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Detail	Data
School name	Cricket Green School
Number of pupils in school	264
Proportion (%) of pupil premium eligible pupils – (117)	44%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	2023 -2026
Date this statement was published	July 2026
Date on which it will be reviewed	December 2027
Statement authorised by	Celia Dawson
Pupil premium lead	Louis Jhugroo
Governor / Trustee lead	Dawn Merry Edmonds

This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils

for 2025-26. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year.

School overview

�Pupil Premium Strategy statement 2025-26

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Funding Overview�

Detail	Amount
Pupil Premium funding allocation this academic year	£177,580
Pupil Premium funding carried forward from previous years	£0
Total budget for this academic year	£177,580

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Pupil Premium Strategy Plan 2026-27

In 2011-12 the Government launched its Pupil Premium funding. This money is sent to schools based on the number of pupils in the school who are eligible for Free School Meals (FSM). Pupils who are counted as Looked After, adopted or who have special guardianship arrangements also receive additional funding.

**From September 2026 pupil premium is only attracted by students who are targeted FSM**

The allocation of funding is designed to close the attainment gap for pupils from disadvantaged backgrounds and is to be used to support individuals or groups of pupils to make progress across all areas of the curriculum and enable pupils to engage fully with their education.

At CGS, pupils’ academic abilities, personal, social and well being needs are highly individual. Our strategy for ensuring all pupils, inclusive of those entitled to Pupil Premium additional support is rooted in our school systems for identifying pupil need, aspirations and removing barriers to learning; which is reflected in our School Improvement Plan.

All pupils, irrespective of differing needs & socio- economic disadvantage are assessed and targets are established. Strategies are then put in place and monitored to ensure all pupils attain these outcomes and make their best progress against their starting points.

Central to our strategy and implicit in the targeted areas detailed, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers primarily through a focus on the continuous development of quality first teaching.

Within this, well-being & engagement, social development, academic needs and skills for independence & working life remain are highest priorities.

Statement of Intent

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Pupil Premium Strategy Plan 2026-27

Research and a tiered model approach

Based upon school need, National and International Research, we have prioritised and distributed our spending on the following 3 key and most impactful areas using a tiered approach:

High Quality Teaching

Developing high quality teaching and a responsive curriculum – this year our focus is on collaborative working in curriculum teams.
High quality Professional development - this year our focus is on peer to peer support within our teaching & leadership structure.
Developing assessment linked to our IEP/EHCP process using a range of assessment tools- this year our focus is on parental support & engagement.
Mentoring & Coaching - focus upskilling staff in line with the growth of the school community
Development of our whole school, wide spanning careers and employment strategy
Developing and promoting skills for independence & working life (both academic and social)

Spend: £77,580

Targeted Academic Support

Early responsive, high quality interventions for pupils across all areas of the curriculum, with a sharp focus on a diagnostic approach towards ‘holistic’ education recovery
Small group – or individual bespoke provision for pupils who require refined support - focus on sustainability and lasting impact

Spend £50,000

Wider strategies

Implementing wave 2 and wave 3 support to meet the additional physical, well being, emotional & mental health needs of our pupils
Education engagement – programmes designed to boost and sustain attendance for targeted pupils
Enriching social opportunities and boosting cultural capital after the pandemic and in response to the financial crisis - inclusive of Residentials funding
Parental support - Re-engaging parents into the community of the school

Spend £50,000

*The impact of this additional money is monitored through our School Improvement plan, informal and formal assessment systems, Pupil Progress Meetings- looking at the impact of interventions and through pupils’ Annual review/EHCP / LAC meetings where progress is discussed.

