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Pupil Premium

The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM) and children who have been looked after continuously for more than six months. From April 2012 this was extended to include pupils eligible for FSM at any point in the last six years (known as the Ever 6 FSM measure). Since 1st April 2022 the level of the premium has been £1,385 per eligible pupil. The Government has set the premium for service children at £320 per eligible pupil. Schools get £2,410 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order.

The school has used this funding to increase the small focus group teaching and one to one tuition that takes place between 3 and 5 days each week by fully qualified teachers. Other funding was added to this to ensure that we could support all of our most disadvantaged pupils. In addition money has been targeted on social skills group sessions also provided by qualified teachers ensuring that entitled students receive opportunity for additional support.

The impact in educational attainment from expenditure of the pupil premium funding is reflected in the results of the Academy. The school has extensive monitoring and support systems in place to ensure favourable outcomes for the most vulnerable pupils. Pupil data is available. 

In our most recent inspection, Ofsted commented:

  • “those at risk of falling behind have their needs identified from an early age and are taught English and mathematics by skilled teachers. This ensures that all groups achieve exceptionally well.”


  • “The focus groups, which provide high quality English and mathematics teaching to those who might otherwise struggle, are impressive. Pupils in these groups receive exactly the same curriculum as their peers and are expected to do just as well; the only difference is that the smaller classes enable pupils to have more focused support. As a result, the attainment of disabled pupils and those identified as having special educational needs is far ahead of pupils with similar needs in the country as a whole.”