Saint George Catholic College
Pupil Premium
Strategy statement
This page details our school’s use of Pupil Premium funding to help improve the attainment of our disadvantaged pupils.
It outlines our Pupil Premium strategy, how we intend to spend the funding in the current academic year, and the outcomes for disadvantaged pupils in the previous academic year.
School overview
| Details | Data |
| Number of pupils in school | 1,030 |
| Proportion (%) of Pupil Premium–eligible pupils | 20.5% |
| Academic years covered by this strategy | 2025/26–2028/29 |
| Date this statement was published | December 2025 |
| Date for review | November 2026 |
| Statement authorised by | Mr James Habberley, Headteacher |
| Pupil Premium lead | Mr Alex Bedford, Senior Assistant Headteacher |
| Governor / Trustee lead | Mrs Anna McCormack, Chair of Governors |
Funding overview
| Details | Amount |
| Pupil premium funding allocation this academic year | £ 222,975 |
| Pupil Premium (and recovery premium*) carried forward | N/A |
| Total budget for this academic year | £ 222,975 |
Part A: Pupil premium strategy plan
Statement of Intent
At St George, we pride ourselves on supporting the individual. Understanding our students’ needs is central to enabling them to thrive. Through robust academic and pastoral monitoring systems, we identify individuals and groups requiring targeted support and allocate Pupil Premium funding strategically to help them achieve their goals.
Our ultimate aim is for all students to be happy, independent, and successful. This is reflected in our mission statement:
“We ASPIRE to become all that God has created us to be.”
Our intention is that all pupils, irrespective of background or the challenges they face, make strong progress and achieve high attainment across the curriculum. High-quality teaching remains at the heart of our approach and is the most effective way of closing attainment gaps for disadvantaged pupils.
We recognise that academic success is inseparable from pastoral wellbeing. Strong pastoral care underpins strong academic progress; both are essential to ensuring our pupils fulfil their potential.
A key focus of our strategy is ensuring that students are in school and ready to learn. Good attendance is a fundamental driver of success. Without consistent engagement in lessons, pupils are unable to access the full range of opportunities available to them. We therefore place significant emphasis on promoting attendance, identifying barriers early, and working closely with families to establish sustainable attendance habits.
Our strategy for improving outcomes and creating opportunities for disadvantaged pupils is embedded within our whole-school development plan and aligned with wider targeted initiatives. To ensure effectiveness, we will:
-
Ensure disadvantaged pupils are consistently challenged in their learning.
-
Intervene early when academic or pastoral need is identified.
-
Maintain a whole-school approach, with all staff taking responsibility for disadvantaged pupils’ progress and holding high expectations.
-
Strengthen the link between attendance, wellbeing, and academic performance.
At St George, we remain committed to removing barriers to learning, fostering aspiration, and ensuring that every pupil, regardless of background, can flourish academically, personally, and spiritually.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge | Details |
| 1 | Raising outcomes for disadvantaged pupils compared to national “other” pupils |
| 2 | Addressing low literacy and numeracy levels that limit access to the curriculum in Years 7–9 and progression to standard or strong GCSE passes |
| 3 | Ensuring students are prepared for success beyond St George |
| 4 | Improving low attendance that affects access to high-quality teaching and pastoral support |
Intended Outcomes
This explains the outcomes we are aiming for by the end of our current strategic plan, and how we will measure whether they have been achieved.
