Pupil premium strategy statement Ridgewood Community High School.
Financial year 2026 to 2027.
This statement details our school’s use of pupil premium (and recovery premium) funding, for the academic years 2023 – 2027, 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 outcomes for disadvantaged pupils last academic year.
School overview
| Detail | Data |
| School name | Ridgewood Community High School |
| Number of pupils in school | 194 |
| Proportion (%) of pupil premium eligible pupils | 49% ‘eligible’ (have PP flag on Arbor) |
| Boys | 69% of PP group |
| Girls | 31% of PP group |
| EAL | 14% of PP group |
| Academic years that our current pupil premium strategy plan covers | 2026/2027 to 2028/2029 |
| Date this statement was published | September 2026 |
| Date on which it will be reviewed |
1. July 2027 2. July 2028 3. July 2029 |
| Statement authorised by | Ian Carden, Headteacher |
| Pupil premium lead | Claire Banks |
| Governor / Trustee lead | Gary Whiting |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year. | £111,047 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| Total budget for this academic year | £ 111,047 |
Statement of intent
At Ridgewood Community High School (RCHS), our overarching aim is to ensure that Pupil Premium funding is used strategically and effectively to secure and sustain positive outcomes for all disadvantaged and vulnerable pupils. We are committed to reducing barriers to learning and ensuring equity of access, enabling every pupil to achieve their full potential both academically and socially.
Our strategy is informed by strong, evidence-based practice, including the Education Endowment Foundation (EEF) Guide to the Pupil Premium (2024). Research consistently highlights that the most effective use of Pupil Premium funding is through a tiered approach, focusing on three key areas: high-quality teaching, targeted academic support, and wider strategies. This framework underpins all aspects of our planning and implementation.
At the core of our approach is a commitment to high-quality, inclusive teaching. Evidence shows that high-quality teaching has the greatest impact on pupil progress, particularly for disadvantaged learners. We therefore prioritise professional development, staff training, and strong recruitment and retention practices to ensure all pupils consistently benefit from effective classroom practice. Quality First Teaching is central to improving attainment, ensuring that pupils with complex needs are both supported and appropriately challenged in every lesson.
Alongside this, we provide targeted academic interventions for pupils who are not making expected progress. These interventions are carefully selected, evidence-informed, and responsive to individual needs, ensuring gaps in learning are addressed promptly and effectively.
Recognising that many disadvantaged pupils face additional barriers beyond the classroom, our strategy also places significant emphasis on wider support strategies. At RCHS, these challenges include communication difficulties, sensory needs, emotional regulation, attendance, and the impact of complex social and medical circumstances. To address these, we ensure all pupils have access to pastoral and therapeutic support, including tailored interventions that promote wellbeing, engagement, and readiness to learn.
Our approach is holistic and inclusive. While the strategy is targeted at disadvantaged and vulnerable pupils, many elements—particularly those linked to teaching and whole-school provision—benefit all learners. In line with EEF guidance, we aim not only to improve outcomes for disadvantaged pupils but also to raise standards across the school, narrowing gaps and promoting sustained improvement for all.
Through a clear, evidence-informed strategy, strong leadership, and a commitment to continuous evaluation, RCHS will ensure that Pupil Premium funding has a meaningful and measurable impact on pupils’ achievement, wellbeing, and future life chances.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 |
Cultural Capital Many disadvantaged pupils at Ridgewood Community High School have fewer opportunities to develop cultural capital beyond the school environment. Factors such as social isolation, limited access to enrichment activities, and fewer opportunities to build life skills can restrict their experiences outside of school. |
| 2 |
Parental Engagement There can be lower levels of parental engagement and participation in school life, which may impact pupils’ confidence, attendance, and overall ability to engage and succeed within the school community. |
| 3 |
Speech, Language and Social Communication A number of pupils present with speech, language and social communication needs, including difficulties with social interaction. Some pupils experience challenges in expressing their thoughts, needs and feelings, including those who use non-verbal communication or have limited language skills. |
| 4 |
Emotional and Sensory Regulation Some pupils experience emotional and sensory dysregulation, which can affect their ability to self-regulate. This may lead to behaviours that disrupt learning, impacting both the individual pupil and others in the school environment. |
| 5 |
Progress Disadvantaged pupils may make less progress from their starting points on entry to Ridgewood. Although barriers to learning vary, these pupils can face additional challenges that may impact their academic achievement compared to their peers in mainstream settings. |
| 6 |
Attendance Analysis of attendance at RCHS indicates that pupils from disadvantaged and harder-to-reach families are more likely to experience persistent absence. This is often due to a range of factors, including illness and anxiety-related behaviours, which can impact their ability to attend school regularly and access learning opportunities |
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 |
|
Cultural Capital Disadvantaged pupils will have increased access to a wide range of enrichment, social and life experiences that extend beyond the classroom and broaden their cultural capital. Through opportunities provided by the school’s charity, including evening, holiday and HAF-funded activities, alongside bespoke programmes delivered by external providers such as Commando Joe’s, pupils will develop confidence, resilience, independence and essential life skills.
