Pupil Premium

Pupil Premium Funding

The pupil premium is additional funding for publicly funded schools in England.

It’s designed to help disadvantaged pupils of all abilities perform better, and close the gap between them and their peers.

Pupil premium funding is available to:

  • schools maintained by the local authority, including:
  • schools for children with special educational needs or disabilities
  • pupil referral units (PRUs), for children who can’t go to a mainstream school
  • academies and free schools, including:
  • academies for children with special educational needs or disabilities
  • alternative provision (AP) academies, for children who can’t go to a mainstream school
  • voluntary-sector AP, with local authority agreement
  • non-maintained special schools (NMSS), for children with special educational needs as approved by the Secretary of State for Education under section 342 of the Education Act 1992
Pupil Premium Investment 2018-2019

Pupil Premium Assessment Data 2018-19

In the 2018 to 2019 financial year, schools will receive the following funding for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years:

  • £1,320 for pupils in reception to year 6
  • £935 for pupils in year 7 to year 11

Schools will receive £2,300 for any pupil:

  • identified in the January 2018 school censusor the alternative provision census as having left local authority care as a result of:
  • adoption
  • a special guardianship order
  • a child arrangements order (previously known as a residence order)
  • who has been in local authority care for 1 day or more
  • recorded as both eligible for FSM in the last 6 years and as being looked after (or as having left local authority care)

For pupils who attract the £2,300 rate, the virtual school head of the local authority that looks after the pupil will manage the funding.

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll


Total number of pupils eligible for PPG


Amount of PPG received per pupil

3 x primary @ £1,320

9 x secondary @ £935

Amount PP+


Total amount received


Nature of support

All students in receipt of the grant have significant Speech, Language & Communication needs associated to their Autism. To support our students as they learn to learn, we have continued to use the majority of our allocation for specialist Speech and Language Therapy input.

We have also used some of our allocation to give students access to a Play Therapy Practitioner.

Measuring the impact of PPG spending

The school will evaluate the impact on each pupil at termly Pupil Progress monitoring meetings and additional review meetings.

Evaluation will focus on academic gains and how pupils’ self-confidence has developed as a consequence of the intervention.

Pupil Premium Investment 2017-2018

Allocation for the Academic year 2017-18.

Student Additional Funding. 17-18. – Published Report

Pupil Premium Investment 2016-2017

Allocation  for the Academic year 2016-17. 

The school’s Pupil Premium allocation for the year 2016/17 is £19,842.98.

How we have invested our Allocated Pupil Premium to ensure best possible outcomes for our PP students. 2016 -18

100% of our students who qualify for PP have significant Speech, Language and Communication needs that require specialist additional support to ensure: Processing, Receptive and Expressive needs are understood and strategies in place to address these additional needs.

We therefore use the grant to fund a Specialist Speech and Language Therapist in the five following areas:

Operational Competence

  • Technical skills used to operate the AAC system.
  • Access to the system (e.g. direct selection, scanning).
  • Use of the AAC system features (e.g. on/off, volume, clear etc).
  • Skills to use the system most efficiently.

Linguistic Competence

  • Learning the language of the home and community (expressive and receptive).
  • Learning symbols that represent vocabulary and the way vocabulary is organised in the AAC system.
  • Combining words into sentences.
  • Range of language functions (requesting, commenting, greeting, protesting, sharing information etc).

Social Competence

  • Participating in conversation.
  • Discourse strategies (e.g. initiating, turn taking).
  • Expressing different interaction functions (e.g. expressing wants and needs, sharing information, expressing emotions, commenting, protesting etc).

 Strategic Competence.

  • Using the most appropriate communication method and vocabulary for the situation.
  • Developing compensatory strategies for effective communication within the AAC system and any restrictions for the person using AAC.
  • Repairing communication breakdown.

Creating Resources.

Joint planning and the subsequent creation of bespoke resources for the student is that final important part of the intervention we offer. These may be changes to the environment, adaptations to activities in the classroom, or extension ideas for use in all aspects of the student’s life.


  • All students have access to a universal provision across our school, in addition to targeted and specialist interventions where this is required. The impact of this can be seen in the number of students:
    • Who develop the ability to communicate their needs and wants.
    • Who are starting to stretch their tolerance ranges.
    • Who are developing the skills to self mange the urge for instant gratification.
    • Who are avoiding a crisis situation brought on by frustration at an inability to communicate in an accessible manner.
  • We set and track challenging targets in communication. These targets are reviewed collaboratively by all staff and updated when required, by our SaLT. The impact of this can be seen in the quality of delivery in the class. All staff are aware of communication targets and plan, taking these into account. This helps raise levels of engagement and ultimately levels of attainment and personal achievement.
  • We have developed a range tools to track progress using a Picture Exchange Communication System which allows us to analyse the impact of planned interventions.
  • Targets are highlighted in each student’s Individual Learning Plan and formally reviewed three times a year at parents evenings and scrutinised by professional colleagues at Annual reviews. Systems we have in place highlight to partners the impact of communication on general levels of attainment and personal achievement.