This statement 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 this academic year and the effects that last year’s spending of pupil premium had within our school
School Overview
|
Detail |
Data |
|
School name |
Grace Academy Darlaston |
|
Number of pupils in school |
1026 |
|
Proportion (%) of pupil premium eligible pupils |
56.6% – 581 |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2024/2025 to 2026/27 |
|
Date this statement was published |
October 2025 |
|
Statement authorised by |
Henry Holland |
|
Pupil premium lead |
Justine York |
|
Governor / Trustee lead |
Grant Kearns |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£532,717 |
|
Pupil premium funding carried forward from previous years |
£0 |
|
Total budget for this academic year |
£532,717 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of students from low-income familied who are, or have been eligible for free school meals in the past six years, looked after children and previously looked after children, and those from families with parents in the Armed Forces.
Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.
We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.
One of the Associate Vice Principals oversees the implementation and impact of the Pupil Premium Strategy, whilst the rest of the leadership team helps to raise the profile of these students and will hold colleagues to account for their progress and attendance. This will be done through a variety of methods. Pupil Premium students are the focus of all pastoral, academic and leadership team meetings. Robust quality assurance methods as well as a structured and refined CPD Programme for all staff will ensure all staff are given exposure to evidence-based successful strategies and practice in supporting disadvantaged students.
High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This has proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.
Our strategy will continue to consider where additional support is required for pupils whose education and wellbeing were impacted by the COVID-19 pandemic. Barriers post-pandemic have become increasingly more challenging, and whilst those barriers vary greatly in nature, the EEF guide to Pupil Premium states that placing ‘teaching’ at the heart of its strategy is key to building future success for these students.
At Grace Academy Darlaston, the Pupil Premium funding is spent in a variety of ways; this includes investment in both academic and pastoral initiatives, as without the pastoral support the academic challenge becomes even greater and vice versa. 49.5% (469 students) of our current cohort is eligible for the Pupil Premium (2025-2026), above the national average figure of 25.7%. we measure the impact of interventions and additional funding through attendance, progress and attainment. It is well documented that no single intervention closes the attainment gap, and therefore at GAD we use a variety of approaches with a key focus on individual need.
In summary, our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
- ensure disadvantaged pupils are challenged in the work that they’re set
- act early to intervene at the point need is identified
- adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve
Challenges
This section details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
The attainment of disadvantaged pupils at the end of KS4 and KS5 is generally lower than that of their peers and teacher diagnostic assessments suggest that many pupils particularly struggle with problem solving tasks. Assessments on entry to year 7 indicate our disadvantaged pupils arrive below age-related expectations compared to their peers. Assessments, observations and discussion with KS3 pupils indicate that disadvantaged pupils generally have lower levels of reading comprehension than peers. This impacts their progress in all subjects. Our observations suggest many lower attaining disadvantaged pupils lack metacognitive / self-regulation strategies when faced with challenging tasks, notably in their monitoring and evaluation of their answers. This is indicated across the curriculum. |
|
2 |
Our assessments (including well-being survey), observations and discussions with pupils and families have identified social and emotional issues for many pupils, such as anxiety, depression (diagnosed by medical professionals) and low self-esteem. These challenges particularly affect disadvantaged pupils, including their behaviour and attainment. Teacher referrals for support remain high. Support for disadvantaged students displaying social, emotional and mental health issues are higher than their non-disadvantaged peers. These students currently require additional support with small group interventions. |
|
3 |
Our demographics and contextual circumstances illustrate that many of our Pupil Premium students are socially, culturally and economically deprived and do not experience the same cultural capital experience of students in other parts of the country. |
|
4 |
Our demographics and contextual circumstances also illustrate that many of our Pupil Premium students lack aspiration and along with their parents do not actively engage with school life and opportunities for both students and parents / carers. Both students and parents / carers do not experience the same cultural capital experience of students and parents / carers in other parts of the country. |
|
5 |
Our attendance data indicates that attendance among disadvantaged pupils is lower than for non-disadvantaged pupils. |
|
6 |
Our attendance data also indicates that a greater percentage of our disadvantaged pupils have been ‘persistently absent’ compared to their peers. Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress. |