As a result, pupils will experience a richer range of opportunities, strengthen their understanding of the wider world, build positive relationships and develop the skills needed to prepare them for adulthood, employment and active participation in their communities.
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Disadvantaged pupils will access a range of enrichment opportunities through the school’s charity, including evening, holiday and HAF-funded activities.
Participation rates of disadvantaged pupils in enrichment activities will increase over the academic year.
Pupils will engage in programmes delivered by external providers, such as Commando Joe’s, to develop confidence, resilience, teamwork and independence.
Pupils will demonstrate increased social skills, self-confidence and independence, evidenced through pupil reviews, observations and EHCP outcomes where appropriate.
Staff monitoring and pupil voice will show that pupils have experienced a broader range of cultural, social and community opportunities beyond the classroom.
Disadvantaged pupils will be better prepared for adulthood through the development of life skills, community engagement and wider experiences. |
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Parental Engagement Parents and carers of disadvantaged pupils will feel connected to school and empowered to support their child’s education, regardless of previous educational experiences, cultural background or language barriers. Through positive communication, accessible support and meaningful opportunities to engage in school life, families will develop the confidence, knowledge and skills to work in partnership with the school. As a result, disadvantaged pupils will demonstrate improved attendance, engagement, wellbeing and readiness to learn, leading to stronger progress towards their academic, personal and EHCP outcomes, and helping to reduce the impact of disadvantage on achievement and participation in school life.
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The Pupil Support Worker will establish and maintain regular contact with identified disadvantaged families, with support plans in place for those requiring targeted intervention.
Attendance at reviews, workshops, school events and parent engagement activities by disadvantaged families will increase compared with baseline participation levels.
Families identified as requiring additional support will be successfully signposted to relevant services and agencies, with engagement and outcomes monitored termly.
Parent and carer surveys will demonstrate increased confidence in communicating with school and supporting their child’s learning, wellbeing and attendance.
Disadvantaged pupils supported through parental engagement interventions will show improvements in attendance, engagement, wellbeing and readiness to learn from their individual starting points.
Case studies and monitoring records will evidence stronger home-school partnerships and earlier identification of barriers affecting learning, attendance and wellbeing.
Communication records will demonstrate increased positive contact between home and school, particularly for the most vulnerable disadvantaged pupils.
Pupil progress, attendance and engagement data will indicate that strengthened parental engagement is contributing to improved academic, personal and EHCP outcomes, helping to reduce the impact of disadvantage |
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Speech, Language and Social Communication Through a whole-school approach led by a Specialist Speech and Language Therapist (SALT), disadvantaged pupils will develop their speech, language, communication and social interaction skills, reducing the additional barriers that disadvantage can create for pupils with SEND. Staff will implement consistent communication strategies and communication-friendly learning environments, enabling pupils to express their needs, thoughts and feelings more effectively, develop social communication skills, and access learning with greater confidence and independence.
Targeted support will prioritise the most vulnerable disadvantaged pupils, while whole-school improvements ensure high-quality communication support is embedded across all settings. As a result, pupils will make progress towards their communication and EHCP outcomes, improve engagement in learning, and reduce gaps in outcomes between disadvantaged pupils and their peers.
