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Pupil Premium Funding Archive

Pupil Premium is additional funding provided to schools for supporting disadvantaged pupils to ensure they reach their full potential and educational inequality is reduced. Schools should use this money to boost results for the most disadvantaged pupils, as well as showing the impact of any intervention. The funding is not ring fenced to any particular child, but is ring fenced for whole school interventions, staff training and support for this group of children.

There are four categories of children that qualify for pupil premium:

  • Children who are eligible for free school meals (FSM)
  • Looked after children (LAC)
  • Armed forces children (SPP)

In addition, from 2014:

  • Children adopted from care in England (where parents have informed the school)


Summary of use of Pupil Premium Funding 2015/2016

Pupil Premium received:  £14,960

8 secondary aged pupils eligible to Ever 6 FSM @ £935 per pupil

4 primary aged pupils (1 current) to Ever 6 FSM @ £1,320 per pupil

1 pupil eligible to Service Personnel @ £300 per pupil

1 pupil eligible to being Looked After or Adopted from Care @ £1900 per pupil


The Pupil Premium this year was used to support the school’s ‘personalised learning’ ethos, remove barriers to learning and increase attendance. This was achieved through a combination of initiatives including:

  • Funding of external provision placements
  • Contributing to 1:1 off site tuition – meeting family requests to overcome school phobia and develop appropriate relationships with adults
  • Reading intervention delivered on site and after school
  • Transport for student to receive additional science lessons
  • CBT counselling
  • Sensory room
  • Development of Thrive



  • Increased attendance, on and off site, and engagement  
  • Personal and social development/confidence
  • Improved KS4 outcomes, particularly in science
  • Post 16 destinations secured – 100% of June 2015 leavers are in further education, employment or training
  • 3 day teaching assistant support at a local mainstream school with a view to securing full time mainstream provision for a services child
  • Rapid increase in reading for specific students, evidence of a minimum of one sub level termly
  • Specific action plans for some students as a result of Thrive assessments

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