Pupil Premium Strategy Statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) 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 effect that last year’s spending of pupil premium had within our school.
School Overview
Detail | Data |
| School Name | Wren Academy |
| Number of pupils in school | 1641 |
| Proportion (%) of pupil premium eligible pupils | 14:1 |
| Academic year/s that our current pupil premium strategy covers | 3 |
| Date this statement was published | 31/12/21 |
| Date on which it will be reviewed | 31/12/24 |
| Statement authorised by | John Keohane |
| Pupil premium lead | Louisa Taylor / Sophie Leader |
| Governor / Trustee lead | Bruce Hunt |
Funding Overview
Detail | Amount |
| Pupil premium funding allocation this academic year | £252,230 |
| Recovery premium funding allocation this academic year | £14,044 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| Total budget for this academic year | £266,274 |
Part A: Pupil Premium Strategy Plan
Statement of Intent
At Wren Academy Finchley, we are ambitious for all our students and are committed to our founding vision – that no student would be allowed to fail. Our Christian vision ‘Do Justice, love kindness and walk humbly with your God’ underpins our strategy to ensure equal access to all opportunities for our disadvantaged students. We are equally inspired by the story of the encounter between Jesus and Zacchaeus which emphasises the need to seek justice so all members of the community can thrive.
Our strategic aim is to ensure that all students are supported with their emotional wellbeing, academic skills, and wider cultural opportunities to ensure that attainment, progress, and outcomes are equally successful. We combine our ambitions for students' outstanding academic attainment with an emphasis upon their personal growth as individuals, citizens, and active learners. As such, our strategy focuses on supporting our disadvantaged students beyond their academic progress and attainment so that they may experience life in all its fulness. Wren Academy Finchley has a track record of exceptional progress for disadvantaged students which at times has exceeded the progress made by the whole cohort. The strategy below shows successful steps we have taken previously and will develop further to achieve outstanding progress for our disadvantaged pupils. Quality first teaching is integral to our approach and the success which has been achieved in the past. However, we are aware of the additional difficulties that have been presented by COVID in recent years and therefore we have identified key challenges and the additional steps and ‘activities’ needed to continue to achieve successful outcomes for all pupils both academically and with an emphasis upon their personal growth and wellbeing. This applies to our whole academy from Reception pupils, their transition into school, early language acquisition through to sixth form and university applications. Our strategy is also integral to our wider school plan for recovery for students whose education has been worst affected. This is a three-year strategy to give an accurate measure of progress and impact over time. It is based upon regular assessment throughout the school, detailed observations of students, attendance reports, behaviour analysis and close communication with parents and families. All staff take responsibility for this, are aware of who the pupil premium students are and contribute to their success across the academy. This will be reviewed annually to ensure it reflects the academic results most recently achieved and any new challenges we face.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged students.
Secondary Phase
Challenge Number | Details of Challenge |
| 1. | Learning habits; Our observations and data identify that disadvantaged students have less well-developed skills for learning. Disadvantaged students are more likely to have challenges engaging with and the understanding and demonstration of, the learning habits that are key to academic progress and achievement. Our assessments have identified that many of our disadvantaged students find independent learning more challenging and outside the classroom are less likely to have a suitable learning space to work and therefore their quality of home learning can be impeded. Through observations and discussion with teachers it is apparent that oracy and literacy for learning pose a challenge for our disadvantaged students. This disparity has been exaggerated further during the pandemic, particularly with KS3 students having a less consistent opportunity to develop their learning habits routinely due to periods of remote learning. |
| 2. | Attendance; Our attendance data indicates that attendance amongst disadvantaged students is 2% lower than for non-disadvantaged students. Virtual absenteeism during periods of remote learning also saw a small disparity in attendance and engagement. Assessment and observations indicate that attendance impacts on disadvantaged students progress, this is due to less teaching time but also the challenge it poses to the student’s emotional wellbeing and engagement with the learning culture. |
| 3. | Wellbeing; Our assessments, observations and discussions with students and families have identified social and emotional issues such as anxiety and low self-esteem. We have seen confidence and emotional coping mechanisms as an obstacle for a minority of our disadvantaged students, these can pose a challenge for behaviour for learning. Our disadvantaged students disproportionally struggle with self-regulation in and outside the classroom including appropriate social interactions and adhering to the behaviour policy. This is in turn has an impact on attainment and progress for a significant minority. 47% of our fixed term suspensions are disadvantaged students, the overall number of fixed term suspensions is low, this does however remain a priority. 4 Referrals from the pastoral team for emotional support has markedly increased and throughout the pandemic we have seen changes in family circumstances and disruption to regular routine for some has a further impact on social and emotional wellbeing. |
