – Brookfield Community School

Detail

Data

School name

Brookfield School

Number of pupils in school

1851

Proportion (%) of pupil premium eligible pupils

13.8%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2024/2025

to 2026/2027

Date this statement was published

December 2025

Date on which it will be reviewed

December 2026

Statement authorised by

Stuart Parkes, Headteacher

Pupil premium lead

Rachel Jones, Director of Learning

Governor / Trustee lead

Martin Wright

Detail

Amount

Pupil premium funding allocation this academic year

£283,000

Recovery premium funding allocation this academic year

Recovery Premium: £0

Catch Up Funding: £0

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

£283,000

Challenge number

Detail of challenge

1

Reading

Assessments, observations and discussion with KS3 pupils indicate that disadvantaged pupils generally have lower levels of reading comprehension than their peers. This impacts their progress in all subjects.

In the academic year 2024/25, 43% of our disadvantaged pupils joined us with below age-related expectations in Reading, compared to 17% of the full year 7 cohort. 

2

Attainment

Our key priorities for 2024/25, based on thorough analysis of our 2024 GCSE results are:

• performance of disadvantaged students in English and the EBacc subjects.
• bespoke action plans for disadvantaged students following mock exam results in year 11.
• tailor the option choices for disadvantaged students, especially the impact/workload of students studying several vocational courses in place of more traditional GCSE courses
• tailor the pastoral provision for disadvantaged students to ensure comprehensive support and remove barriers to learning.

3

Social and Emotional Well-being

Our assessments, observations and discussions with pupils and families have identified social and emotional issues for many pupils, such as family relationship issues, anxiety and low mood.  These challenges particularly affect disadvantaged pupils, including their attainment.  We are also noticing a lack of resilience in many of our young people.

The number of referrals for our internal mental health provision and for our commissioned counselling support have noticeably increased this academic year.

4

Attendance

Our attendance data over the last 3 years indicates that attendance among disadvantaged pupils has been 5-10% lower than for non-disadvantaged pupils.

45% of disadvantaged pupils have been ‘persistently absent’ compared to 19% of their peers during that period. While these are inline with national figures, our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress.

5

Wider school engagement

Our internal data on disadvantaged pupils’ engagement in co-curricular activities shows that similar numbers of disadvantaged/non-disadvantaged students sign up in the lower years, but that engagement declines at KS4.

Intended outcome

Success criteria

Improved reading fluency and comprehension among disadvantaged pupils.

For students participating in the ‘Thinking Reading’ intervention programme, data shows that the gap between their reading age and their chronological age is decreasing quickly.

Teachers should also have recognised this improvement through engagement in lessons and book scrutiny.

The first cohort of students on the Corrective Reading comprehension programme will show improved levels of reading comprehension which will be evident in all literacy based subjects and lead to improved assessment results and overall attainment.

Improved attainment among disadvantaged pupils across the curriculum at the end of KS4

By the end of our current plan in 2026/27, KS4 outcomes demonstrate that disadvantaged pupils continue to make progress that places them in the top quartile of secondary schools in Hampshire local authority.

To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged.

Sustained high levels of wellbeing demonstrated by qualitative data from student voice, student and parent surveys and teacher observations.

To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Sustained high attendance demonstrated by:

• the overall absence rate for all pupils being no more than 5%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 2-5%.

To achieve regular engagement in co-curricular activity for our pupils, including those who are disadvantaged.

By the end of our current plan, a greater percentage of our disadvantaged students will attend at least one co-curricular activity each week.

Activity must align with EEF menu of approaches

Evidence that supports this approach

Challenge number(s) addressed

Recruitment of highly skilled subject specialists.  We were fully staffed with subject specialists in September 2024.

Supporting the Attainment of Disadvantaged Pupils (DfE, 2015) suggests high quality teaching as a key aspect of successful schools.

1, 2

High quality teaching across the school based on the principles of data driven instruction; departments have clear processes for support before and after assessments.

Supporting the Attainment of Disadvantaged Pupils (DfE, 2015) suggests high quality teaching as a key aspect of successful schools.

2

Develop Metacognitive and Self-regulation skills for all students. In September 2024 we had a full INSET day’s training on Metacognition as this is a key area of focus for staff CPD this year. We have agreed a common language to be used by staff and students when talking about learning and this is becoming embedded across the school.