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 |
|
Improved outcomes among disadvantaged pupils across the curriculum at the end of KS4 and KS5 |
KS4 and KS5 performance measures in 2026/27 demonstrate that disadvantaged pupils achieve an average Attainment 8 score comparable to their non-disadvantaged peers, thus reducing the gap between PP and non-PP students. |
|
Improved literacy and reading comprehension among disadvantaged pupils across KS3. |
Reading comprehension tests demonstrate an improvement in comprehension skills among disadvantaged pupils and a smaller disparity between the scores of disadvantaged pupils and their non-disadvantaged peers. Teachers should also recognise this improvement through improved engagement in lessons and higher standards of written work. |
|
Improved metacognitive and self-regulatory skills among disadvantaged pupils across all subjects. |
Teacher reports and class observations suggest disadvantaged pupils are more able to monitor and regulate their own learning. This finding is supported by improved participation and engagement of disadvantaged students across all classes and subjects. |
|
To achieve and sustain improved resilience and mental wellbeing for all pupils, with a particular focus on those students who are disadvantaged. |
Sustained high levels of wellbeing by 2026/27 demonstrated by:
|
|
To further explore and develop opportunities for disadvantaged students to have access to an appropriate curriculum and a broad range of learning experiences outside the classroom |
Disadvantaged students are engaged in lessons, have high aspirations supported by clear career guidance to ensure they have high aspirations and motivation to succeed. This will also be evidenced through a significant increase in participation in enrichment activities, particularly among disadvantaged pupils. |
|
To improve attendance at school events for the parents / carers of disadvantaged students and encouraged greater engagement of parents / carers with school life |
Attendance of disadvantaged parents / carers attending parent evenings is in line with non-disadvantaged parents. Greater opportunities for all parents to engage with school life, but events targeting greater opportunities that will affect the parents / carers of disadvantaged students should be a key focus in providing opportunities to improve the cultural capital opportunities for all stakeholders. |
| To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils. |
Sustained high attendance by 2026/27 demonstrated by:
|
Activity in this Academic Year
This details how we intend to spend our pupil premium funding this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £143,537
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Associate Vice Principal responsible for the Pupil Premium strategy to consistently review the strategy and implement actions |
The members of leadership with responsibility in this area oversees the triangulation of the ‘Early Intervention Programme’, linked with attendance interventions, behaviour interventions, parental engagement and curriculum build in order to have the desired impact outlined in the plan |
1, 4, 5, 6 |
|
Associate Vice Principal with Responsibility for Teaching and Learning to quality assure curriculums to ensure they meet the needs of all learners |
The member of the leadership team with responsibility for the curriculum to monitor ad evaluate individual departments to ensure high quality teaching and learning is taking place to support the progress of all students, with a particular focus on PP students |
1, 3 |
|
Developing metacognitive and self-regulation skills in all pupils. This will involve ongoing teacher training and support and release time. |
Teaching metacognitive strategies to pupils can be an inexpensive method to help pupils become more independent learners. There is particularly strong evidence that it can have a positive impact on attainment: Metacognition and self-regulation | Teaching and Learning Toolkit | EEF |
1 |
|
CPD |
Collaborative learning approaches are outlined as having 5 months’ worth of impact by the EEF Toolkit. High quality CPD means staff are more skilled and can have more impact on students within the classroom. |
1 |
|
We will enhance our maths teaching and curriculum planning in line with DfE KS3 and EEF guidance. Teachers aim to embed key elements of this guidance within school and to engage with Maths Hub–recommended resources encouraging students to make strong links across the curriculum. |
The DfE non-statutory KS3 guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches: Teaching mathematics at key stage 3: To teach maths well, teachers need to assess pupils’ prior knowledge and understanding effectively, employ manipulatives and representations, teach problem solving strategies, and help pupils to develop more complex mental models: Improving Mathematics in Key Stages 2 and 3 |
1, 3 |
|
Improving literacy in all subject areas in line with recommendations in the EEF Improving Literacy in Secondary Schools guidance. We will fund professional development and instructional coaching focussed on each teacher’s subject area. |
Acquiring disciplinary literacy is key for students as they learn new, more complex concepts in each subject: Improving Literacy in Secondary Schools Reading comprehension, vocabulary and other literacy skills are heavily linked with attainment in all subjects: word-gap (Oxford University Press) |
1 |
| Enhanced leadership roles and responsibilities in key subjects to support with the progress of PP students | Evidence given by the EEF illustrate the significance of effective teachers being recruited and retained in key roles ensures students receive the highest quality teaching | 1 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £317,271
