Pupil Premium

What is Pupil Premium?

Pupil Premium is additional funding given to schools in England to improve the achievement of eligible pupils and close the gap between their achievement and that of their peers. Pupil Premium is about ensuring these students can access the same opportunities as non-Pupil Premium students. It is the expectation that this funding is used to support the educational, social and emotional progress of students during their time at school. Students are eligible if they fall into one of these categories:

  • Eligible for Free School Meals;
  • Have previously been eligible for Free School Meals during some time in the last 6 years;
  • Have been in care of a Local Authority for 1 day or more;
  • Have a parent serving in the Armed Forces, or a parent that has done so in the last 4 years;
  • Ceased to be looked after through adoption;
  • Ceased to be looked after through a Special Guardianship Order;
  • Ceased to be looked after through a Residence Order; or
  • Under a Child Arrangement Order.

What was the impact of our Pupil Premium spending last year?

There are a variety of ways in which we measure the impact of Pupil Premium spending. Some impact is difficult to quantify but is evident from student and parent voice, emotional and social development, behaviour and aspiration. As the data below indicates, last year we made huge gains in closing not only the achievement gap between our Pupil Premium and non-Pupil Premium students, but also gaps in extra-curricular and trip participation. The progress made by our Y11 Pupil Premium students between the end of KS2 and the end of KS4 (Progress 8) improved considerably, resulting in our students on average achieving a grade higher in around 3 of their GCSE subjects, compared to summer 2015. Progress in English and Maths also improved, especially the proportion of students exceeding expected progress in English (4+ LOP), which rose from 7% to 40%. Attainment likewise improved compared to last year, with Pupil Premium students achieving an average grade of a C- (compared to D last year).



2015/16 (2014/15) Pupil Premium Non-Pupil Premium Gap
Attainment 8 47 (42) 58 (59) -11 (-17)
Average grade per subject (Best 8 subjects) C- (D) B- (B-)  
3+ Levels of Progress in English (KS2-4) 70% (37%) 84% (80%) -14% (-43%)
4+ Levels of Progress in English (KS2-4) 40% (7%) 50% (45%) -10% (-38%)
3+ Levels of Progress in Maths (KS2-4) 67% (60%) 87% (86%) -20% (-33%)
4+ Levels of Progress in Maths (KS2-4) 30% (17%) 52% (54%) -22% (-37%)
Progress 8 -0.22 (-0.56) 0.12 (0.14) -0.34 (-0.7)


2015/16 (2014/15) Pupil Premium Non-Pupil Premium Gap
% Attendance 92% (92.1%) 95.2% (94.7%) -3.2% (-2.6%)
% Persistent Absentees (<85% attendance) 20.8% (14.8%) 7.3% (5.8%) -13.5% (-9%)

NEET (Not in Employment, Education or Training):

2015/16 (2014/15) Pupil Premium Non-Pupil Premium Gap
% NEET at end of Y11 TBC (0%) TBC (1.1%) TBC (1.1%)

The Trips and Visits vouchers that we issued last year increased participation on trips by Pupil Premium students. We also had a successful launch of the Leadership Ladder award scheme, with high numbers of Pupil Premium students achieving Leadership Colours at either Bronze, Silver or Gold level.

Leadership Ladder:

2015/16 Pupil Premium Non-Pupil Premium Gap
Year 7 68% 76% -9%
Year 8 60% 62% -2%
Year 9 23% 37% -14%
Year 10 3% 4% -1%
Year 11 0% 2% -2%

Barriers to educational achievement

We have given considerable thought to the potential barriers that some of our Pupil Premium students face, and those that appear to have the greatest impact on educational achievement are detailed below. However we recognise that these are broad generalisations and that Pupil Premium students are not a homogenous group. The key barriers that a number of our students face are:

  • Low aspiration and challenge;
  • Difficult home circumstances (this could include: low income; family illness; parents’ working hours; food poverty; lack of study environment at home; student acting as young carer; and inadequate housing);
  • Lack of feedback on academic progress, both in and out of school;
  • Low literacy and/or numeracy;
  • Poor behaviour and engagement with school;
  • Low attendance;
  • Poor social and emotional skills; and
  • Limited access to extra-curricular opportunities inc. trips.