| 4. | Cultural Capital; A challenge to students engaging further with the learning culture is access to cultural capital and the development of high aspirations. Our disadvantaged students have less opportunity to develop knowledge and understanding of the wider world to broaden their horizons and contribute to further academic progress. This includes access to museums, cultural heritage, travel and the arts. Covid has limited the trips on offer in an educational setting and therefore has led to further cultural deprivation. Our observations have suggested that a proportion of our disadvantaged students understand less about further education, university, and career paths than the non-disadvantaged students. This includes links to professional networks and the literacy associated with careers and further education. Raising aspirations would further motivate our disadvantaged students to attain and positively impact outcomes at KS3 and 4. The difference in attainment (A8) has been an average of 17% lower for disadvantaged students over the last two years. Whilst overall attainment at KS4 is high and the Progress 8 score is similar for those who are disadvantaged compared to non-disadvantaged it remains our aspiration for the attainment gap to be reduced. |
Primary Phase
Challenge Number | Detail of Challenge |
| 1. | Assessments, observations, and discussions with pupils indicate under-developed oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers. |
| 2. | Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics due to attendance issues, behaviour and focus in lessons than their peers. This negatively impacts their development as readers. |
| 3. | Our observations and discussions with pupils and families have identified social and emotional issues for many pupils, notably due to the lock down, family breakdowns, and a lack of enrichment opportunities during school closure. These challenges particularly affect disadvantaged pupils, including their attainment. Teacher referrals for support have markedly increased during the pandemic. Students in every year group currently require additional support with social and emotional needs, with them receiving small group interventions including nurture groups, wellbeing interventions and drawing and talking therapy. |
| 4. | Internal assessments indicate that maths attainment among disadvantaged pupils is significantly below that of non-disadvantaged pupils. For example, in Year 3, 33% of PP students are working at age related expectations compared to 69% of non-PP students. Or in Year 2 58% of PP students compared to 94% of non-PP students. |
| 5. | Internal assessments indicate that reading attainment among disadvantaged pupils in some year groups is below that of non-disadvantaged pupils. For example, in Year 5 38% of PP students are working at age related expectations compared to 80% of non-PP students. Or in Year 3 33% of PP students compared to 75% of non-PP students. |
| 6. | Internal assessments indicate that writing attainment among disadvantaged pupils in some year groups is below that of non-disadvantaged pupils. For example, in Year 5 25% of PP students are working at age related expectations compared to 74% of non-PP students. Or in Year 3, 33% of PP students compared to 92% of non-PP students. |
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.
Secondary Phase
Intended Outcomes | Success Criteria |
| Raise attainment among disadvantaged pupils across the curriculum at the end of KS4. | KS4 outcomes to indicate that there is no gap between progress and attainment statistics between the PP and whole cohort. |
| To achieve and sustain improved attendance for our disadvantaged students. | Sustained high attendance demonstrated by all students aiming for 97%. The attendance of disadvantaged students will be in line with non-disadvantaged students. |
| To improve learning habits amongst disadvantaged students with a focus on the skills needed to learn independently in KS3. | Teacher reports and class observations suggest students are demonstrating successfully learning habits. This should also be evident in book scrutiny and supported by home learning completion rates across all classes and subjects. |
| To achieve and sustain improved wellbeing for all students, including those who are disadvantaged. | Sustained high levels of wellbeing demonstrated by qualitative data from student and parent voice, and teacher observations. |
| Improved self-regulation skills amongst disadvantaged students in the classroom and around the academy site. | Teacher reports and class observations suggest disadvantaged students are more able to monitor and regulate their own behaviour for learning and self-regulation skills. Improved behaviour notifications on Bromcom. A reduction in the suspension numbers of disadvantaged students. |
| To sustain and improve the aspiration and personal growth of our disadvantaged students. | Continue to improve the focus of enrichment activities to take every possible opportunity to increase cultural capital and increase aspirations. Increased opportunities for enhanced IAG and for students in receipt of the Pupil Premium to be inspired and to believe that they can be successful. Higher participation rates of students in receipt of the Pupil Premium in all extra-curricular opportunities such as trips performing arts, and the Step up to Oxbridge programme. |
Primary Phase
Intended Outcomes | Success Criteria |
| Improved oral language skills and vocabulary among disadvantaged pupils. | Assessments and observations indicate significantly im-proved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons (particularly speaking and listening focus ones), book scrutiny and ongoing formative assessment. |
| Continue to achieve high phonics screening results in Year 1 for disadvantaged pupils as well as ongoing reading attainment. | 95% of disadvantaged pupils to pass their phonics screening by the end of KS1. |
| Improved maths attainment for disadvantaged pupils at the end of KS2. | To close the gap each year to ensure that 90% of disadvantaged pupils meet the expected standard by the end of KS2 in 2024 in all subjects. (In 2021 80% was achieved in Maths but 90% was achieved in Reading and Writing. Therefore, in Maths we should aim for 85% in 2022 and 90% in 2023 to bring subjects in line). |
| To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils. | Sustained high levels of wellbeing from 2024/25 demonstrated by: • qualitative data from pupil voice, pupil and parent surveys and teacher observations • increase in cultural capital opportunities • a significant increase in participation in enrichment activities, particularly among disadvantaged pupils. Less referrals to our wellbeing and nurture groups for additional support |
| Improved reading, writing, maths attainment for disadvantaged pupils at the end of KS2. | KS2 maths, reading and writing outcomes in 2024/25 show that more than 80% of disadvantaged pupils met the expected standard. |
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.
