Pupil Premium


Pupil Premium Strategy Statement 2023–24

This statement details our school’s use of pupil premium funding (and recovery premium for the 2023–2024 academic year) to help improve the attainment of our disadvantaged students.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School Overview

School name

Tunbridge Wells Grammar School for Boys

Number of students in school


Proportion of pupil premium eligible students


Academic year(s) covered by pupil premium strategy plan


Published date


Review date


Statement authorised by

Amanda Simpson (Headteacher)

Pupil premium leads

Jane Mawn (Lead Practitioner)

Governor/Trustee leads

Keith Ditcham/Petra Sluka

Funding Overview

Pupil premium funding allocation this
academic year


Recovery premium funding allocation
this academic year


Pupil premium funding carried forward from previous years 


Total budget for this academic year


Pupil Premium Strategy Plan

Statement of Intent

Key objectives

Our intention is that all students, irrespective of their educational background or the challenges they face, make good progress and achieve high attainment across the curriculum.

High-quality first teaching is at the heart of our approach, with a focus on areas in which disadvantaged students require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged students in our school. Implicit in the intended outcomes detailed below is the intention that non-disadvantaged students’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our support and interventions this year and within our three-year strategy, are planned around three key areas: Teaching, Targeted Academic Support and Wider Strategies in line with the Education Endowment Foundation (EEF) guidance. As a school we are research driven in the support we put in place both through our own research and experience and that of the EEF which helps guide us in our decisions around where to fund support and interventions.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, across pastoral and curriculum areas, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help students excel. To ensure they are effective we will: 

  • Ensure disadvantaged students are challenged in the work they are set;
  • Act early to intervene at the point need is identified; 
  • Adopt a whole school approach in which all staff take responsibility for disadvantaged students’ outcomes and raise expectations of what they can achieve.
Core principles and strategies
  1. Improve the progress of disadvantaged students through high-quality teaching and learning. Ensure targets set for disadvantaged students are aspirational and based in the upper limits of FFT data.
  2. Effectively use data tracking points based on high-quality assessment and feedback to identify PP students who are not making the required progress and target these students for rigorous academic interventions.
  3. Increase interventions that consider the well-being of the PP cohort and improve engagement with PP parents in the community.
  4. Ensure all PP students have a wide range of co-curricular activities available to support their self-esteem and resilience, enrich their education and raise aspirations.



 This details the key challenges to achievement that we have identified among our disadvantaged students.

Challenge number

Detail of challenge


PP students' achievement data shows gaps against whole school data. This is evident in some subject areas but not all.


PP students face emotional barriers to learning, evidenced by student questionnaires regarding well-being.


Some students are not accessing the full range of co-curricular opportunities.


Some students require better access to IT facilities and curricular materials at home to access learning.


Some students need support in improving attendance.

 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

Continued personalised support with detailed profiles for each student to include academic progress data and factors affecting well-being. Lead practitioner to manage these profiles in collaboration with Inclusion Team, HODs and HOYs.

Sustained use of the information by HODs and HOYs with impact shown in the academic progress tracking data

Improvement from students who are not achieving as highly as we would expect in individual subjects with a particular focus on actions evidenced by the EEF to have the greatest impact:

i) Metacognition and improvements in self-regulation of study habits, including independent study.

ii) Increased opportunities to engage in broader cultural activities.

PP students close the gap in individual subjects.

Observation of high-quality teaching that delivers clear evidence of metacognition and stretch and challenge ('Thinking Hard')

All PP students can have access to educational visits

Attendance at school of PP students is consistent with the whole cohort. Close monitoring of attendance and increased communication with parents.

Attendance at 96%

Increased emphasis on supporting well-being of PP students based on EEF’s 'Rapid Evidence Assessment' (June 2020), which states 'school closures will lead to slower rates of learning or learning loss, and there is a risk that the negative impact will be worse for students who are economically disadvantaged'.

Increased engagement of the PP cohort with MACK, counselling and social and emotional learning interventions (SEL) to show an impact on progress.