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A whole-school Communication Policy is fully implemented and embedded across all settings by July 2027, evidenced through learning walks, communication audits and quality assurance activities.
The Specialist Speech and Language Therapist (SALT) delivers a foundation-up communication approach, providing targeted support for identified disadvantaged pupils and termly coaching and guidance for staff.
100% of staff receive Makaton training, with annual refresher training completed and evidenced through CPD records.
Makaton and agreed communication strategies are consistently used across classrooms and learning environments, evidenced through monitoring, learning walks and communication audits, with at least 90% compliance identified.
Staff confidence in supporting speech, language and communication needs increases, evidenced through pre- and post-training evaluations showing improved confidence and knowledge.
Disadvantaged pupils identified for targeted communication support demonstrate measurable improvements in communication assessments, EHCP communication outcomes and individual targets from their starting points.
Communication assessment data shows that disadvantaged pupils receiving targeted support make expected or better progress in speech, language and communication, helping to reduce gaps with their peers.
Reading, writing and engagement data demonstrates improved access to learning for disadvantaged pupils supported through the SALT-led approach.
Case studies, pupil voice and parental feedback evidence improved confidence, self-advocacy and participation in learning for disadvantaged pupils.
Monitoring demonstrates that communication-friendly learning environments are embedded across the school, ensuring disadvantaged pupils can consistently access high-quality communication support throughout the school day. |
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Emotional and Sensory Regulation Disadvantaged pupils will develop the emotional awareness, sensory regulation and self-management skills needed to engage successfully in learning and school life. Through a consistent whole-school approach that combines PRICE behaviour strategies and the Zones of Regulation framework, staff will provide a shared language and consistent regulation strategies across all settings.
As a result, disadvantaged pupils will become more confident in recognising and communicating their emotional and sensory needs, using appropriate regulation strategies, improving their readiness to learn, engagement, wellbeing and behaviour, and making progress towards their individual EHCP and personal development outcomes.
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100% of staff will receive PRICE and Zones of Regulation training, with refresher sessions delivered annually to ensure a consistent whole-school approach.
Staff confidence and competence in supporting emotional and sensory regulation will increase, evidenced through training evaluations, coaching records and monitoring activities.
PRICE and Zones of Regulation strategies will be consistently implemented across the school, evidenced through learning walks, behaviour audits and quality assurance activities, with agreed approaches observed in all settings.
Disadvantaged pupils will increasingly identify, understand and communicate their emotional and sensory needs using the shared language and strategies taught through the Zones of Regulation.
Pupils receiving targeted regulation support will demonstrate measurable progress from their individual starting points, evidenced through EHCP outcomes, behaviour targets, wellbeing measures and case studies.
Behaviour data will show a reduction in incidents of dysregulation, behaviours that impact learning and the need for reactive interventions.
Disadvantaged pupils will demonstrate improved readiness to learn, lesson engagement, attendance and independence in using appropriate self-regulation strategies.
Pupil voice, staff observations and parental feedback will evidence improvements in emotional wellbeing, self-management and participation in learning.
Monitoring data will demonstrate that the combined whole-school and targeted approach is reducing barriers associated with disadvantage and improving engagement, behaviour and learning outcomes for disadvantaged pupils. |
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Progress Disadvantaged pupils will make progress from their individual starting points that is at least in line with, and where possible exceeds, that of their peers. Through a stage-not-age curriculum, high-quality teaching and targeted support, barriers to learning will be reduced, enabling pupils to develop their knowledge, skills and independence across the curriculum. As a result, disadvantaged pupils will achieve their individual learning outcomes and be well prepared for their next stage of education and adulthood.
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By the end of the academic year, Pupil Premium pupils will make progress that is at least in line with, and where possible exceeds, that of non-Pupil Premium pupils from similar starting points, as evidenced through half-termly assessment and progress reviews.
100% of Pupil Premium pupils will be assessed and tracked using the school’s agreed reading, writing and phonics assessment pathways, including pre-national curriculum measures where appropriate, with progress monitored through half-termly data checks.