Teaching (for example, CPD, recruitment and retention)
Budgeted Cost: £ 95,000
Secondary Phase
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Improving teaching strategies to develop successful learning habits in disadvantaged students. This will involve the continued commitment to 3 hours of CPD for each teacher per week. There will also be a robust ECT (Early Career Teachers) support programme. | Adaptive teaching is key to ensuring the success of all students. EEF Individualised Instruction Supporting high quality teaching is pivotal in improving children’s outcomes. Indeed, research tells us that high quality teaching can narrow the disadvantage gap. | 1, 3 |
| Recruit and retain outstanding teachers. This includes the Wren allowance and continued CPD opportunities. CPD will include delivery of the Aspiration to leadership course, NPQH study and membership of the Challenge Partners organisation. | Quality first teaching is key to student outcomes and success. | 1, 3 |
| To further ensure all students have equitable access to our curriculum and teaching resources to maximise success for all students. This includes the introduction of Btec qualifications and subscription to Office 365 for all students with tablet use in across all lessons. | A curriculum breadth which provides the students with different routes to success, vocational skills and varied assessment opportunities ensures that all students have access to qualifications they can attain highly in. The Btec qualifications use a mastery approach to learning and give opportunities for feedback at assessment points through the units. Technology has the potential to increase the quality and quantity of practice that students undertake, both inside and outside of the classroom. | 1, 4 |
Primary Phase
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Purchase of standardised diagnostic assessments and work books – Headstart and GCP Training for staff to ensure assessments are interpreted and administered correctly | 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: | 4, 6, 7 |
| Improve the quality of social and emotional learning. Lead member of staff completing ELSA training and SENDCO attending bereavement training | There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour, and relationships with peers): | 3 |
| Enhancement of our reading teaching and curriculum focusing on comprehension planning in line with DfE (Department for Education) and EEF guidance by monitoring and setting all the class texts, story time and books for whole class reading. This will expose a wider range of texts to our disadvantaged students and we will also promote this on the website providing books for key children. | Key findings show: 1. Reading comprehension strategies are high impact on average (+6 months). Alongside phonics it is a crucial component of early reading instruction. 2. It is important to identify the appropriate level of text difficulty, to provide appropriate context to practice the skills, desire to engage with the text and enough challenge to improve reading comprehension. 3. Effective diagnosis of reading difficulties is important in identifying possible solutions, particularly for older struggling readers. 4. It is crucial to support pupils to apply the comprehension strategies independently to other reading tasks, contexts and subjects. | 6, 7 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £25,000
Secondary Phase
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Engaging with the National Tutoring Programme to provide school led tutoring for students whose education has been most impacted by the pandemic. A significant proportion of the students who receive tutoring will be disadvantaged, including those who are high attainers. | Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining students or those falling behind, both one-to-one. | 1 |
| Improving literacy, numeracy, and study skills across the school. A range of interventions will be provided targeting student needs based on data. These include Year 11 English and Maths tutor groups, teaching assistant interventions improving numeracy and literacy, home learning and study skills. | Acquiring disciplinary literacy is key for students as they learn new, more complex concepts in each subject. Improving Literacy in Secondary Schools Utilising teaching assistants to run interventions can provide positive impact on learner outcomes. EEF Teaching assistant interventions Students having additional Maths and English in smaller groups in Year 11 or interventions can have a significant impact on their learning. | 1, 3 |
Primary Phase
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Engaging with the National Tutoring Programme to provide a blend of tuition, mentoring and school led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers. We have morning tutoring and after school tutoring led by school staff as well as additional external tutors. | 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: | 2, 4, 6, 7 |
| Embedding vocabulary and oral based activities across the school curriculum – Mrs Wordsmith, SALT interventions and changing the curriculum. Also, engagement in NELI programme in Early Years. These can support pupils to articulate key ideas, consolidate understanding and extend vocabulary. | There is a convincing evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high im-pacts on reading: | 1 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £150,000