How has funding been used to address these barriers?

For the academic year 2015/16 we received £155,430 and had 170 students eligible for the Pupil Premium; for 2016/17 we will receive £140,250. This year we have 173 Pupil Premium students and they are made up of FSM, Ever 6 FSM, CLA, Adopted children and Service children; individual totals for each year group are detailed below.

  2013/14 2014/15 2015/16 2016/17
Year 7 34 35 26 41
Year 8 42 32 44 26
Year 9 39 40 31 44
Year 10 29 31 41 26
Year 11 33 31 31 36
Total 177 169 173 173
  • Aspiration and challenge: we believe our Pupil Premium students are capable of greater academic achievement and we are not satisfied to just encourage ‘expected progress’. We have a rigorous academic curriculum and do not offer qualifications (academic or vocational) that provide insufficient challenge or value. All our students sit both English Language and English Literature (and have done so for many years), students all sit Dual Science at GCSE, and we insist on at least 1 further EBacc qualification when students choose their options. Pupil Premium students receive additional support and guidance around GCSE and post-16 options. For GCSE, this includes a meeting with SLT and at post-16 it includes priority advice and guidance from our independent Careers Advisor. We run a careers fair in November for all year groups where, last year, over 40 universities and employers attended. Growth Mindset workshops will address resilience in academic achievement and promote high aspiration amongst Pupil Premium students. Workshops will run in each year group in October/November, and Years 9, 10 and 11 will receive an additional workshop which will target our most able students. We will also use spending to support the Scholars programme, enabling invited students to access mentors, extra support, extended opportunities and increased challenge. Impact will be measured through academic outcomes, NEET figures and the appropriateness of pathways students choose in and after leaving school.
  • Home circumstances: spending is used for additional Student Services support where Pupil Premium students are targeted for additional intervention and personalised support tailored to their individual needs. Impact will be measured through attendance figures, behavioural incidents, external agency referrals, progress towards objectives of the Flexible Learning Programme and student/parent voice.
  • Feedback on academic progress: last year we invested in Show My Homework and parent/student voice has been extremely positive. Similarly our new FAR marking policy has enabled more consistent and effective feedback and research shows that Pupil Premium students benefit even more than non-Pupil Premium students when the quality and frequency of feedback are high. Impact will be measured by academic progress and by student/parent voice.
  • Literacy and numeracy: we will continue the KS4 Step Up programme addressing underperformance in English and Maths, as well as start a similar programme in KS3 called Upgrade. These small-group interventions will be focused on diminishing the differences between Pupil Premium and non-Pupil Premium students and will be taught by specialist English and Maths staff. Step Up was extremely successful last year, resulting in a significant numbers achieving expected progress (EP) and an increased number exceeding EP in both English and Maths. Impact will be measured by academic progress at Progress Report points as well as through ‘Diagnosis, Therapy, Testing’ as part of the intervention.
  • Behaviour and engagement: we will continue to implement our new behaviour systems, which have dramatically reduced exclusions and are continuing to reduce low-level disruption in lessons. This is of particular importance to Pupil Premium students with research suggesting that they are disproportionately impacted by such behaviour in lessons. The impact will be measured through behavioural incidents, exclusions and isolations, Attendance-Behaviour-Concern (ABC) meetings and student/parent/staff voice.
  • Attendance: our Attendance Officer and Student Services team prioritise Pupil Premium students for attendance intervention and act quickly to intervene before students become ‘persistent absentees’. Where attendance becomes low despite school intervention, external agency support is sought and Student Services work closely with the student and their family to improve attendance, setting achievable targets for improvement. Impact will be measured by weekly tracking of attendance and through ABC meetings.
  • Social and emotional skills: The Flexible Learning Programme is running for the first time this year and is targeting students who struggle to manage their emotions as well as giving them the tools to improve self-esteem, resilience and self-control. Students will work with a specialist in Student Services and different groups of students will target different aspects of personal development. Impact will be measured through student/parent voice and achievement of personal goals.
  • Extra-curricular opportunities: we have continued to allocate funds towards support for school trips and visits and this will continue, including peripatetic music lessons. Our priority this year is to also incentivise participation in our vast extra-curricular programme. Impact will be measured by participation rates in extra-curricular activities, trips and visits, and Leadership Ladder.