Staff will receive regular phonics and literacy assessment training and updates throughout the year to ensure consistency and accuracy in assessment and teaching.
By the end of the academic year, reading, writing and phonics outcomes for Pupil Premium pupils will be comparable to or better than those of non-Pupil Premium pupils from similar starting points, including pupils working below national curriculum expectations.
Half-termly data analysis will be used to identify any gaps in progress promptly, enabling targeted intervention and support to ensure pupils remain on track to meet their individual outcomes. |
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Attendance The attendance of vulnerable Pupil Premium pupils will improve from their individual starting points, with barriers related to chronic illness, mental health and SEND needs identified and addressed through personalised support. As a result, pupils will demonstrate increased engagement in learning, improved wellbeing and greater access to educational opportunities, enabling them to make sustained progress towards their individual academic and personal outcomes.
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By the end of the academic year, attendance for identified vulnerable Pupil Premium pupils will improve from their individual baseline, taking account of medical, mental health and SEND-related needs. 100% of vulnerable Pupil Premium pupils with attendance concerns will have a personalised support plan in place, reviewed at least termly with families and relevant professionals. Barriers to attendance will be identified and addressed promptly through multi-agency working, with appropriate interventions implemented and monitored. Vulnerable Pupil Premium pupils will demonstrate improved engagement with school and learning, evidenced through attendance data, pastoral records and pupil reviews. Where attendance is affected by chronic illness or mental health needs, pupils will successfully access personalised provision and reintegration support, enabling them to maintain engagement with their education. Attendance gaps between vulnerable Pupil Premium pupils and their individual attendance targets will reduce over the academic year. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed above.
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 Budgeted cost: £ 25,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|
Post 16 curriculum. To improve outcomes for disadvantaged learners through a curriculum that combines academic, vocational and employability skills, preparing students for adulthood, further education and employment.
Amount £8,000 |
Improved exam outcomes through a more personalised curriculum that embeds English, maths and communication skills into practical learning contexts, helping students apply and retain knowledge. Metacognitive strategies such as planning, monitoring and evaluating learning are explicitly taught. Metacognition and self-regulation | EEF
Increased engagement through meaningful vocational experiences, including the off-site Coffee Mill, where students practise customer service, money handling, communication, teamwork and problem-solving in a real-world setting.
Enhanced preparation for adulthood by providing authentic workplace experiences and opportunities to develop independence, responsibility, employability and community participation skills through both the Coffee Mill and school-based activities.
Expanded horticultural provision enables students to develop practical skills, resilience, teamwork and responsibility while applying literacy and numeracy skills in a purposeful context.
Improved social and emotional development, confidence and self-regulation through collaborative working and real-life learning experiences, helping disadvantaged students overcome barriers to future success. |
1,3 &5 |
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To ensure high quality teaching and learning, driven by the curriculum rather than assessment.
Amount £11,000 |
Leaders will create a broad, ambitious and engaging curriculum that develops pupils’ knowledge and skills beyond assessment outcomes. Subject leaders will regularly review curriculum design to ensure learning is accessible for all pupils, while teachers use adaptive teaching and targeted support to address individual needs and close gaps in learning.
This approach aims to increase pupil ownership of learning, success criteria and targets, leading to improved progress and attainment. The EEF identifies high-quality teaching as the most effective way to improve outcomes for disadvantaged pupils |
4 & 5 |
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To improve the assessment, monitoring and evidencing of progress for pupils through the implementation and development of the Evidence for Learning platform. This enables staff to capture learning in real time, identify gaps quickly and plan targeted interventions to improve outcomes. Amount £6,000 |
The implementation of Evidence for Learning has improved the tracking and analysis of progress for Pupil Premium pupils by linking evidence directly to EHCP outcomes, IEP targets, National Curriculum, Pre-National Curriculum pathways, qualifications, SMSC and British Values.
A structured trial period will be undertaken to evaluate the platform’s effectiveness, followed by targeted CPD for teaching and support staff to ensure consistent use, accurate assessment and effective data analysis. This will increased staff confidence in evidencing progress and using data to inform provision for disadvantaged learners.