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
HLTA/Learning Support Assistants |
The EEF Toolkit suggests that interventions from Teaching Assistants in the classroom have a positive impact on pupils’ progress. |
1, 2 |
|
SEND support |
The EEF Toolkit suggests that specific support from SEND trained staff have a positive impact on pupil’s progress and also their confidence and well-being |
1, 2 |
|
Targeted academic support – additional sessions delivered out-of-hours |
The EEF Toolkit suggests that extending school time where students can access specialist teachers can result in 3 months additional progress. Research consistently shows the positive impact that targeted academic support can have, including for those pupils who are not making good progress across the spectrum of achievement. Identified pupils will be invited to attend sessions delivered by specialist teaching staff to support their overall progress and development. |
1, 2 |
|
Year 11 Lunchtime Intervention Clubs |
Previous success with improvements in progress for Pupil Premium students who took part. Experiences of aspiration intervention is reinforced in the EEF as having the potential for positive impact. |
1, 2, 3 |
|
Year 11 Before and After School Intervention |
The EEF Toolkit suggests that extending school time where students can access specialist teachers can result in 3 months additional progress. Small group tuition will be provided before and after school to support the progress of identified students to support their overall progress. |
1, 2, 3 |
|
One-to-one and small group tuition for pupils in need of additional support, delivered in addition to, and linked with, normal lessons. Tutoring will be implemented with the help of DfE’s guide: |
Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind: |
1, 2 |
|
Delivering well-evidenced numeracy teaching assistant interventions for pupils that require additional support. |
In England, positive effects have been found in studies where teaching assistants deliver high-quality structured interventions which deliver short sessions, over a finite period, and link learning to classroom teaching: Teaching Assistant Interventions | Teaching and Learning Toolkit | EEF |
1 |
|
Data manager – Intervention triggered by data provision and analysis |
Evidence suggests that collection and analysis of data on groups and individual pupils can lead to more timely interventions being put in place |
1 |
| Delivery of high quality CPD to support teaching staff with developing the most effective teaching and learning strategies | The most impactful outline in the EEF relates to students being able to self-regulate and apply metacognition techniques – evidence suggests it contributes to 7 months’ worth of progress. An Associate Vice Principal take responsibility for overseeing and co-ordinating CPD based on needs identified through quality assurance processes | 1, 2, 4 |
| Mental Health support | According to the EEF, social and emotional learning approaches can add up to 4 months’ additional progress in academic outcomes over the course of an academic year. As part of our Early Intervention programme, pupils identified as requiring emotional or mental health support are offered assistance through 1:1 or group work sessions to help them develop strategies to help them manage their emotions day to day | 2, 5, 6 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £128,776
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Use of external training providers to support with PP student’s behaviour and well-being |
EIF’s report on adolescent mental health found good evidence that interventions support young people’s social and emotional skills and can reduce symptoms of anxiety and depression |
2, 5 |
|
External mentoring – use of outside provider for group wok and 1-2-1 support for PP students identified as needing further support |
1-2-1 tuition has been shown to have 5 months of positive impact. Similarly, ‘mentoring’ has been identified as having 2 months of impact. A combination of both strategies is used with PP students |
2, 5 |
|
‘Early Intervention Programme’ developed to improve outcomes for PP students and to reduce the number of PP students moving to EHL3 |
EEF Toolkit evidence suggest that on average, behaviour interventions can produce moderate improvements in academic performance with a decrease in problematic behaviours. Behaviour interventions have been highlighted as having 4 months’ worth of impact. The EEF Toolkit references parental engagement as having 4 months’ worth of impact. |
All |
|
Adoption of a cognitive behavioural therapy (CBT) intervention for specific pupils who require support with regulating their behaviour and emotions. This includes training for school staff, collaboration with our additional needs hub and teacher release time. |
There is evidence to suggest that CBT can have a high impact on risk behaviours and behavioural difficulties: Cognitive Behavioural Therapy (Youth Endowment Fund) Early Intervention Foundation’s report on adolescent mental health found good evidence that CBT interventions support young people’s social and emotional skills and can reduce symptoms of anxiety and depression: Adolescent mental health: A systematic review on the effectiveness of school-based interventions |
2, 5 |
|
Development of an active and sensory room, as well as other key areas in school to support student mental health and well-being |
According to the EEF, social and emotional learning approaches can add up to 4 months’ additional progress in academic outcomes over the course of an academic year. Students accessing these resources are provided with opportunities not emotionally regulate, with the aim of keeping pupils in school and reducing the risk of suspensions and exclusion. |