Activity in This Academic Year

Below are the details of how we intend to spend our pupil premium (and recovery premium funding) 2022–2023 to address the challenges listed above:

  • Teaching (budgeted cost: £29,829)
  • Targeted academic support (budgeted cost: £20,625)
  • Wider strategies, for example, related to attendance, behaviour, well-being (budgeted cost: £51,317)

Total budgeted cost: £29,829 + 20,625 + 51,317 = £101,771



Evidence that supports this approach

Challenge number(s) addressed

Ongoing CPD for staff to encourage high-quality first teaching and learning that addresses metacognition and 'Thinking Hard' strategies

EEF metacognition and self-regulation: very high impact for very low cost based on extensive evidence

EEF focus on feedback also high impact, low cost, and extensive evidence


Specific CPD for PP Champions (teachers) who will support Years 8 and 9 in the first instance. Pastoral year heads also intrinsic to this

Use of PP Champions in schools where high pupil premium cohorts

1, 2 and 3

LSA to support SEN pupil premium students

Collaborative learning and small group intervention

1 and 4

Peer mentoring by Sixth Form PP Champions and well-being prefects

Collaborative learning approaches EEF high impact, low cost, moderate evidence

1 and 2

Targeted academic support


Evidence that supports this approach Challenge number(s) addressed

Year 11: One-to-one tuition –15 sessions per student across a range of subject areas dependent on need

EEF high impact, moderate cost, extensive evidence


Year 10: One-to-one tuition – eight sessions per student. Sessions timed after feedback on assessment points

EEF high impact, moderate cost, extensive evidence


Revision guides and revision materials

High impact, low cost, extensive evidence


Provision of laptops to students with the most need

High impact, medium cost


Wider strategies
(e.g. related to attendance, behaviour, well-being)


Evidence that supports this approach

Challenge number(s) addressed

MACK intervention

Social and emotional interventions and behaviour interventions showing high impact but current evidence limited (this could increase post-pandemic)



As above


Educational trips and visits

Increases cultural capital and aspirations. EEF high impact moderate cost


Careers intervention for Year 10




Improved attendance



Review of PP Strategy Outcomes for 2022–2023

The KS5 PP cohort outperformed the rest of the cohort in their A Level studies. At GCSE, the pupil premium outcomes remain slightly lower than the rest of the cohort and currently, while we are still closing the gap, we are making some good progress. The residual against 2019 is less negative -0.81 (2023) compared with -0.81 (2019) and the last public exams pre-COVID. Within our school, a number of departments saw the PP students outperform the whole cohort, this included Food Technology, Statistics, Music, Religion and Philosophy, PE and Drama.

There was also an increase in certain subjects which directly correlated to the tutoring provision. The areas showing greatest progress were Biology, Chemistry, Physics, Spanish, French and Maths.

Our internal review demonstrated that the impacts of COVID and school closure on well-being and mental health have continued to prove challenging for our students, including those who receive the pupil premium. In addition to the academic tutoring and support, more students were able to access MACK and counselling services this year to address some of the pastoral, emotional and well-being issues associated with the pandemic. Pupil premium students were also given the opportunity to have priority access to the careers service, which served to focus them on decisions on their next steps.

The impact of our interventions and the continuation of a high-quality curriculum means that the impact on disadvantaged students was minimised and their achievement was not wholly dissimilar to that of other students. The specific targeted support put in place to help students recover knowledge gaps will continue to form an integral part of our strategy to help pupil premium students, and the wider student cohort to achieve their academic potential in future public examinations.

In the final year of this three-year strategy we will continue to focus on the two key areas of the strategy on 'quality first teaching' and 'student well-being'. This will see us bring in more teacher PP champions and more Sixth Form mentors.


EEF  (2019). The Education Endowment Foundation Guide to the pupil premium

Jarrett, T., Long, R. and Foster, D., 2016. House of Commons: Briefing Paper: School funding: Pupil Premium: Number 6700: 21 November 2016.





Downloads & Useful Links

PUPIL PREMIUM 2020 21 16th Aug 2023
PUPIL PREMIUM 2021 22 16th Aug 2023
PUPIL PREMIUM 2022 23 18th Dec 2023
Pupil Premium Funding: Policy and Guidelines 2nd May 2022