Pupil Premium

The government provides academies and schools with additional funding to help reduce the inequalities and gaps in attainment between those students who are on free school meals (or have been in in the last 6 years) and their peers. This funding is called the Pupil Premium.

Every academy and school can select how they chose to use their Pupil Premium allocation, as they are best placed to assess what additional provision should be made for students. Pupil premium funding was first introduced in April 2011. It is allocated to pupils who are currently known to be eligible for free school meal or have received free school meals in the last six year and pupils who are looked after, from the first day of the care episode.


Our core aim is to raise the attainment and progress of all students eligible for pupil premium funding so that their performance compares favourably with both their non-pupil premium peers and other students nationally.

We also will endeavour to address inequalities in education of pupils from low-income families and raise attainment of these pupils. We hope that increasing their cultural capital and enriching their lives with experiences through this funding will develop students as people and support them to achieve academically.

Expected Outcomes:

Nothing is more important than outstanding teaching and learning in the classroom and this remains central to our core ethos and drive to raise standards for both disadvantaged students and those not considered to be disadvantaged.

In addition to this, targeted intervention and support strategies are deployed in order to:

  • Drive up levels of attainment and progress;
  • Close attainment gaps relative to national averages;
  • Enhance reading, writing, mathematics and communication skills;
  • Engage and develop learning through engaging and exciting extra-curricular provision;
  • Enrich students’ lives through subsidised experiences that disadvantaged pupils might otherwise not have access to;
  • Provide opportunities and educational settings that best meet the needs of our disadvantaged students;
  • Develop students into aspirational learners who truly believe they have every right to go on to further education and follow highly academic career paths.

Expenditure Aimed at Achieving these Outcomes:

Impact on 2018/2019 Outcomes:

Impact on 2018/2019 Progress:

Outcomes Evaluation:

With regard to the final outcomes for year 11 students, we were very pleased to see a significant increase in the percentage of pupil premium students gaining a strong pass in both English and Maths. Similarly, the progress of pupil premium students improved to the point where these students achieved a positive score for the first time since the measure was introduced.

We were also pleased to see the gaps between pupil premium students and their non-pupil premium peers, in all year groups, diminish over the course of the academic year. We feel that this demonstrates that our strategies for improving the outcomes for these students have the breadth and variety required to positively impact on the vast majority of them.

Review of 2018 – 2019 Actions:

The improvement in both attainment and progress of our year 11s and diminishing gaps suggest that our strategies are successful. However, we have reviewed the efficacy of the strategies with students and staff in order to gauge where improvements might be made.

Feedback from students suggests that the least successful strategies implemented last year were the form time withdrawal groups, the motivational speakers and courses offered as well as the mentoring system. While these strategies had an impact we will modify them this year to increase their success.

Staff felt that our ‘Take 5’ and CRISP strategies should be retained as they directed their practice towards addressing the gaps in knowledge/skills of our pupil premium learners.

Specific Revised Actions for 2019 - 2020:

We remain committed to the majority of the strategies used last year as a result of their success and still believe in the importance of improving literacy rates, parental engagement and enriching opportunities.

However, following our review, there are a number of strategies we must implement/adapt in order to ensure we provide our pupil premium students with the best possible life chances.

They include:

  • Further investing in our inclusive learning zone to ensure the school environment is supportive and inclusive; obviating the need for alternative provision;
  • Ensure a member of the senior leadership team strategically leads on the teaching and learning strategies that maximise outcomes for disadvantaged students;
  • Provide staff with additional training that develops their expertise and helps maximise the achievement of disadvantaged students;
  • Improve mentoring system and process including embedding the Level Best strategy from PiXL.
  • Adapt the PSCHE curriculum to utilise motivational presentations and speakers that effectively capture the attention of all students rather than only focusing on years 10 and 11.
  • Increase the resources available to the attendance team to break down the barriers that mean pupil premium students are not attending school;
  • Further invest in the house system and focus the house teams on improving both the pastoral and academic progress of pupil premium students;
  • Increase the number of mentors for disadvantaged students and provide clear guidelines and deadlines as well as tightening up tracking systems:
  • Invest in careers advice for every pupil premium student in years 10 and 11 to increase their aspirations;
  • Increase the amount of money available to provide disadvantaged students with the revision materials they need in order to properly prepare for their examinations.

 Planned expenditure as a result of review for 2019-2020: