Detail

Data

School name

The Mosslands School

Number of pupils in school

767

Proportion (%) of pupil premium eligible pupils

41.3

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2024-2027

Date this statement was published

December 2025

Date on which it will be reviewed

September 2026

Statement authorised by

 Mr Whiteley

Pupil premium lead

 Mr McKune

Governor / Trustee lead

 Mrs J Owens

Detail

Amount

Pupil premium funding allocation this academic year

£340,775

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£340,775

Our intention is that all students at The Mosslands School, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum, particularly in English, Maths and Science.

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. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils 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 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 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 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 pupils’ outcomes and raise expectations of what they can achieve

Challenge number

Detail of challenge

1

The attainment of disadvantaged students is generally lower than that of their peers in English, Maths and Science.

2

Assessments, observations and discussion with KS3 students indicates that disadvantaged students generally have lower literacy levels than their peers. This has an impact across the curriculum.

3

Our observations suggest many lower attaining disadvantaged students lack metacognitive /self-regulatory strategies when faced with challenging tasks, notably in their monitoring and evaluation of their answers. This applies across the curriculum

4

Our assessments, observations and discussions with students, families and external partners highlight the need for a more comprehensive personal development curriculum. Current data shows a significant disparity in behavioural incidents between disadvantaged students and their non-disadvantaged peers, with disadvantaged students being disproportionately represented in negative behaviour logs.

The challenges we face reflect wider community issues which further highlights the need to establish and maintain a strong school ethos. These behavioural and cultural challenges particularly affect our disadvantaged pupils, creating additional barriers to their academic attainment and engagement with school life.

5

Our assessments including, 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. This is partly driven by concern about exams, future prospects, and the lack of enrichment opportunities. These challenges particularly affect disadvantaged pupils, including their attainment.
Referrals to the Access to Education team, entries to CPOMS and the number of cases reported through Operation Encompass are also increasing. These increases whilst affecting the mental health of our students is also impacting on their academic progress.

6

Our attendance data in recent years highlights difficulties we face in ensuring our students attend regularly. This applies to disadvantaged students and non-disadvantaged students. Absenteeism impacts greatly on academic progress for all students. 

Intended outcome

Success criteria

Improved attainment among disadvantaged students across the curriculum at the end of KS4.

By the end of our current plan in 2027 we aim to close gaps in attainment between disadvantaged pupils and those who are not. This should benchmark favourably against national data.

Improved reading comprehension among disadvantaged pupils across KS3

Reading comprehension tests demonstrate improved comprehension skills among disadvantaged pupils and a smaller disparity between the scores of disadvantaged pupils and their non-disadvantaged peers. Teachers should also have recognised this improvement through engagement in lessons and work scrutiny.

Improved metacognitive and self-regulatory skills among the disadvantaged across all curriculum areas.

Teacher reports and class observations suggest disadvantaged pupils are more able to monitor and regulate their own learning. This finding should be supported by student engagement and attitudes to learning, including behaviour logs.

Improved school ethos and improved behaviour at unstructured times.

Student voice including Year and School Council feedback.

Increase in disadvantaged student participation in extra-curricular activities including trips, clubs and interventions.

Decrease in the number of incidents relating to issues at unstructured times, including incidents reported in the community. The tracking of evidence looking at structured and unstructured times and the number of incidents concerning disadvantaged students compared to non-disadvantaged.

To achieve and maintain an improvement in student well-being for all students including those who are disadvantaged to ensure engagement with learning.

Effectiveness of strategies used to support student wellbeing, enabling engagement with learning.

Reduction in NEET Figure.

 Increase in disadvantaged student participation of extra-curricular activities.

Evidence from the Access to education team regarding access to services including group work and external agency work.

To achieve and sustain improved attendance for all students, particularly our disadvantaged students.

Sustained high attendance by 2027 demonstrated by

• the overall absence rate for all students being reduced to national target levels.
• the percentage of all students who are persistently absent being no more than national and the figure among disadvantaged students being at least in-line with non-disadvantaged.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Improving literacy in all subject areas in line with recommendations in the EEF Improving Literacy in Secondary Schools guidance.