The platform provides real-time assessment information, enabling staff to identify barriers quickly, tailor interventions and monitor the impact of support. It has strengthened IEPs by ensuring targets are informed by accurate evidence and closely aligned with EHCP outcomes Metacognition and self-regulation | EEF
Detailed reporting allows leaders to analyse progress at pupil, cohort and whole-school level, ensuring Pupil Premium funding is targeted effectively and its impact can be measured accurately. The system also captures wider personal development outcomes, including SMSC and British Values, supporting a holistic view of pupil achievement |
1 & 5 |
Targeted academic support Budgeted cost: £44,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|
Support from a dedicated Family support worker to sign post and work with families most at need.
Amount £15,000 |
Deployment of the Family Support Worker to work proactively with disadvantaged and vulnerable families, providing early intervention and access to external support services where barriers to learning are identified. The Family Support Worker will work closely with school staff to identify pupils at risk of underachievement due to attendance, welfare, safeguarding or family circumstances and will provide targeted support before issues escalate.
Parental engagement has been shown to have a positive impact on pupil progress, with the EEF identifying an average of +4 months’ additional progress when effective approaches are implemented. The EEF recommends offering more intensive and sustained support for families facing additional challenges, alongside developing positive and respectful home-school relationship |
1, 2, 5 & 6 |
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Support from a dedicated Pupil support worker to support pupils’ mental health and sign post families to the most appropriate service.
Amount £15,000 |
Deployment of a Pupil Support Worker to provide targeted support for disadvantaged pupils’ mental health, emotional wellbeing and readiness to learn. The Pupil Support Worker will identify pupils requiring additional support and deliver evidence-informed interventions, nurture programmes and wellbeing activities to develop resilience, self-regulation, confidence and positive attitudes towards learning.
The Pupil Support Worker will work closely with pupils, families and staff to ensure emerging needs are identified early and that pupils are signposted and referred to the most appropriate external agencies.
The EEF highlights that approaches which support pupils’ social and emotional learning (SEL) can have a positive impact on academic outcomes, with an average of +4 months’ additional progress
The EEF also recommends providing sustained and intensive support where additional needs are identified and working closely with families and external agencies to ensure pupils receive the support they need. |
2,5 & 6 |
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Implementation: A whole-school approach to speech, language and communication will be led by a Specialist Speech and Language Therapist (SALT).
Amount £14,000 |
Deployment of a Specialist Speech and Language Therapist (SALT) led to help the implementation of a foundation-up communication approach, providing coaching, modelling and guidance to staff on effective communication strategies. This will strengthened staff practice and ensured communication support is embedded throughout the school day.
100% of staff to receive Makaton training, with refresher sessions delivered to maintain knowledge, confidence and consistency. Makaton will be embedded as the school’s agreed communication approach and is evidenced through classroom practice, visual supports, structured teaching and daily interactions.
Monitoring activities, including learning walks, communication audits and training evaluations, demonstrate increased staff confidence and consistent implementation of communication strategies across the school. This ensures pupils receive a universal and consistent approach from all adults
As a result, pupils are demonstrating improved communication skills from their individual starting points, including increased use of verbal communication, Makaton, visual supports and alternative communication systems where appropriate. Improved communication skills have enabled pupils to engage more effectively in learning, develop social relationships, express their needs and feelings, and make progress towards their communication and EHCP outcomes. |
3, 4 |
Wider strategies Budgeted cost: £56,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|
Support from a dedicated Family support worker to increase attendance
Amount £15,000 |
Deployment of a Family Support Worker and additional pastoral staff to improve attendance and reduce persistent absence by working closely with families to identify and overcome barriers to regular school attendance. Through regular communication, targeted support and home visits where appropriate, the Family Support Worker will build strong relationships between home and school and ensure families can access the support they need.
This approach will strengthen parental engagement and support early intervention, helping to improve attendance, wellbeing and pupil outcomes. The EEF identifies parental engagement as having an average impact of +4 months’ progress, particularly when schools develop positive, trusting relationships with families |
2,5 and 6 |
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Create a TLR position for behaviour for learning. With a dedicated role to create system and bespoke CPD.