1, 2, 5, 6 |
|
Embedding good practice set out in DfE’s guidance on working together to improve school attendance. Staff training and release time to develop and implement procedures. Role of attendance officer adapted to have more time to work on initiatives to reduce the level of persistent absenteeism, alongside other members of the pastoral staff that have a responsibility for student attendance. |
The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels. EEF ‘wider strategies’ states that good attendance means that stakeholders understand and follow school systems to make early identification and intervention, ending in improvement in attendance. A large part of this work is through parental engagement, which the EEF Toolkit suggests adds 4 months of impact |
4, 5, 6 |
|
Literacy resources and initiatives for PP students |
Reding comprehension strategies have been highlighted as having 6 months’ worth of impact using the EEF Toolkit. AN Associate Vice Principal oversees this and tracks and monitors this to ensure impact. |
1, 2, 3, |
|
Recruitment of staff to support the needs of students – a Senior Attendance Champion |
Ensuring that teaching and support staff are available to provide high quality teaching and pastoral resources will help build positive relationships with students and their families, which in turn will improve outcomes. The Senior Attendance Champion with quality assure all parties who work with tracking, monitoring and intervening with the attendance of our students. |
1, 2, 4, 5, 6 |
|
Development of attendance rewards programme |
Persistent absence is an immediate issue facing schools across the country. According to EEF data, to address this, when students are rewarded and recognised for their overall attendance or improved attendance, this helps them to improve their engagement and a sense of belonging. By providing incentives to encourage pupils to attend, pupils will attend school more frequently, leading to better outcomes over time. |
5, 6 |
| Extra-Curricular activities – targeting PP students | All subjects are supported in offering extra-curricular opportunities for PP students. Extra-curricular participation has been highlighted as low cost and moderate impact adding 3 months positive progress in attainment and attendance. Experiences of aspiration intervention has been referenced in the EEF and raises the potential for positive impact. |
1, 2, 3, 5, 6 |
| Drama and dance activities delivered through extra-curricular clubs and cultural trips |
As well as being valuable in itself, arts participation can have a positive impact on wellbeing and education outcomes. |
1, 2, 3, 5, 6 |
|
D of E – targeting PP students to participate |
Experiences of aspiration intervention is reference in the EEF as having considerable potential for positive impact. |
1, 2, 3, 5, 6 |
| Subsidised trips and visits for PP students |
Experiences of aspiration and cultural capital is referenced in the EEF as having the potential for positive impact. By providing opportunities for students to take part in trips allows them to see and experience places they may not be able to in their day to day lives. |
1, 3, 5, 6 |
| Hardship support to support the needs of PP students and their families | The EEF Toolkit references parental engagement as having 4 months’ worth of impact. The hardship support helps to facilitate this engagement with the parents of PP students. | 1, 2, 4, 5, 6 |
| 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. | All |
| National Schools Breakfast Programme. Delivery of free breakfast for students. | Breakfast has been suggested to positively affect learning in children in terms of behaviour, cognition and school performance. | 1, 2, 5, 6 |
Total budgeted cost: £589.584
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
We have analysed the performance of our school’s disadvantaged pupils during the previous academic year, drawing on national assessment data and our own internal summative and formative assessments.
|
advantaged 2024 P8 score: |
-0.40* |
|
Disadvantaged 2024 A8 score: |
3.80* |
|
English P1 score 2024 (Disadvantaged) |
-0.5* |
|
Maths P1 score 2024 (Disadvantaged) |
-0.5 |
|
EBACC P8 score 2024 (Disadvantaged) |
-0.40* |
|
Open P8 score 2024 (Disadvantaged) -0.20* Provisional awaiting DFE confirmation |
|
Activity |
Impact |
|
Teaching Actual cost £139,508 |
|
|
VP responsible for PP strategy to consistently review the strategy and implement actions |
Intervention strategy was frequently reviewed and adapted according to identified needs within the Academy. Despite this, attendance of students to school dipped just below national average. |
|
AVP with responsibility of T&L to look at curriculum/department approach to PP progress |
Progress for disadvantaged students was below that of non – disadvantaged students in many subjects, however disadvantaged students in Religious Education and Sociology made above expected progress in their GCSE courses. Disadvantaged students who completed vocational courses in Engineering, Food Technology, Health and Social Care, ICT & Sport also achieved positive progress. |
|
CPD |
High quality CPD has resulted in the quality of education being rated as Good during Ofsted. |
|
Enhanced leadership roles in key subjects to support with progress of PP pupils |
Recruitment of a Head of Department in MFL has raised the standard of the quality of education within this subject. Although progress was not as positive as it could have been, work continues to be done to develop the curriculum, raise the profile of languages across the Academy and improve outcomes in this area. |