We will fund additional staffing and resources to support this.

Acquiring 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 maths and English:

word-gap.pdf (oup.com.cn)

1, 2, 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 maths attainment:

Metacognition and self-regulation | Toolkit Strand | Education Endowment Foundation | EEF

1, 2

Develop a whole school approach to the consistent use of formative
assessment.

This will involve teacher training and support and release time.

Pupils in schools that develop an effective approach to using formative assessment are consistently shown to make better progress than their peers in other schools.

EEF guide to EFA programme

1,3

Develop an internal programme to build ethos around the key characteristics of Teamwork, Respect Ambition, Community and Knowledge. (TRACK)

Our wider community challenges highlight the need for a structured and comprehensive personal development programme; one which reinforces our school values and helps us to develop a strong school culture and ethos.

Ensuring this focus can address the behavioural challenges affecting our disadvantaged pupils, particularly during unstructured times, while developing students' understanding of positive citizenship through our TRACK values.

2,3,4,5

Purchase of standardised diagnostic assessments.

Training will be provided for staff to ensure assessments are interpreted correctly.

The use of data will be monitored through SISRA and FFT in particular to monitor the progress of disadvantaged students and ensure gaps do not develop

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1, 2, 5, 6

Use of remote learning to enable students to access curriculum materials and address gaps in knowledge and understanding, particularly those arising from poor attendance

Planned in line with DFE guidance on best practice for remote learning provision.

Schools review remote education provision

1, 4, 5, 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Development and implementation of our Access to Education (A2E) Team to provide comprehensive, coordinated
support for
disadvantaged students.

A coordinated, multi-faceted approach to student support has been shown to be effective in addressing barriers to learning.

By combining attendance monitoring, SEND support, family engagement, and targeted academic intervention through our A2E team, we can provide more responsive and cohesive support for our most vulnerable learners.
 

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low
attaining pupils or those falling behind, both
one-to-one:

One to one tuition | EEF (educationendowmentfoundation.org.uk)

and in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

1, 2, 4, 5 & 6

Mosslands on-site Alternative Provision (MAP) delivering structured support and curriculum access for students currently unable to engage with
full-time mainstream education.

Internal Alternative Provision allows students to maintain connection with the school community while receiving intensive support - a factor proven to increase successful reintegration rates. A successful implementation requires a combination of:

• Delivery of an appropriately balanced curriculum, maintaining high expectations for learners
• Small group instruction from dedicated AP staff who understand individual student needs
• Structured reintegration program with regular opportunities to experience mainstream lessons
• Coordinated oversight between AP manager, A2E team and pastoral leads to monitor
  progress
• Phased return planning based on individual
  student readiness and observed lesson
  engagement

4, 5, 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Develop the Access to Education team to monitor attendance patterns and intervene as appropriate.

The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels. See DFE Improving School Attendance advice.

6

Use the Inclusive Attendance program to frame whole school CPD and Cultivate a culture in school where everyone is responsible for attendance.

The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels. See DFE Improving School Attendance advice.

1,2,3,4,5,6

Implementation of a multi-tiered support system for attendance and behaviour, aligned with latest DfE guidance.

The DfE emphasises the importance of swift intervention and clear support systems. An effective approach should combine proactive monitoring with structured support.

4, 5, 6

Development of comprehensive student wellbeing provision focusing on emotional literacy, resilience and mental health.

Research shows that supporting students' emotional and mental wellbeing has a significant impact on attendance and engagement.

A structured approach should involve effective assessment, diagnosis, and actions to address concerns.

4, 5

Develop strategies to better reintegrate students to mainstream classes after periods of absence.

The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels.

1, 5, 6

Improve pastoral support system to ensure capacity to impact the wider school ethos programme

The impact of the pandemic on our students is widely reported and still evident in issues faced in the local community. This requires attention through the dedicated form time and the need to address behaviour during unstructured time.