Amount £6,000 |
Deployment of a Behaviour for Learning Lead to develop and embed a consistent whole-school behaviour system that promotes positive learning behaviours and ensures pupils are ready to learn. The role will lead the implementation of clear behaviour policies, support staff through bespoke CPD and coaching, and monitor the effectiveness of behaviour strategies across the school.
This approach will help reduce disruption, increase engagement and create a calm, purposeful learning environment. The EEF states that behaviour interventions can lead to an average of +3 months’ additional progress and highlights the importance of clear expectations, effective classroom management and consistent whole-school implementation
Improving Social and Emotional Learning in Primary Schools | EEF
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4 and 5 |
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Many Pupil Premium pupils experience difficulties with emotional regulation, sensory processing and self-management, which can present barriers to learning, attendance, engagement and positive behaviour.
Amount £15,000 |
All staff will receive PRICE and Zones of Regulation CPD, with refresher training provided throughout the year to ensure a consistent whole-school approach
Behaviour SMART will provide a shared framework for supporting emotional regulation, positive behaviour and sensory needs across the school
Staff confidence in supporting emotional and sensory regulation will improve, evidenced through staff surveys, monitoring and coaching
Pupils will increasingly identify, understand and communicate their emotional and sensory needs using the shared language and strategies taught through the Zones of Regulation
Individual sensory regulation strategies will be implemented where required to support pupils’ readiness to learn and engagement.
Behaviour records will demonstrate a reduction in incidents of dysregulation and behaviours that impact learning.
Pupils will show improved engagement, readiness to learn and independence in using appropriate self-regulation strategies.
Learning walks, monitoring and behaviour audits will evidence the consistent application of Behaviour SMART, PRICE and Zones of Regulation strategies across the school. Social and emotional learning | EEF |
3, 4, 5 & 6 |
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Disadvantaged pupils will access a wide range of enrichment, social and life experiences beyond the classroom through the school’s charity, including evening, holiday and HAF-funded activities, alongside bespoke programmes delivered by external providers such as Commando Joe’s. Amount £20,000 |
Disadvantaged pupils will access a range of enrichment opportunities through the school’s charity, including evening, holiday and HAF-funded activities, increasing participation in experiences beyond the classroom.
Participation rates of disadvantaged pupils in enrichment activities will be monitored and are expected to increase over the academic year.
Pupils will engage in programmes delivered by external providers, such as Commando Joe’s, to develop confidence, resilience, teamwork, leadership and independence.
Pupil reviews, observations and EHCP outcomes will evidence improvements in social skills, self-confidence, independence and community participation.
Staff monitoring and pupil voice will demonstrate that pupils have accessed a broader range of cultural, social and community experiences, increasing their cultural capital and understanding of the wider world.
Disadvantaged pupils will be better prepared for adulthood through the development of life skills, positive relationships, community engagement and wider experiences. |
1, 3 & 4 |
Teaching Budgeted cost: £ 25,000
Targeted academic support Budgeted cost: £44,000
Wider strategies Budgeted cost: £56,000
Total budgeted cost: £125,000
Outcomes for disadvantaged pupils
Strategic Overview Report
RCHS operates within a highly specialist context, supporting a cohort where all pupils — including disadvantaged pupils — have Education, Health and Care Plans (EHCPs). The cohort continues to evolve, with increasingly complex needs including significant medical conditions, communication barriers, and social, emotional, and sensory challenges. This changing profile has required the school to continually adapt provision, refine practice, and strengthen systems to ensure all pupils, particularly disadvantaged pupils, can access learning and achieve positive outcomes.
A review of the current Pupil Premium (PP) strategy identified the need for greater clarity, sharper focus, and stronger alignment with a three-tiered approach (universal, targeted, and specialist provision) to better support disadvantaged pupils. Evaluation of existing provision has provided a foundation for developing a more responsive and impactful strategy that improves outcomes for disadvantaged pupils.