| Intended Outcome | Success Criteria |
| Disadvantaged pupils achieve consistently high outcomes | Disadvantaged pupils outperform national “other” pupils for progress and attainment. Progress 8 score above +0.25. Higher outcomes for Basics 9–4 and 9–5. |
| Strong foundations in reading and mathematics | Reading age gaps are reduced. Over 70% of disadvantaged pupils meet or exceed school maths targets. |
| Pupils are well prepared for future learning and success | Over 95% remain in education, employment, or training. Access to Level 3 courses is at or above national levels. Priority careers guidance provided. |
| Exceptional attendance and tailored support | Attendance above 95%. Access to specialist staff including ELSA, MHN, SEND and Inclusion teams. |
Activity in this academic year
This section details how we intend to spend our Pupil Premium funding in the current academic year to address the challenges outlined above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ 47,558
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| AHT Leadership Role | A dedicated member of the Senior Leadership Team (SLT) is assigned to lead and manage the Pupil Premium strategy. It is essential that a senior leader holds responsibility for this area, as they have the authority, experience, time, and skills required to ensure an effective and sustainable plan is in place to support disadvantaged pupils. | 1, 2, 3, 4 |
| Additional staffing in Maths and English (KS4) | Additional staffing in Maths and English provides extra classes at Key Stage 4. These additional sets allow targeted groups to be created and enable more precise support matched to students’ abilities. Reduced class sizes provide greater opportunity for individual support from teachers. In Maths, additional classes also allow for tiering to support individual student pathways. This approach is supported by evidence from the Education Endowment Foundation (EEF) Guide to the Pupil Premium, which states that targeted support delivered in smaller groups can make a significant difference to pupil progress. | 1, 2, 3 |
| TLR for Literacy and Numeracy Coordinators | Literacy and numeracy strategies are implemented across the school to support the progress of all students. Evidence from the EEF Guide to the Pupil Premium highlights the positive impact that literacy and numeracy coordinators can have on disadvantaged pupils. Given the high proportion of students identified as EAL, there is a clear need to ensure pupils can read, write, and communicate effectively in order to access the curriculum. Evidence suggests that pupils make significant progress when they receive targeted literacy and/or numeracy intervention through a whole-school approach delivered via tutor time or embedded within curriculum lessons. | 1, 2, 3 |
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £18,695
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Half-term and Easter schools | Targeted intervention is provided for students identified as being below their expected progress. St George recognises the importance of supporting students to catch up on missed learning, address misconceptions, and consolidate key knowledge. Structured opportunities for targeted support have demonstrated a positive impact on student outcomes at St George. This approach is supported by evidence from the EEF Guide to the Pupil Premium. | 1, 3 |
| Music lessons | Music lessons support students in accessing a broad and balanced curriculum tailored to their individual needs. Evidence from the Education Endowment Foundation (EEF) on arts participation shows that engagement in arts-based activities plays an important role in developing students’ wider skills, interests, and overall wellbeing. This provision is also intended to enhance students’ confidence and contribute positively to attendance. | 1, 3 |
| Home language tutor | Home language tuition supports students in accessing a broad and balanced curriculum while valuing linguistic diversity. With a significant proportion of students identified as EAL, it is essential that pupils feel supported in studying their home language, whether as a GCSE subject or to support communication between school and families. This provision enhances students’ range of qualifications and supports stronger integration into school life. | 1, 3 |
| Educational resources | Educational resources, including revision guides, textbooks, and access to laptops, are provided to support students’ independence and academic achievement. These resources enable pupils to complete homework and coursework, apply for college places, and communicate effectively with teachers when required. This approach is supported by EEF evidence highlighting the importance of access to appropriate learning resources for disadvantaged pupils. | 1, 3 |
| Educational trips | Educational trips provide enrichment opportunities that develop students’ cultural capital and allow them to apply learning beyond the classroom. Evidence from the EEF indicates that extracurricular activities and educational visits are an important part of education in their own right. These experiences increase engagement in learning and can also have a positive impact on students’ wellbeing. | 1, 3, 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 156,722
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Inclusion Manager | The Inclusion Manager supports individual students in engaging fully with school life wherever possible. This role ensures effective oversight of the Inclusion Centre and promotes a consistent, supportive approach for vulnerable pupils. Without this role, behaviour in mainstream lessons may be negatively affected and attendance can decline as students fail to receive the support they require. | 1, 3, 4 |
| Inclusion Team | The Inclusion Team supports students’ social, emotional, and behavioural needs to enable effective engagement with learning. Evidence from the EEF highlights that social and emotional skills are linked to improved academic outcomes and positive long-term life chances. The team provides timely and responsive support to pupils when needed. | 1, 3, 4 |