Secondary Phase
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Improve the quality of social and emotional learning. The development of the use of safe spaces, the nurture and inclusion rooms to help students engage with and access the curriculum with specialist support. The mentorship of an inclusion manager, HLTA’s and Head of House team. The implementation of Bromcom system to track behaviour further. The specific role of Assistant Principal for Wellbeing to lead on our approaches to social and emotional learning at whole school level in collaboration with APs for Inclusion and Student progress. The implementation of timetabled PSHE for all year groups on a weekly basis and through Focus days. | There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour, and relationships with peers). EEF Social and emotional learning Behaviour can have a long lasting impact on the outcomes of students. EEF Metacognition and Self-regulation Behaviour intervention has been evidenced to improve attainment by reducing challenging behaviour in school. Wren Academy Finchley’s exceptional behaviour has had a significant impact on progress in line with educational research outcomes | 1, 3 |
| To develop wellbeing and mental health strategies available with disadvantaged students as a focus. This includes training on emotion coaching and from the borough Education Psychologist for all staff. The development of the use of safe space, the nurture and inclusion rooms to help students with their mental wellbeing during the school day. The inclusion manager role to be expanded to include HLTA’s who are trained to support the wellbeing and mental health of students. Interventions such as social skills, art for wellbeing, talking and drawing therapy as well as professional mental health intervention from external organisations. The implementation of Bromcom to track use of the safe spaces and behaviour linked to wellbeing. | The anxiety and wellbeing of these students needs to be supported to ensure progress and outcomes are maximised. EEF Social and Emotional learning Utilising teaching assistants to run interventions can provide positive impact on learner outcomes. EEF Teaching assistant interventions Behaviour interventions have been evidenced to improve attainment by reducing challenging behaviour in school. | 1, 3 |
| Embedding principles of good practice set out in DfE’s Improving School Attendance advice. Attendance officer to work with AP for Student Progress and Head of House Team. AP Wellbeing to specifically monitor disadvantaged students’ attendance. | The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels. | 2 |
| Developed provision of aspirational and IAG (Information and Guidance) activities for disadvantaged students post pandemic. Funding to be available to ensure students can participate in school trips, Duke of Edinburgh award and music lessons. Equality of opportunity monitored by leadership team. AP Wellbeing to oversee and review the learning activities in the Focus Day and PSHE curriculum to ensure they contribute to the cultural capital and personal growth of students into global citizens. IAG opportunities to be sought such as links with partner organisations and the implementation of a careers day led by an Assistant Principal for Guidance. Work experience will also be re-launched. School librarian to open the library as an extended day and employ schemes to encourage engagement particularly with disadvantaged students. Enrichment activities in an extended day to ensure equity of access to enrichment activities and learning opportunities. | Arts participation approaches can have a positive impact on academic outcomes in other areas of the curriculum as well as being valuable in itself. High aspirations have a direct link to outcomes. Sutton Trust creating a high aspiration culture Collaborative learning opportunities outside the class have a positive impact on raising attainment. EEF Collaborative learning approaches Extending the school day can have academic benefits. | 3, 4 |
| 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. | 1, 2, 3, 4 |
Primary Phase
Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Nurture groups, Drawing and Talking therapy, play therapy, music all to be increased across the school with disadvantaged children as a focus. Review of our PSHE curriculum to ensure that wellbeing and anxiety strategies are provided as part of the curriculum. | The anxiety and wellbeing of these children needs to be addressed before effective learning can take place. | 3 |
Total budgeted cost: £270,000
Part B: Review of Outcomes in the Previous Academic Year
Pupil Premium Strategy Outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
Secondary Phase
Summer 2021 results were generated by centre assessment grades and there will be no national figures for comparison due to the suspension of league tables. The centre assessment grades were based on a series of exam style assessments. Our end of KS4 data suggests that disadvantaged students continue to make excellent academic progress at Wren Academy Finchley.
Students in receipt of pupil premium attain highly and whilst these students are successful, the new strategy looks to address the small attainment gap in comparison to their non disadvantaged peers.