|
Activity |
Impact |
|
Targeted Academic Support Actual cost £384,052 |
|
|
HLTA/Learning Support Assistants |
Recruitment of support staff and training of current TA’s to HLTA level has enhanced the quality of provision that has been provided. It has also allowed more small group intervention and in class support to happen allowing move disadvantaged students to receive specific support. |
|
SEND support |
Small group interventions and in lesson support continues to support students who may be behind their peers and raise the quality of lessons across the Academy. Specific year 11 Disadvantaged students were supported in lessons and in their GCSE examinations. |
|
Increased staffing in English allows for smaller group sizes and targeted interventions |
A Director of Learning in English was employed and has raised the standard of the quality of education within the subject. This has resulted in an overall improvement of the progress of students in the subject. Although the 2024 outcomes for English suggest the impact wasn’t as effective as desired for year 11 students, work is continuing to drive the improvement of overall progress through reviewing and adapting the curriculum |
|
Year 11 English Lunchtime Intervention Club |
Increase in the groups progress score from -0.95 at the start of the intervention and moved to -0.37 at the end of the 6 week cycle. |
|
Year 11 before and after School Intervention |
Targeted support in Maths and English for PP students showed that an average improvement in Maths of +0.68, and + 1.12 in English. |
|
Data Manager – Intervention triggered by data provision and analysis |
Consistently used throughout the year to inform staff of underperforming pupils, plan and implement support, target interventions, and measure the impact of these. |
|
Use of external training providers to support with teaching and learning strategies |
School improvement directors have allowed staff to receive bespoke support to develop their teaching practice through coaching and observations. |
|
Activity |
Impact |
|
Wider Strategies Actual cost £165,025 |
|
|
Use of external training providers to support with PP student’s behaviour and well-being |
Staff have received training on Mental Health and Wellbeing, and personal development in order to provide suitable support to students |
|
External Mentoring – use of outside provider for group work and 1-2-1 support for PP students identified as needing further support |
1 to 1 mentoring to support student’s needs, this has been implemented to support progress and behaviour. Some students made improvements in behaviour. |
|
Role of Attendance officer slightly changed in order to have more time to work on initiatives to reduce level of persistent absenteeism, alongside the attendance administrator |
Attendance of our whole Academy cohort for 2023 – 2024 is below national average. However, attendance of our disadvantaged students was higher than the national attendance average. This is due to the work of our Attendance Officer and Family Support Worker, who has developed links with some of our disadvantaged students’ families. A high number of students continue to be persistently absent, and this will be a focus for 2024 – 2025 academic year. |
|
‘Early Intervention Programme’ used in order to improve outcomes for PP students, and to reduce the number of PP students moving to EHL3. |
The use of the Early Intervention Programme has reduced the numbers of students moving to EHL3 in 23-24 from the previous year. |
|
Activity |
Impact |
|
Enrichment + initiative – targeted PP students |
A wider offer of Enrichment sessions have been delivered over the year. We have also seen an increase in students attending Enrichment sessions. |
|
Hardship Support to support the needs of PP students and their families |
Difficult to measure impact, however a large proportion of families accessed support with some improvement in attendance and progress. |
|
Revision Guides for PP students |
All year 10 and 11 students have received revision guides which are used both in lessons and as part of home learning. |
|
Extra – Curricular activities targeting PP students |
Number of students attending extracurricular activities has increased. The range of activities available for students this year has also increased. |
|
Subsidised trips and visits for PP students |
Numerous trips across a variety of subjects and year groups were fully funded by the school. |
|
DofE – targeting PP students to participate |
40 students enrolled on the DofE course at a subsidised rate. 9 students have completed the course in full, with the number set to increase before the end of 2024. |
|
Literacy Resources and Initiatives for PP students Tier 2 and 3 vocabulary identified across all subject areas |
Implemented the reading programme for all students working below functional reading. Students also access reading for pleasure lessons as part of their curriculum. Impact of this is: Year 7 – Average improvement in reading age: 8.8 months, students reading below functional reduced from 28% to 21% Year 8 – Average improvement in reading age: 4.23 months, students reading below functional reduced from 9% to 6%. Year 9 – Average improvement in reading age: 1.79 months, students reading age below functional is 2%. Year 10 – Average improvement in reading age: 0.80 months, students reading below functional 1% |
Externally Provided Programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
|
Programme |
Provider |
|
Mentoring (1-2-1 and group support) |
Reflexions |
|
Mentoring (1-2-1 and group support) |
Base 25 |
Total actual cost: £688,586
Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.
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