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Pupil Premium

What is the Pupil Premium?

Pupil premium is funding allocated from the government to improve educational outcomes for disadvantaged pupils in schools in England. Pupil Premium funding is to specifically assist children who fall into at least one of the following groups:

Pupil Premium Plan & Impact Statement 2020 & 2021 Click Here

Eligible Pupils

Amount per pupil allocated

Pupils in years 7 to 11 recorded as Ever 6 FSM as well as eligible children with no recourse to Public funds (NRPF)

£955

Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority.

£2345

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, or child arrangements order (previously known as a residence order).

£2345

Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of a child pension from the Ministry of Defence.

£310

What can we spend this money on?

Schools are free to spend the allocated funds as they deem most appropriate to support eligible pupils attainment and education. At Shoreham Academy, we allocate funding based on an understanding of individual pupils needs, local context and evidence-based research.

The Education Endowment Fund has developed research led approaches to help schools identify the best strategies to ensure students in receipt of Pupil Premium funding achieve their highest standards. These can be seen here. This report and the links included on page 13 have been taken into consideration when planning and reviewing the Pupil premium strategy each academic year.

Our Pupil Premium strategy and impact statement can be seen at the link below and is reviewed termly. The statement clarifies our current funding allocation and reviews the impact of last years spending to support the progress, achievement and well-being of eligible pupils.

What are the main barriers to educational achievement that disadvantaged students face and how can schools best support them?

The Education Endowment Fund (EEF) has a website that looks at as much research as possible on making a difference to pupils’ progress. Their work is widely recognised as being a recommended and outstanding source of information. Their toolkit can be used to provide guidance on strategies that are shown to be effective. Several other institutions have also researched the challenges facing students from disadvantaged families. These publications include reports from: The Sutton Trust (Cracking the Code), The Fair Education Alliance, The Social Mobility Commission, Tackling Child Poverty (West Sussex):

Many of the report’s findings are common knowledge among schools. They include statements that are relevant to Shoreham Academy:

  • Low income students make on average half a GCSE grade less progress in Att 8 subjects.
  • Low income White British groups make the least progress.
  • The progress gap is widest in the South East and narrowest in London.
  • Pupils’ achievement is linked to commitment to independent study and low income parents are less likely to be able to help with this given the more complex secondary curriculum.
  • SEND and mental health are particularly likely to adversely affect progress. These factors are also more likely to affect low income pupils.
  • Low income students are four times more likely to be permanently excluded.
  • Academically enriching activities may help to support attitudes to school and learning but low income pupils are less likely to participate.
  • Disadvantaged students are four times less likely to attend a high tariff university than their peers.
  • The gap in literacy and numeracy levels at the end of primary education is 8.2 months.
  • Pupils achieve less well in schools which neglect to prioritise KS3 progress.
  • The reports encourage schools to invest in best practice, which includes the following points:
  • Promote quality first teaching to ensure literacy and numeracy gaps are closed.
  • Provide students with a broad educational experience.
  • Promote skills that enable self-supported study.
  • Low income pupils will benefit from peer group effects in outstanding schools.
  • Attainment will frequently precede aspirations.
  • Ensure good attendance records of disadvantaged students.
  • Promote the high profile of disadvantaged students.
  • Pupil progress is highest in outstanding schools with high expectations.

By referring to research undertaken by the authors of these publications and by regularly referring to research published by the EEF, we are confident that our planning for the removal of barriers for disadvantaged students is effective. Strategies from previous academic years are also evaluated to ensure that resources are deployed where they can have maximum impact.

The key intervention and support strategies used to close the gap at Shoreham Academy can be found in the attached documents below.

 

Shoreham Academy Pupil Premium Plan.pdf 141KB Pupil Premium Plan 2021 2022
PP Plan and Impact Statement 2020 and 2021.pdf 883KB Pupil Premium Plan & Impact Statement

The school is part of United Learning. United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12.
Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB. Tel: 01832 864 444

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