All staff are involved in carousel groups which provide opportunities to explore and trial specific teaching strategies around the theme of metacognition, initially starting with Modelling, Checking for Understanding and Feedback.  Progress in these areas is then tracked and monitored through our system of Instructional Coaching.

Teaching metacognitive strategies, and regularly reviewing key learning is supported by the Education Endowment Foundation as having a positive impact on learning

2

We offer excellent provision for ECTs, including 1:1 mentoring from a Lead Practitioner in year 2 of their ECT programme.

We have a strong team of experienced Middle Leaders.  Regular Middle Leader meetings focus on a defined set of key areas for example driving forwards our work on metacognition, and Adaptive Teaching/supporting SEN learners.

2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Additional 1:1 and small group Maths and English tuition, delivered by highly skilled tutors, focussing on year 7 students who were below ARE at the end of KS2 and year 11 students at the 3/4 and other key grade boundaries.

A significant proportion of the pupils who receive tutoring will be disadvantaged.

Evidence indicates that one to one tuition can be effective, delivering approximately five additional months’ progress on average.  (EEF 2020)

2, 3

Recruitment of a new English teacher to provide capacity for additional intervention.

Any extra Maths and English staff capacity is used to provide intervention sessions for students supported by our Phoenix Centre.

Evidence indicates that one to one tuition can be effective, delivering approximately five additional months’ progress on average.  (EEF 2020)

Continue to use Thinking Reading to ensure that all students have a reading age which at least matches their chronological age - this is a 1:1 reading intervention programme designed to quickly improve reading fluency and enable students to catch up so that their reading age matches their chronological age. We will aim to have ‘caught up’ students in all year groups by the end of the Autumn term 2025 and our focus will then shift to the new year 7 intake each year, and any mid-year admissions.

Evidence shows that behaviour and mental health issues can follow as a consequence of low reading ability.

‘Thinking Reading’ is a well respected evidence-based intervention programme.

1,2

In Spring 2024, we will introduce ‘Corrective Reading’ a small group intervention based on the principles of Direct Instruction, either as a follow on programme for students who have graduated from Thinking Reading, or for students whose reading test scores demonstrate that they are able to decode fluently, but with comprehension.

A significant proportion of students on both the Thinking Reading and Corrective Reading programmes will be disadvantaged.

‘Corrective Reading’ is an evidence-based intervention, based on the principles of Direct Instruction.

1,2

Activity

Evidence that supports this approach

Challenge number(s) addressed

Comprehensive careers programme where Disadvantaged students are prioritised for 1:1 careers appointments and to attend external careers fairs in years 8 and 9.

An EEF report (2016) found that:

Careers education works best when it is personalised and targeted to individuals’ needs from an early age. This, together with school-mediated employer engagement alongside independent and impartial career guidance, is key to supporting young people’s transitions into education, training and employment.  Young people who have a good understanding of what they need to do in school to achieve their career ambitions, and who combine part-time work with full-time study, do a lot better economically later in life than their peers.

2,3,4

Remove barriers to opportunities which provide cultural capital e.g by fully funding places for Disadvantaged students on all school theatre trips. 

We run a weekly year 7 enrichment/cultural capital group which provides a wide range of co-curricular opportunities for disadvantaged students, including strong links with our school governors and the local community.  This is led by a member of our Disadvantaged staff team.

3

We run regular parenting sessions (approx.10 per year) led by an experienced specialist practitioner focussing on a wide range of issues including positive discipline, dealing with worry and anxiety, social media use and peer pressure.

House Leaders, the SENCO and PSOs will refer parents to these sessions where families would benefit from additional support in these areas.

The EEF Teaching and Learning toolkit states that ‘parental engagement has a positive impact on average of 4 months’ additional progress. It is crucial to consider how to engage with all parents to avoid widening attainment gaps’.

3

Increased attendance % for disadvantaged pupils through the enlargement of the Attendance Team

Increasing the capacity of the Attendance team so that they can engage with the families of those pupils who are persistently absent, alongside supporting the pastoral and teaching staff to develop a culture of good attendance, is supported through the recommendations in the government guidance: https://www.gov.uk/government/publications/school-attendance/framework-for-securing-full-attendance-actions-for-schools-and-local-authorities

The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels.

