PUPIL PREMIUM GRANT

Pupil Premium 2024–25 / 2025–26

A. Pupil Premium Allocation

Cranford Community College receives Pupil Premium funding to improve outcomes for disadvantaged pupils and to support eligible children and young people.

  • Pupil Premium allocation 2024–25: £358,7463

  • Pupil Premium allocation 2025–26: £365,500

Our full Pupil Premium Strategy Statement, including detailed expenditure plans and evaluation, is available below:

B. Our Commitment

At Cranford Community College, we are determined that disadvantage will not limit achievement, aspiration or opportunity.

Our Pupil Premium strategy is rooted in high expectations, an ambitious curriculum and strong teaching.

We aim to ensure that all disadvantaged pupils achieve well, access a broad curriculum and progress successfully to high-quality post-16 education, training or employment.

Funding is deployed strategically, informed by research evidence and rigorous evaluation.

C. Context

Cranford Community College serves a community with higher-than-average levels of socioeconomic disadvantage.

The academy is in the second highest quintile nationally for free school meals and supports a cohort of Looked After Children. Local ward data indicates significant deprivation within the community.

D. Identified Barriers to Achievement

Through attainment analysis, attendance monitoring, pastoral insight and pupil voice, we have identified the following barriers affecting some disadvantaged pupils:

  • Lower starting points in literacy and numeracy for a proportion of pupils

  • Limited access to quiet study space, digital technology and learning resources at home

  • Reduced access to enrichment opportunities that build cultural capital

  • Lower confidence, resilience or long-term aspiration linked to wider socioeconomic pressures

  • Attendance instability for a small number of vulnerable pupils

These barriers inform our funding decisions and are reviewed annually.

E. Published Outcomes (KS4, Summer 2025 – Final)

Our most recent published outcomes show disadvantaged pupils achieving strongly compared with disadvantaged pupils nationally:

  • Attainment 8: 45.3 (National disadvantaged: 34.9)

  • Grade 5+ in English and Mathematics: 35.3% (National disadvantaged: 25.8%)

  • EBacc Entry: 92.2% (National disadvantaged: 29.0%)

  • EBacc Average Point Score: 4.33 (National disadvantaged: 3.02)

  • Sustained destinations: 89% (National disadvantaged: 83%)

These outcomes reflect ambitious curriculum access, strong teaching and targeted support.

School Performance Data from the last summer examinations may be seen HERE (with commentary) and HERE

F. Our Strategy 2024–26

Our approach is structured around three evidence-informed strands.

1. High-Quality Teaching

High-quality teaching is the primary lever for improving outcomes.

We prioritise:

  • Curriculum coherence and strong sequencing of knowledge

  • Subject-specific professional development

  • Adaptive teaching and effective feedback

  • Literacy and vocabulary development across subjects

  • Assessment approaches that secure long-term retention

2. Targeted Academic Support

Where diagnostic assessment identifies need, we provide:

  • Structured literacy and numeracy intervention in Key Stage 3

  • Small-group and one-to-one tuition

  • Academic mentoring in Key Stage 4

  • Structured examination preparation programmes

Interventions have clear entry and exit criteria and are evaluated regularly.

3. Wider Strategies to Remove Barriers

To ensure pupils can fully access academy life, we provide:

  • Financial support for curriculum materials and enrichment

  • Subsidised educational visits and cultural experiences

  • Access to supervised study facilities and ICT resources

  • Attendance and engagement support

  • Counselling and wellbeing provision

  • Careers education, mentoring and post-16 transition guidance

Our aim is to ensure disadvantaged pupils benefit fully from the academy’s curriculum, enrichment and leadership opportunities.

G. Measuring Impact

Impact is evaluated through:

  • Published attainment outcomes

  • Internal progress and assessment data

  • Attendance and behaviour indicators

  • Intervention monitoring and short-cycle evaluation

  • Participation in enrichment and curriculum breadth

  • Post-16 progression and sustained destinations

Senior leaders review impact termly. The Academy Trust Board reviews the strategy and its effectiveness annually.

H. Governance and Review

The Pupil Premium strategy is monitored throughout the year by senior leaders and formally reviewed by trustees.

Date of next formal review: December (Academy Trust Board meeting)

Adjustments are made where evidence indicates refinement is required to maximise impact and ensure best value.

 

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