The academic impact of Covid 19 will become more acutely apparent over the next few years as we return to traditional examination models, and we see those whose KS3 learning was significantly affected sit their end of KS4 examination.
As evidenced in schools across the country, partial closure was most detrimental to our disadvantaged students, and they were not able to fully benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree that we intended. The impact was mitigated by our resolution to maintain a high quality curriculum, with a live online provision on MS Teams. Students followed their regular timetable from home and lessons were interactive, attendance was tracked and followed up. The students who parents were key workers or were vulnerable students came into the academy and completed learning supported by staff. A good deal of work was carried out to ensure that all students, prioritising our most disadvantaged were able to access learning. This included regular phone calls home, providing equipment, creating virtual assessments and feedback opportunities, monitoring home learning and engagement. We identified students who were struggling with online learning, and we invited them in to work in a supportive enrichment.
This has approach will continue as individual students have to isolate for periods of time. We are constantly reviewing and adapting our provision for students working from home to ensure impact is minimised and we response to the changing context of Covid 19.
Our assessments demonstrated that students’ learning habits, wellbeing and mental health were impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged students. We used pupil premium funding to provide wellbeing support for all students, and targeted interventions where required. We are building on that approach in our new plan.
Primary Phase
Our internal assessments during 2020/21 suggested that the performance of disadvantaged pupils was lower than non-disadvantaged students but only in some year groups. Year 6 showed that the disadvantaged students are attaining similar as their peers and even higher in Maths. This shows the long-term impact of our strategy having a positive impact on the pupils. Reading - PP 63% and Non-PP 66% Writing – PP 68%, non-PP 74%. Maths – PP 89% and Non-PP 80%.
Other year groups are not showing the same impact and our assessment of the reasons for these outcomes points primarily to Covid-19 impact, which disrupted all our subject areas to varying degrees. As evidenced in schools across the country, school closure was most detrimental to our disadvantaged pupils. The impact was mitigated by our resolution to maintain a high-quality curriculum, including during periods of partial closure, which was aided by live lessons daily and additional tutoring and wellbeing sessions we provided online for our disadvantaged pupils.
Our assessments and observations indicated that pupil behaviour, wellbeing and mental health were significantly impacted last year, primarily due to COVID-19-related issues. The impact was particularly acute for disadvantaged pupils. We used pupil premium funding to provide wellbeing support for all pupils and targeted interventions where required. We are building on that approach with the activities detailed in this plan.
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 |
Further Information (optional)
Secondary Phase
Our pupil premium strategy will be supplemented by additional activity. This section outlines areas of success and good practice that will continue across the secondary phase.
All staff are aware of the disadvantaged students they teach. This is identified on class seating plans and underachievement action plans are used to support and target their needs. Results analysis review meetings for each department with the leadership team focus on the attainment of disadvantaged groups and how best they can be supported in the coming academic year. Staff training ensures that all staff understand who attracts pupil premium, the contextual achievements of these students at the academy and have opportunities to discuss and share strategies of good practice.
Our disadvantaged students are all involved in our enrichment program, receiving access to a range of additional academic support and sporting, arts, and other enriching activities to improve cultural capital. Beyond the enrichment programme we run several schemes targeted at broadening the horizons and building the life skills of all our students, these include participation in the Take the Lead employability scheme with the Old Vic Theatre, a step up to Oxbridge programme and workshops with law firm Leigh Day. We are also proud of the number of students who complete the Bronze Duke of Edinburgh award in Year 10.
We have developed an inclusive trip process to ensure that disadvantaged students are further represented on non-compulsory trips, particularly those abroad. This system ensures that all families are given time to express interest in attending the trip and everyone is equal in the ballot process.
The school librarian is aware of our disadvantaged cohort and is responsive to their reading interests to ensure they engage in reading. The librarian monitors borrowing patterns and statistics, identifies reluctant readers and has a programme of support to engage them early on. This is supported by the English reading scheme which involves weekly reading at the start of KS3 lessons.
We systematically ensure that disadvantaged students are represented in all areas of the academy including prefects and other leadership opportunities. Students are targeted to engage with these schemes and representation is reviewed regularly by the pastoral and leadership teams.
We have moved to a virtual parents evening format on School Cloud which has led to better engagement and attendance from all parents particularly those of disadvantaged students. Although this was introduced as a Covid measure we have seen the benefits of this or a blended model remaining.
We used the EEF’s implementation guidance to help us develop our strategy and will continue to use it through the implementation of our activities. We have put a robust evaluation framework in place for the duration of our three-year approach and will adjust our plan over time to secure the best possible outcomes for our students.