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Pupil Premium Strategy Plan 2026-27

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Challenges � This details the key challenges to achievement that we have identified among our disadvantaged pupils.�

Challenge number	Detail of challenge
1	The intersectionality of multiple factors that leads to a complex presentation of disadvantages.
2	Some pupils eligible for pupil premium have limited social opportunities, they cannot take part in enrichment activities outside of school as the costs remain to be a barrier – this leads to limited breadth of cultural experiences and learning opportunities outside of school; especially during school breaks.
3	Parental aspirations of what defines ambition and success for their children can be low – this also affects school attendance.
4	Providing early intervention and ongoing wellbeing and therapeutic support programmes to minimise the negative lasting impact and severity of challenges related to mental health amongst our school population.
5	The negative impact of the current financial crisis, leading to a significant reduction in opportunities for work based experiences, that would lead to developing the necessary skills for readiness for employment.
6	Lower quality of health (in all aspects) related to the current cost of living crisis.

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�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
Maintain quality first teaching and ensure consistent standards across a broad, balanced & holistic curriculum Challenge areas addressed: 1,2,4 &6	Staff have accessed tailored professional development in line with the our appraisal policy and school development plan – this has resulted in improved practice across the school. Leadership restructure strategy implemented to maximise the potential of the middle leadership team. Implementation of support structures & upskilling programmes for all staff to thrive, this includes high investment in positive mental health, coaching and a collaborative working culture. There is an increased standard of teaching in areas identified (targeted - Reading) across the school, evidenced in our teaching and learning monitoring & assessment processes. Raise the opportunities for all pupils to thrive, and for this progress to be sustained and long-lasting. There are robust processes measuring the progress of pupils related to their IEPs &EHCP outcomes.

Success Criteria

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�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
Reduce the negative impact of the financial crisis related to absences, low aspirations and lower health Challenge areas addressed: 1,2,3,4,5,&6	Implementation of support mechanisms in place for families with related barriers to learning has led to increased outcomes - inclusive of financial, health, relational and wellbeing support, examples of this include: Employing extra staff, Increased family support and an increase in the offer of therapies. Intensive work and interventions with families has led to a reduction in negative post-pandemic behaviours. Embedded holistic Health programmes directed through our responsive curriculum has led to increases in overall health – evidenced through Silver Healthy schools and Silver Rights Respecting Schools awards. Reported and evidenced reduction on persistent absences. Evident trends of a reduction year on year and term on term of all absences. Personalised programmes of provision for targeted pupils show accelerated impact, leading to increased potential and life chances. Data & information shows an upward curve/trend of progress made by all pupils related to their post-lockdown starting points in 2022

Success Criteria

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Intended outcomes

Increase & enhance the number of enrichment activities accessed by pupils in the current climate of change. Disadvantaged pupils have less access to activities which are known to develop cultural capital and high aspirations.	Increased offer of enrichment at school inclusive of projects channelled through their interests. These include art, sport, community, leisure and curriculum programmes, borough wide and National events. Increased attendance at enrichment activities and trips as evidenced through key areas of the curriculum (Cultural Capital tracker) Highly responsive three-wave high quality mental health support, utilising expert agency support – case studies and tracking available. Embedded careers strategy relating to pupils’ pathways and employability – evidenced in SIP audit. Broadened Life skills curriculum related to independence & skills for working life – evidenced by leads in SIP & audit.

Intended outcome

Success Criteria

Challenge areas addressed: 1,2,3,4,5&6

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Intended outcomes�

Ensure that pupils’ education, progress, achievement or attainment is not permanently disrupted by the lasting effects of the pandemic.	High quality, bespoke Reading programmes support learning recovery as evidenced through our teaching & learning monitoring process. Recovery programmes & Interventions in place to ensure pupils have access to additional support when required – impact monitored with case studies. Highly responsive three-wave high quality mental health support, utilising expert agency support as evidenced in our audit for Mental Health. Access to personalised support groups and lessons leading to bespoke quality first teaching & the upskilling of staff.