The key measure this year will still be the progress students make from the end of KS2 to the end of KS4, but this will focus more broadly on their progress in 8 subjects including Maths and the highest grade of English Language and Literature (Progress 8). The other key benchmark will be whether students have achieved a ‘good pass’, which the Government have chosen as a grade 5 in English and Maths on the new 9-1 GCSE grading system.

Projected spending for 2016/17 is detailed below:

Intervention 2015/16 2016/17 projection
Tutors/Mentors/Tuition £11,515 £8,000
KS3 small group intervention in English & Maths   £36,000
Student Support Officers £56,755 £28,200
Trips and Visits £19,308 £15,000
Growth Mindset workshops £3,632 £5,250
KS4 small group intervention in English & Maths £27,630 £36,400
Scholars Programme £8,700 £6,400
Uniform £17,102 £4,000
Equipment & rewards £2,990  
KS4 textbooks, revision guides, texts £4,777 £4,000
After-school revision snacks £850  
Transport £2,090  
Exam Reader pens £450  
Total expenditure £155,799 £143,250
Total Income £155,430 £140,250

What are our priorities for Pupil Premium this year?

This year we are going to use Pupil Premium funding in the following ways:

  • Student Support Officers, who support students with difficulties, provide emotional support, make external agency referrals and promote self-esteem, confidence and aspiration;
  • KS4 Step Up programme, raising achievement in English and Maths, ensuring students make at least expected levels of progress given their starting point;
  • KS3 Upgrade programme, targeting numeracy and literacy levels and preparing students for new English and Maths GCSEs.
  • Scholar’s Programme, supporting increased opportunities to stretch and challenge our most able students;
  • Tutors and mentors, for students eligible for the Pupil Premium + (children in care, Adopted children, Guardianship/Residency order)
  • Fix Up Growth Mindset workshops, raising aspiration and encouraging resilience;
  • GCSE subject-specific revision materials;
  • Uniform vouchers;
  • Trips and Visits vouchers, peripatetic music lessons; and
  • Extra support for controlled assessments and revision in Year 11 including The Revision Room

Feedback from parents and students:

“GCSE revision guides and texts are expensive and I know having them will really help my son focus his revision and complete his homework – plus it will help me to nag him to study!” (Parent of Year 11 student)

“Student Services helped me with work and showed me where to go when I first started in Year 7. They do a lot for students and we wouldn’t have anywhere to go for help without them. Student Services have helped my friends sort out some friendship problems and made sure my friends felt happy with what they were going to do to help” (Year 8 student) 

“I go into Student Services nearly every day; I go in there for help with friendship problems, stopping smoking, if I’m ill, problems with my subjects and when my situation at home becomes tough. They offer lots of solutions when you have a problem; they’re honest with you but also tough when you need it! (Year 11 student)

“I find Show My Homework easy to work and get on to. It’s really good to have all your deadlines in one place and keep a check on what homework you’ve still got left to do”   (Year 9 student)

“When I’ve been worrying about things in school like getting my work done and starting my GCSEs, I’ve been to see my Student Support Officer in Student Services who gives me some time to talk through with her what I’m worried about and we try to figure out a solution – I like it that I have a say in that too. Last year, it made me feel reassured when Student Services talked to me and my Mum because they helped me explain what I was worried about” (Year 10 student)

We will review our Pupil Premium spending and provision at Governing Body ‘Student & Staff Wellbeing’ committees throughout the year, and we will next update our Pupil Premium Action Plan in February 2017.