4

We have proactively sought additional support from external agencies which is suitable for students (and their families) on the CAMHS waiting list, and those who just fall below the threshold for CAMHS support.

This is necessary as there are generally more complex needs across the school.

3

Increase participation in co-curricular activities; our co–curricular lead has produced sign-up lists for tutors so they are aware of which disadvantaged students in their PD groups have not signed up for any clubs, enabling them to target discussions with these students and encourage attendance.

Historically we have seen a close correlation between those pupils who actively engage in the wider offer the school provides and those who attain or exceed their target grades, including our disadvantaged pupils. With the appointment of a co-curricular lead, this internal school research has become more accurate and will enable a more targeted approach at ensuring participation.

5

Develop and increase the capacity of our breakfast club to include greater numbers of disadvantaged students. Target younger students to develop a culture of attendance at this club throughout their time at Brookfield.

Breakfast positively affects children’s behaviour and school performance. Initiatives such as this aim to support levelling up children`s outcomes in providing better nutrition, and improved wellbeing, behaviour and social skills.

2,3,4

Sustained pastoral provision and welfare support for disadvantaged pupils.

Recent changes to the pastoral support office/student reception processes to give additional capacity and a quiet space to provide immediate and pre-arranged support to vulnerable students.

Post-pandemic, we have seen an increase in the need for welfare support for many of our pupils, but particularly our most vulnerable and disadvantaged pupils.

3

Develop a robust programme of support for students who are young carers.  A member of the disadvantaged team will oversee this area and will ensure that these students are identified, and that appropriate support is provided during their time at Brookfield.

The All-Party Parliamentary Group for Young Carers has cautioned that many students who are young carers were not being identified at school, leading to inconsistent support and decreased academic outcomes.

3

Reviewing the impact of our disadvantaged initiatives, starting with breakfast club and the year 7 enrichment group. We will analyse pre and post surveys designed by Impact Ed to ensure that these provisions are meeting the needs of our students and make changes where needed.

3,4

Significant support provided for students on the FSM register, including those who are just below the FSM qualification threshold, who need additional financial help in order to have equal access to the curriculum.

2,3,4

Continue to ensure that student leadership and student voice includes representation from our disadvantaged students. We will aim to remove any barriers that prevent students from applying for the role.

Student voice and student leadership raises aspirations and can contribute to the continued development of progress of the school. Student leaders are seen as role models for the wider school.

5

To continue to develop links with community partners to support students and their families – eg. Tesco, Waypoint Church, St Margaret Mary Church

Community partnerships to support health and wellbeing for students and their families. Happy and healthy communities support the foundation for positive education at school.

3

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

2,3,4

Areas of success in 2023/24 include:

The attainment data for our disadvantaged students was much improved in Summer 2024.  We are delighted that our progress figure places us 6^th in Hampshire.

There was a significant fall in the percentage of students who did not sit a full suite of qualifications.  The students who did not have all slots filled all had significant family, academic or mental health issues and had received a high level of support throughout their time at Brookfield.

Attainment

• We now have a well organised system for supporting Disadvantaged students through the options process, so that they choose suitable courses for their ability. 
• We have a rigorous process for students where there is a request to drop an option and this is carefully thought through (e.g. some students are better placed to continue with subjects where the assessment is by terminal exams, rather than heavy coursework subjects)
• We have introduced weekly student progress meetings for key vulnerable students involving a range of staff – 2 x Directors of Learning, Senior PSO, SENCO, House Leader.  This has enabled us to work together to support these students, to review progress and agree key actions, many of whom are disadvantaged.
• Our most vulnerable or challenging students are allocated a ‘lead professional’ to oversee their support and build a positive relationship with the young person.

Reading

• Thinking Reading (TR): We carried out a rigorous process to choose the best reading intervention programme.  Twelve year 11 students completed the programme in Spring/Summer 2024 and all have ‘graduated’, meaning that their reading age now matches their chronological age.  We have also completed the programme with eight students in year 8, with four more who will graduate in Spring 2025. We are currently testing and selecting our year 10 cohort and they will start their sessions in January.  Teaching staff are fully supportive of the programme and students are released for 3 x 30 minute sessions per week. We have received very positive feedback from parents, teachers and the students themselves, and the results have been amazing!
• We are soon to launch Corrective Reading in Spring 2025, a comprehension programme for students who have graduated from Thinking Reading, or those who have a smaller gap between their reading age and chronological age.
• We have trialled a paired reading programme in PD for year 11 students who have graduated from TR, where students meet weekly 25 minute session 1:1 to read with a member of SLT.
• We have led some CPD sessions to share the Thinking Reading programme with all staff and have encouraged them to use the TR strategies in lessons when introducing new vocabulary (e.g. the procedure of ‘model, lead, test’)

Social and Emotional Well-being

• To support students’ social and emotional well-being, we offer significant input from a range of in-school and external professionals
• We ensure that there is additional support provided for students on the CAMHS waiting list or who fall below the CAMHS threshold– we have put in place a significant amount of additional support/counselling provision which is accessed by students and families. This equated to approximately 470 sessions of counselling support in the Autumn term 2024, in addition to our in-house ELSA and TALA sessions.
• Parenting courses – we have successfully organised a programme of parenting support sessions, led by a fantastic external speaker with a background in Child Psychology and positive parenting to provide advice and support on a number of key parenting issues e.g. peer pressure, positive discipline, and the pressures of social media.  Attendance at these sessions has been very good and we have received extremely positive feedback from parents.  Our pastoral team have been able to signpost vulnerable families to these sessions.
• Support for young carers – a member of Disadvantaged team has been appointed to this role and we have significantly raised the profile of young carer support across the school, ensuring that students are quickly identified and receive appropriate interventions.  We are working towards the Young Carers in Schools Bronze Award.

Careers Support

• We ensure that Disadvantaged and SEN students are prioritised for careers appointments.  All these students have at least one appointment during Years 10 and 11.  Students receive a very comprehensive action plan following each careers appointment.  Students can request additional careers appointments if they need further support, and any concerns (e.g. where students haven’t made college applications) are shared with the relevant staff.
• To support students who might have difficulties attending a college interview at Itchen College, we host the interviews on the school site.  We also give priority for school transport to year 10 college taster days so that students aren’t disadvantaged if parents can’t provide transport to local colleges.
• Priority given to disadvantaged students in years 8 and 9 to attend the ‘Get Inspired’ careers fairs, which are always positively received by students.
• ‘My Solent Story’ – annual talk from the outreach team at Solent University for year 10 disadvantaged students to offer University as a viable option for students who may not otherwise have considered this.
• Year 10 mock interviews – bespoke support for students who find this process challenging (e.g. due to anxiety).  Students are offered a 1:1 mock interview with the careers practitioner at Brookfield instead of an unfamiliar visiting employer.

Areas that we continue to embed include: 

Attendance

• We have increased the capacity of our attendance team to further support students and their parents and our additional attendance officer started her role in March 2024.  We continue to make regular welfare calls or home visits for students who are severely absent from school, and there is a clear plan in place for each of these students.
• The Deputy Headteacher responsible for attendance holds regular attendance meetings with students and parents as part of our normal parents evening structure.
• As with many schools since the pandemic, attendance continues to be one of our ongoing areas of challenge.

Wider strategies

• We re-launched our Reading in PD (tutor time) programme in Autumn 2024 and have produced a booklet of interesting and varied reading material for students to read aloud in small groups.  We carried out observations during the Autumn term, and will continue to do this in Spring so that the programme can be reviewed to ensure its effectiveness, and to ensure a consistency of approach across all our PD groups.

• Breakfast club – a small number of disadvantaged students access this club which runs two mornings a week, providing breakfast and a ‘soft start’ to the day.  In 2024/25 we aim to increase the scope of the club, opening the invite to a larger group of students, including our young carers.

• Co-curricular – engagement is high for disadvantaged students in year 7 but tails off as students move through the school.  Our co-curricular coordinator is monitoring attendance and is working on creative ways to encourage increased attendance from disadvantaged students in other year groups.  These include greater involvement from PD tutors to encourage disadvantaged students to participate and removing barriers by supporting them through the sign up process.