At Queen Elizabeth High School we strive to ensure that all our students make outstanding progress and are supported throughout their educational journey. Schools are allocated funds for the specific purpose of boosting the attainment and progress of a particular group of pupils; classed as Pupil Premium students. The funding for Pupil Premium pupils is allocated to schools in relation to the following:

i. Those who have been registered for free school meals at any point in the last six years.

ii. Those who are in the care of, or provided with accommodation by, an English local authority (looked-after children).

iii. Children who have ceased to be looked after by a local authority in England and Wales.

iv. Children of service personnel.

Parents can inform the school that they are service personnel or have adopted children so that these funds can be claimed by the school, as this particular information is not provided to the school from any other source. Any information provided will, of course, be treated in the strictest confidence.

Funding is specifically allocated to raise the attainment of these groups of pupils and to close the gap in attainment and progress between them and other children in their year group both within the school and nationally. Whilst schools are free to spend these funds as they see fit, we are required to publish online information about how we have used the funds and the impact it has had upon attainment.

Please see below for Queen Elizabeth High School’s Pupil Premium Strategy and Self-Evaluation Statement:

To support pupils with their learning following the extended period of disrupted education due to COVID-19, the school has received additional catch-up premium. The Education Endowment Foundation’s (EEF’s) ‘Tiered Approach to 2020-21’ planning guide, as well the ‘Guide to the Pupil Premium’, have both supported our intentions for the year ahead. The overall aim of the strategy is to close the gaps created by COVID-19 school closures with a particular emphasis on disadvantaged pupils and those who found remote learning particularly challenging.

The EEF recommend a tiered approach based upon three key principles: teaching and whole school strategies, targeted academic support, and wider strategies. The engagement with remote learning from January to March was closely monitored and leaders have reviewed their curricula to prioritise fundamental aspects of learning missed during the pandemic. Staff understand the barriers to learning and are currently dedicating time to the recovery of lost learning. The strategies in the document below will be implemented to ensure that students ‘catch-up’ lost learning and return to the school environment and its routines with the support required.