Development of Pupil Premium Planning and Implementation
Following an external review in preparation for the 2026 academic year, and a subsequent deep dive by Jude Lomas (ECM Education Consultants), the school has refined its approach to PP planning. This has strengthened the strategic use of funding, ensuring it is closely aligned to identified barriers and pupil need, particularly for disadvantaged pupils. There is now a clearer focus on measurable impact, evidence-based approaches, and a structured implementation model. This work supports more robust evaluation and sharper accountability for improving outcomes for disadvantaged pupils.
Key barriers to learning for disadvantaged pupils include communication difficulties, sensory processing needs, emotional regulation challenges, and attendance issues linked to medical needs and placement suitability. These barriers have been carefully analysed by the Senior Leadership Team (SLT) and are central to shaping the revised PP strategy for disadvantaged pupils.
Over the past 18 months, the SLT has undergone significant development and restructuring, strengthening leadership capacity and creating a more cohesive and strategic approach to improving outcomes for all pupils, including disadvantaged pupils.
Developing pupils’ cultural capital remains a priority, particularly for disadvantaged pupils who may face additional barriers in accessing experiences beyond school. The school has therefore expanded opportunities that support independence, social development, and life skills through both curriculum and enrichment.
To address learning barriers, targeted strategies have been implemented, including sensory regulation training and the development of a robust behaviour support and analysis framework. This approach supports staff in understanding behaviour as communication, reducing escalation, and promoting self-regulation, with a clear focus on supporting disadvantaged pupils effectively.
The Pastoral Hub has become a key strength, with the Family Support Worker and Senior Student Support Worker playing a central role in early intervention, safeguarding, and family engagement. This has strengthened the school’s ability to support disadvantaged pupils holistically, alongside their peers.
Assessment has also improved significantly through the introduction of Evidence for Learning (EfL), enabling more accurate tracking of small steps of progress and strengthening internal monitoring systems following the transition from Arbor. This ensures that the progress of disadvantaged pupils is carefully monitored and supported.
Attendance currently stands at 87%, reflecting the school’s complex context. Absence is largely due to medical needs within the PMLD cohort and a small number of pupils where placement is unsuitable, including some disadvantaged pupils. Despite this, attendance is above the national average for special schools, although slightly below the Lancashire average, demonstrating strong performance within a challenging context.
The school also provides valuable external opportunities, such as its town-centre coffee shop (coffee Mill), supporting pupils — particularly disadvantaged pupils — to develop independence, employability, and real-life skills.
Overall, RCHS demonstrates a strong commitment to continuous improvement, with a clear strategic direction and inclusive approach tailored to its complex cohort.
Key Features Supporting Pupil Premium Pupils
National Autism Accreditation
This has embedded consistent, high-quality practice across the school, ensuring staff have a strong understanding of autism and neurodivergence. It supports reduced anxiety, improved access to learning, and greater inclusion for disadvantaged pupils.
Mental Health Support Team (MHST)
MHST provides accessible early intervention for pupils with mental health needs, alongside trauma-informed training for staff. This has improved staff understanding, leading to better support for emotional regulation and engagement, particularly for disadvantaged pupils.
Library Loans Bus
The library bus has broadened access to reading materials, supporting literacy development and encouraging reading for enjoyment. This helps reduce gaps in access for disadvantaged pupils and promotes equity in literacy opportunities.
ELKLAN (Communication-Friendly Environments)
ELKLAN strategies have created more inclusive, communication-friendly classrooms. This improves pupils’ ability to understand, interact, and engage, reducing frustration and supporting both academic and social development, especially for disadvantaged pupils.
Rocket Phonics
Rocket Phonics offers a structured and adaptable approach to early reading. It is highly effective for pupils with complex SEND, helping disadvantaged pupils build confidence and close gaps in phonics knowledge.
Widgit
Widgit resources support visual communication, enabling pupils with speech and language difficulties to access the curriculum more independently. This reduces communication barriers and supports engagement for disadvantaged pupils.
Quality First Teaching
A strong focus on high-quality teaching ensures all pupils are supported and challenged appropriately. For disadvantaged pupils, this promotes full inclusion in learning, reduces reliance on withdrawal interventions, and strengthens progress across the curriculum.