What is Pupil Premium?

Pupil Premium is additional funding for publicly-funded schools in England to raise the attainment and achievement of disadvantaged pupils, and close the gap between them and their peers. It is the school's responsibility to decide how the Pupil Premium is spent since they are best placed to assess what additional provision should be made for the individual students in their care.

The school receives funding for students who fall into the following categories:

  • pupils registered as eligible for free school meals, or eligible at any point in the past six years (£935 per child)
  • pupils who are registered as a service child (£300 per child)
  • looked after children (LAC), or pupils who have been adopted from care (£1,900 per child)


In 2016, new performance measures were introduced nationally.
The 2017/18 data was published in January 2019.

2017/18 Dis(5) All National National Dis
Progress 8 (P8) 0.45 1.19 -0.02 0.13
Attainment 8 (A8) 73.50 84.81 46.53 50.14
2016/17 Dis(6) All    
Progress 8 (P8) 1.15 1.22    
Attainment 8 (A8) 79.60 82.88    
2015/16 Dis(4) All    
Progress 8 (P8) 0.70 0.72    
Attainment 8 (A8) 79 77.59    


Planned spend 2018/19

Category Planned Spend
Uniform, Resources, Trips, Activities, Events and Music Lessons       £18,383
Pastoral Support £7,500
Teaching, Learning and Assessment      £8,382
Leadership and Management £2,500
Total       £36,765
Total number of students in receipt of Pupil Premium Funding       40


Allocated spend 2017/18

Category Allocated Spend
Uniform, Resources, Trips, Activities, Events and Music Lessons       £18,940
Pastoral Support £6,695
Teaching, Learning and Assessment      £7,760
Leadership and Management £1,500
Total       £34,895
Total number of students in receipt of Pupil Premium Funding       38


Key objectives and success criteria

The following objectives link with the planned expenditure for 2018/19:

Key objective 1

To ensure all staff focus on PP students in their lessons and monitor progress through data tracking to ensure there is no difference with non PP students.

Success criteria

  • Classroom teachers and HoDs to track progress of PP students through assessment data, identifying appropriate strategies for intervention.
  • HoYs and PP Lead to monitor PP progress against non PP progress at each assessment point, identifying issues with individuals and acting upon this information with individual support and mentoring if required.
  • Tracking attendance so there is no difference with non PP attendance.

Key objective 2

To continue offering additional support to PP students in all key stages through the provision of uniform, additional resources and equipment, and access to extra curricular activities (including trips and music lessons).

Success criteria

  • Document published to parents outlining the resources, equipment, trip and extra curricular activities that may come up for each year group.
  • HoYs and PP Lead to meet with parents to talk through personalised provision and an outline of the percentage of funds that can be claimed for the above.
  • To ensure all those in receipt of PP have access to funding for curriculum trips, year group trips and for other opportunities where students are representing the school (up to £300 for any residential trip), ensuring inclusivity, engagement with the wider school life and increasing their cultural capital.
  • To offer all those in receipt of PP the opportunity to participate in extra curricular activities, some of which may incur a cost e.g. peripatetic music lessons, Duke of Edinburgh Award scheme. The school will contribute to the hire cost of specialist equipment or cover the cost of the actual instruction itself, if appropriate. No student will be disadvantaged from missing opportunities beyond the school curriculum or engaging in the wider life of the school community. Student engagement and enjoyment of learning outside of the school curriculum will be promoted.
  • Track PP students' involvement in extra curricular activities to ensure engagement and learning in the wider life of the school.

Key objective 3

To provide excellent teaching and learning opportunities to include a focus on literacy and above average levels of progress in English and Maths.

Success criteria

  • Allocation of additional teaching time for English and a whole school focus on literacy. All students to be making progress at the predicted rate. Personalised interventions from careful monitoring and understanding of the students.
  • PP students progress tracked in English and Maths and targeted intervention to ensure progression. Access to Spring/Summer courses if needed.
  • Staff CPD - whole school focus using evidence-based research in a variety of areas in support of outstanding teaching and learning.
  • PP students to have a space conducive to work in for homework and private study.
  • PP students who are EAL to be tracked for literary focus to encourage the reading of books and be part of the literary suport group if necessary.

Key objective 4

To continue to provide pastoral support for PP students through targeted individual support when necessary and developing a dialogue and relationship with parents and students. 

Success criteria

  • Dialogue established regularly with parents of PP students targeting opportunities and areas for support with their daughter.
  • Termly/yearly targets for individuals based on individual need and personalised provision.
  • Pastoral support provided and accessed for students with trusted members of staff and counsellor when needed.
  • Designated quiet space for students to work in before school and after school to allow equal opportunities for all students to make expected progress.
  • PP students have access to careers advice with no barriers to access higher education and appropriate work experience.

Key objective 5

To track PP students in the Sixth Form, eg did they become Bursary students and where did they go to university. 

Success criteria

  • Tracking system created of Year 11 PP students from last 4 years.
  • List of Year 13 students from last 4 years who received Bursary funding.
  • Table that defines which university, what course and whether these students are first generation university students (if data available).
  • An understanding of what aspirations these students have and what may be the barriers.