Pupil Premium


What is the Pupil Premium?

‘The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.’ (DfE, 2016)



The ‘Pupil Premium’ is allocated to children from low-income families who are currently known to be eligible for FSM (Free School Meals) in both mainstream and non-mainstream settings and children who have been ‘looked after’ continuously for more than six months. From April 2012, the Pupil Premium was extended to include children who had been eligible for free school meals at any point in the last six years. A premium has also been introduced for children who are adopted, in foster care and or are caring for others

Schools are held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, schools are required to publish online information about how they have used the Premium. This is to ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.

At Heath Lane Academy, the Pupil Premium is used to ensure that all pupils reach their potential, and that they achieve in line with other pupils, especially for English subjects and Mathematics, regardless of their social situation. It is also used to ensure that pupils make at least expected progress, and increasing numbers of pupils make above expected progress. At William Bradford Academy the impact of the pupil premium grant funding has seen this improved provision and improving achievement in some subjects


This has been achieved through using the premium to pay for strategies and interventions to remove pupils’ barriers to learning, and to close progress and attainment gaps between groups of pupils. At Heath Lane Academy the premium is used to pay for the following:


  • The delivery of quality intervention programmes, to pay for additional teaching time to provide consistently small group teaching group for core subjects,
  • Tuition sessions for pupil’s who are at risk of not meeting or exceeding national expectations.
  • Rewarding pupil’s to attend additional study and support sessions beyond the school day
  • Revision guides and supporting material relating to examinations and assessment
  • Financial support with extra curriculum activities, trips and events     The funds are also used to pay for social and emotional aspects of learning, such as our SEND and Saturday program and enrichment activities to prepare, engage and inspire pupils in their learning. To achieve this some of the pupil premium is also used to support specific resources for pupils and training for staff to continue to develop expertise and build capacity and sustainability into staffing resources.


Principles   We ensure that teaching and learning opportunities meet the needs of all of the pupils We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed   In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged   We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to extend the benefit of the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged. However, priority always goes to children in receipt of FSM. This is monitored through our safeguarding, senior leaders, Directors, Lead Practitioners, 2nd IC, Pastoral and SEND teams which meets to track intervention and impact of identified vulnerable pupils.   Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. This will be through whole school monitoring of data and assessments and in discussion with class teachers.  Pupils who are deemed to be at risk of underachieving will be flagged up and interventions put in place as soon as possible.  Limited funding and resources means that not all pupil’s receiving free school meals will be in receipt of pupil premium interventions at one time, but will over the course of the year be targeted.   We have identified some key principles (outlined below) which we believe will maximise the impact of our pupil premium spending.  


Key Principles

Building Belief – We will provide a culture where:

  • staff believe in ALL children
  • there are “no excuses” made for underperformance
  • staff adopt a “solution-focused” approach to overcoming barriers
  • staff support children to develop “growth” mindsets towards learning


Analysing Data – We will ensure that:

  • All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school


Identification of Pupils – We will ensure that:

  • ALL teaching staff are involved in analysis of data and identification of pupils
  • ALL staff are aware of who pupil premium and vulnerable children are
  • ALL pupil premium children benefit from the funding, not just those who are underperforming
  • Underachievement at all levels is targeted (not just lower attaining pupils)
  • Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”


Improving Day to Day Teaching – We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved.

  • Set high expectations
  • Address any within-school variance
  • Ensure consistent implementation of the non-negotiables, e.g. marking and guided reading
  • Share good practice within the school and draw on external expertise
  • Provide high quality CPD
  • Improve assessment through joint levelling and moderation


Increasing learning time – We will maximise the time children have to “catch up” through:

  • Improving attendance and punctuality
  • Providing earlier intervention (KS1 and EYFS)
  • Extended learning out of school hours


Individualising support

“There’s no stigma attached to being in an intervention in this school. Everyone needs something, whatever that might be, and so they’re all getting something somewhere.”


  • We will ensure that the additional support we provide is effective by:
  • Looking at the individual needs of each child and identifying their barriers to learning
  • Ensuring additional support staff and class teachers communicate regularly
  • Using team leaders to provide high quality interventions across their phases
  • Matching the skills of the support staff to the interventions they provide
  • Providing workshops for parents
  • Tailoring interventions to the needs of the child


Monitoring and Impact of Provision

Principal and members of the Leadership team, Directors, 2nd IC of faculty areas, SEND and Pastoral team monitor provision and review impact termly to adapt interventions to suit our needs based on knowledge of the progress made by our pupil premium groups. This is reported to the Governors through the named PP/SEND Governor and the Challenge and Intervention group termly, it is also regularly reviewed as part of the Pupil Premium audit and Faculty Award. The Assistant Principal for data/Post 16 will also monitor this weekly through ‘Laser meetings’ with Directors and key subject staff.