Intended outcome

Success Criteria

Challenge areas addressed: 1,2,3,4,5&6

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Intended outcomes�

Ensure that all pupils have a progressive and meaningful careers curriculum offer to raise their aspirations and increase work skills, independence & employment opportunities.	Embedded Gatsby Benchmarks across all 7 units At every stage of school, pupils experience the careers programme through work based learning, resulting in personalised opportunities which reflect and develop their own personal skillsets. Audit evidences a raised profile of careers education throughout the school Audit evidences an increased breadth of work based learning opportunities both in school and in the wider community. Audit evidences that pupils are best positioned to enter further education or internship/apprenticeships upon leaving school. Data evidence of increased number of work experience opportunities.

Intended outcome

Success Criteria

Challenge areas addressed: 1,2,3,4,5&6

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Part B: Review of the previous academic Year�

We have analysed the performance of our school’s disadvantaged pupils during the 2025/26 academic year using a range of information and data within our assessment & tracking systems.

The total spend was : £146,991

Area of focus	Outcomes
Implementation of high-quality reading programmes and training	All teaching staff in KS3/4 were trained to use the Little Wandle programme and the quality of provision. High quality lessons in place in KS1-KS4 School is fully resourced to maintain high quality reading provision Booster reading sessions for identified pupils

Increased provisions for pupils suffering severe absences	We have sourced out of school provision to support pupils who cannot access school or fall into the severe absence category.

Personalised programmes to support targeted pupils – Priority Engagement	100% of pupils who received support through CAMHs, social care, therapies, MAOS and waved interventions increased their engagement with their learning.

Increase and enhance the number of enrichment activities accessed by pupils	Pupils in KS3, 4 & 5 attended residential stays during spring and summer terms of 2026 All pupils attended sporting events outside of school Pupils in KS3 & KS4 took part in outer school Arts performances Pupils accessed community related life skills learning The number of pupils accessing enrichment activities rose across all key stages at CGS in 2025-26. *All data is compared to pupils accessing the above in 2024-25

Ensure that the pupils’ education& well-being is not permanently disrupted by the post pandemic effects or the cost of living Crisis	Our cultural capital strategy demonstrates that all pupils across the school participate in enriched visits linked to the curriculum. Scrutiny of the interventions shows that all of pupils made additional progress from their starting points –see tracking. 28 pupils received individual mental health support which resulted in positive outcomes for their well being & engagement with school All pupils across the school received wave 2 and wave 3 support (when required) to ensure that their outcomes were optimised, this includes, CAMHs, MAOS and academic intervention.

Maintain a community of support for families	We introduced our parent café which catered for parent advocacy across school themed mornings. We were chosen to be the flagship school for Park Run in Merton.


Review curriculum so that pupils are able to access rich opportunities	All subject leads audited the curriculum and developed responsive provision to meet the needs of the pupils in all aspects of school life.

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Research & Evidence related to our Pupil Premium funding

How we use the Pupil Premium Grant (PPG)

We have followed the DFE guidance to ensure that our report is compliant using the template provided.

In order to prioritise our PPG spending, we have researched the most effective ways to use the grant. In the first instance we evaluate all aspects of school life related to Engagement as it is ‘the single best predictor of successful education from research around the world’ – source Barry Carpenter CBE.

When considering the engagement of our pupils, we look at the following factors:-

Health - Physical and Mental Wellbeing of pupils or their family members.

Barriers that disrupt attendance -finance, motivation, parenting, relationships and investment in education.

Curriculum – Providing a responsive, motivating, nourishing and purposeful provision that meets the needs of all of our pupils & students.

Quality first teaching – Employing effective Teaching & Learning evaluation cycles to increase the potential of all of our staff and in turn, factors contributing to optimal engagement from our pupils.

Maintenance – An effective School development planning process inclusive of innovation and adaptability to ensure that we can sustain outstanding outcomes for all of our learners.

Tiered Model Approach

We use a Tiered model approach as research by the EEF has found this to be the most effective way to distribute the grant.

Areas of expenditure

We have cross referenced the 20 most effective ways to spend the PPG (source Helen Young) and placed them under one of the Tiered categories.

Main source of research

We have used the wide spanning research completed by the EEF as this work is highly respected & nationally recognised and endorsed by the DFE.