What is Pupil Premium?
Pupil Premium was introduced by the Department for Education (DfE) in 2011, as additional funding for pupils who receive Free School Meals and who are Looked After Children. This is because the DfE have recognised that good education is the key to improving young people’s life chances. This is particularly true for children from low-income families, or who are Looked After Children, research shows that without intervention these children are far less likely to leave schools with good GCSE results than other children. The Pupil Premium, using additional resources from outside the School’s Budget, is intended to address the current inequalities by ensuring that funding reaches the pupils who need it most.
The Pupil Premium has also been introduced for children whose parents are currently serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils.
The DfE have stated that schools have the right to spend this funding as they see fit based upon their knowledge of pupil needs. There is obvious accountability that serves to ensure that the money is used effectively and to the benefit of these key groups.
“Schools, headteachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individual pupils.”
This money is used for additional support and resources to directly target these children or indirectly through releasing time for teachers to provide small group support. At Craven Primary Academy we use our funding for a range of purposes suited to the individual needs of our children.
Please read some of our case studies below to see the impact of pupil premium funding.
You can read more about how we utilise the Pupil Premium Funding on our Statutory Information page here.
2016-2017 - Pupil Premium Case Studies
|Child A||KS1 Level||End of KS2 Level||Average school attendance (years 1-5)||Y6 attendance|
|Reading||Below National Standard||Below National Standard(Scaled score 93)|
|Writing||Below National Standard||National Standard(Scaled SPAG score 103(|
|Maths||Below National Standard||National Standard(Scaled Score 109)|
This child was below national standard in all of their subjects in KS1. While they made progress, they were still below national standard by the end of Year 5. Pupil Premium funding was used to employ a 1:1 tutor that was able to give extra sessions focusing on the core areas of learning. As well as this after school boosters were held three times a week and trip to Alton Towers (subsidised using Pupil Premium funding) was used as a reward for full attendance. Other trips, such as Robinwood Residential, London, Rock Challenge, were also subsidised, giving the child a wider breadth of experence to draw on when writing. As a result of the carefully targetted pupil premium funding, the child made accelerated progress in maths (nearly achieving Greater Depth,) and writing, and, while they didnt achieve national standard, they made broadly expected progress in reading.
|Child B||KS1 Level||End of KS2 Level||Average school attendance (years 1-5)||Y6 attendance|
|Reading||Greater Depth||Greater Depth(Scaled Score 119)|
|Writing||National Standard||Greater Depth(SPAG Scaled Score 120)|
|Maths||National Standard||Greater Depth(Scaled Score 117)|
This child had a lot of potential;however, they lacked confidence in their own abilities, particularly in terms of maths and writing. Pupil Premium Funding was used to employ a 1:1 tutor that focused on their own gaps in learning, and gave an environment where more 1:1 quality discussion could be had around what the child felt difficult. Also Pupil Premium Funding was used to create morning booster groups and reduce class sizes so that frequency of interaction between the child and the teacher increased. The accelerated progress that the child made is demonstrated in the table above.