4, 5

• Outcomes at Key Stage 4 in 2025 continue to present a significant challenge. While examination results show improvement compared with previous years, overall attainment and progress remain below national expectations.
• A detailed analysis of examination performance has been completed and shared with subject leaders. This analysis identified that, for a number of disadvantaged pupils, underperformance is closely linked to persistent absence, weak literacy on entry, and historically inconsistent curriculum delivery prior to recent reforms. Where pupils attended regularly, outcomes were much stronger and, in several subjects, broadly in line with national comparators.
• In response, departments have:
  • Reviewed examination performance in detail and identified specific gaps in knowledge and skills.
  • Refined curriculum delivery maps and assessments t ensure improved sequencing, coverage and opportunity for retrieval and consolidation.
  • Strengthened Key Stage 3 curriculum compliance checks to ensure pupils build stronger foundations for Key Stage 4.
• Senior leaders continue to scrutinise departmental planning and outcomes, supported by external quality assurance through Challenge Partners and other partners, to ensure that curriculum improvements translate into improved outcomes for disadvantaged pupils over time.
• Key developments included:
  • The continued embedding of a coherent, well-sequenced curriculum across all subjects, with updated working curriculum documents in place and subject leaders supported through alignment and quality assurance processes.
  • A sustained, structured whole-school CPD programme focused on formative assessment and adaptive teaching, reducing in-school variation.
  • The refinement and embedding f the school’s teaching model (CRAFT), improving teachers’ ability to identify misconceptions, scaffold learning and respond to need in lessons.
• Evidence from lesson visits, work scrutiny and external review confirms that teaching is more consistent and that disadvantaged pupils are better supported to access learning. Teachers are increasingly confident in using assessment information to adapt delivery, although further work is required to ensure assessment data is used with greater precision to intervene earlier where pupils fall behind.
• Low literacy remains a significant barrier for many disadvantaged pupils. During 2024–25, the school strengthened its whole-school literacy strategy to address this.
• Key actions included:
  • The introduction of standardised NGRT reading assessments to improve diagnostic accuracy.
  • The implementation of a tutor read-aloud programme and increased emphasis on reading for pleasure.
  • Strengthened library provision, including a full-time librarian aligned with the English department and structured KS3 library lessons.
  • Whole-staff training in explicit vocabulary instruction and disciplinary literacy.
• These actions have improved the school’s ability to identify need and target intervention effectively. Reading assessments and retesting cycles show improving reading comprehension for a growing number of disadvantaged pupils, particularly in Key Stage 3. While literacy gaps remain for some pupils, especially those with weak prior attainment or disrupted attendance, the foundations for sustained improvement are now more secure.
• Attendance continues to be the most significant barrier to achievement for disadvantaged pupils. However, during 2024–25 there was a measurable improvement in attendance outcomes, reflecting the impact of strengthened systems and targeted support.
• Key impacts include:
  • Attendance for pupils eligible for free school meals improved by 1.6% compared with the previous year.
  • The number of school refusers reduced by 50%.
  • Significant reductions in lateness, both before and after register closure.
  • A substantial reduction in the number of pupils requiring alternative provision, with increased success in reintegrating pupils into mainstream education.
• The creation of the Access to Education (A2E) team has improved the coherence of attendance, safeguarding, SEND and pastoral work, enabling earlier identification of need and more effective intervention. While attendance remains below national averages, the trajectory is positive and systems are now in place to sustain improvement.
• Improvements in school culture and behaviour during 2024–25 have had a positive impact on disadvantaged pupils’ wellbeing and engagement with learning.
• Key developments include:
  • The introduction of a mobile-phone-free school and more structured entry and exit routines, leading to a calmer learning environment.
  • Reduced suspension rates and fewer pupils requiring managed moves or external provision.
  • Increased consistency in behaviour systems and clearer expectations for pupils.
• Pastoral capacity has been strengthened through the A2E team and improved multi-agency working, supporting pupils with complex barriers including SEMH needs. Disadvantaged pupils are increasingly able to remain in school, access learning and engage positively with support.

Programme

Provider

Embedding Formative Assessment

SSAT

Reading Plus

Reading solutions