| Alternative Provision (AP) Teacher | The AP Teacher provides a bespoke curriculum for individual students with the aim of reintegrating them into mainstream lessons as soon as appropriate. Evidence from the school’s individual pathway programme demonstrates a positive impact on reducing suspensions and increasing attendance for vulnerable pupils. | 1, 3, 4 |
| ELSA support | Emotional Literacy Support Assistants (ELSAs) provide targeted emotional and mental health support. The number of students experiencing mental health challenges post-COVID has increased significantly, and having trained ELSAs in place ensures pupils receive timely support to improve wellbeing, engagement, and attendance. | 1, 3, 4 |
| Careers Officer | The Careers Officer provides individualised careers advice and guidance to support students in making informed decisions about their next steps. Funding ensures that the school meets the Gatsby Benchmarks and supports students into education, apprenticeships, or employment at rates above national averages. | 3, 4 |
| Mental Health Nurse | The Mental Health Nurse supports students experiencing mental health difficulties that affect attendance and academic performance. Evidence from the EEF highlights the importance of prioritising student wellbeing to support effective learning and positive long-term outcomes. | 3, 4 |
| Transport | Transport funding supports students’ attendance at school. As St George is not a catchment school, assistance with transport costs ensures pupils can access education consistently and arrive ready to learn. | 1, 4 |
| Discretionary fund | A discretionary fund is allocated to support individual needs as they arise. This ensures flexibility in responding to barriers that may otherwise prevent pupils from fully engaging in school life or accessing learning opportunities. | 3, 4 |
Total budgeted cost: £ 222,975
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
| Measure | Pupils eligible for Pupil Premium | National pupils not eligible for Pupil Premium (2024) |
| Progress 8 score average (2022, 2023, 2024 & 2025) | +0.04, +0.42, +0.79, n/a | +0.17 |
| Attainment 8 score average (2022, 2023, 2024 & 2025) | 48.4, 47.5, 55.3, 51.7 | 50.3 |
| Basics % 9–4 (2022, 2023, 2024 & 2025) | 74.5, 75.0, 83.3, 77.5 | 72.7 |
| Basics % 9–5 (2022, 2023, 2024 & 2025) | 51.0, 45.8, 66.7, 50.0 | 53.5 |
| % staying in education or employment (2020–2023 leavers) | 94, 93, 96, 96 (whole school) | 94 |
| Attendance (2021/22–2024/25) | 89.5, 92.2, 92.2, 91.4 | 91.4 (national average) |
Data sourced from SCC 2024 Key Stage 4 Outcomes NOVA Analysis Report (Revised) and the DfE Performance Tables website.
EBacc Entry Data
The table below shows the percentage of disadvantaged pupils entered for the EBacc and their attainment.
| Academic Year | % of all students entered for EBacc | % of Pupil Premium students entered for EBacc | PP APS (Average Point Score) |
| 2025–2026 | 54.9% | 52.1% | TBC |
| 2024–2025 | 43.6% | 34.2% | 4.55 |
| 2023–2024 | 38.3% | 34.6% | 4.83 |
| 2022–2023 | 34.3% | 21.6% | 4.09 |
Impact Review: End of 3-Year Cycle (2021/22–2024/25)
| Challenge Number | Impact Review |
| 1 | By the end of the current plan (2024/25), Basics 9–4 outcomes for disadvantaged pupils were above the national “other” benchmark. The in-school Basics 9–4 gap remained below 10%, and a positive Progress 8 score was achieved for disadvantaged pupils. We are extremely pleased that disadvantaged pupils outperformed national “other” pupils for Basics 9–4 in all three years. The in-school Progress 8 gap was reduced to 0.04 in 2024, and internal tracking indicates a further reduction to 0.01 in 2025. |
| 2 | Reading comprehension assessments show that the gap between reading age and chronological age has reduced. Internal tracking data indicates that lower-attaining students in Maths are making progress towards their end-of-year targets. Our literacy programme has delivered consistent gains in reading age across Years 7–9. In 2022–23, disadvantaged pupils in intervention groups made above-expected progress (+4 months in Year 7, +10 months in Year 8, +3 months in Year 9). In 2023–24, despite staff absence, pupils continued to make above-expected progress (+1 month in Year 7 and +3 months in Year 8). In 2024–25, disadvantaged pupils in Year 8 again made above-expected progress (+3 months). The numeracy programme showed some improvement using Freckle Maths; however, impact was inconsistent. The programme has therefore been adapted to focus on increased teacher input with smaller groups, and its impact will continue to be monitored. |
| 3 | More than 95% of pupils remained in education, employment, or training. Students accessed a wide range of colleges and courses. Pupils were supported individually through personalised guidance, interview preparation, and attendance at taster days. The proportion of students remaining in education has increased year on year at St George, while national figures have declined, meaning the school now significantly exceeds national averages.
|
| 4 | Attendance targets of above 95% remain aspirational. The gap between national attendance figures and those of disadvantaged pupils reduced from 3% in 2021 to 0.4% in 2023 and 2024, and was eliminated entirely (0%) in 2025. The school’s ongoing focus is to maintain and further improve attendance for all pupils. |
Externally provided programmes
| Programme | Provider |
| Accelerated Reader | Renaissance |
| Motivational Speaker | Luke Staton |
Service pupil premium funding (optional)
Allocation and Use of Funding
The school received £2,100 in Service Pupil Premium funding. This funding was allocated to provide additional pastoral support and enrichment opportunities and is included within the wider strategies budget (see previous sections).
Impact of Service Pupil Premium Funding
Service pupil students accessed targeted pastoral support to promote their wellbeing on an individual basis. This support had a positive impact on attendance, enabling pupils to access the full curriculum and participate in a range of enrichment activities, including subsidised peripatetic lessons and educational trips.