Pupil Premium

Eligibility and funding amounts

The pupil premium grant is funding provided to schools to close the attainment gap between disadvantaged pupils and their peers. A school will receive an amount of money for each pupil of compulsory school age who fits the eligibility criteria. There are five categories of eligible pupil. Each category attracts a different amount of funding.

Allocation

The grant is allocated in line with the financial year, which begins in April. Each year’s allocations are based on data from the previous January’s census. If an eligible pupil joins after the January census, the school will not receive pupil premium funding for his/her until the following year. Maintained schools receive the pupil premium through their local authority (LA), whereas the Education Funding Agency allocates the funding directly to academies and free schools. Both academies and maintained schools receive the grant in quarterly instalments. However, pupil premium funding for looked-after children (LAC) is not allocated to schools but to the virtual school head in the LA, who will work with the school to decide how it will be spent.

 

Spending the grant

The grant can be spent as each school sees fit, as long as it is used to demonstrably improve the attainment of eligible pupils. Schools do not need to spend an equal amount on each pupil, or use the money for interventions that benefit only eligible pupils. However the grant should not be used to fund free school meals, as schools already receive funding for this through the dedicated schools grant.

Publishing information about pupil premium spending Schools must publish information on their websites about the amount of pupil premium funding they have received, how it will be used, how the previous year’s allocation was spent, and the effect of this expenditure on the attainment of eligible pupils.

Further information

“High Expectations from Leaders: School leaders have high expectations, understand what needs to improve, and staff work well together to share ideas and support each other.“

Ofsted Report

“Engaged and Resilient Pupils: Pupils listen carefully, focus well on their activities, are keen to join discussions, and demonstrate resilience when facing difficulties.“

Ofsted Report

“Ambitious for SEND Pupils: Leaders are ambitious for pupils with special educational needs, ensuring they receive good support and achieve well.“

Ofsted Report

“Strong Early Years Provision: The early years provision is effective, with strong relationships between adults and pupils, a well-organized environment, and activities that enthuse children.“

Ofsted Report

“Effective Pastoral Support: The pastoral team provides good support for vulnerable pupils, helping them stay safe and enjoy healthy relationships.“

Ofsted Report

“Extra-curricular Activities: Extra-curricular clubs are well attended, and pupils regularly go on school trips that enhance their classroom learning.“

Ofsted Report

“Calm and Orderly Environment: The school environment is described as calm and orderly, with good behavior from pupils.“

Ofsted Report

“Broad Curriculum: Leaders provide a broad range of subjects, which are well-planned, helping pupils remember what they learn.“

Ofsted Report

“Effective Safeguarding: Safeguarding arrangements are effective, with staff understanding their responsibilities and providing good support for vulnerable pupils.“

Ofsted Report

“Pupils Enjoy School: Pupils are enthusiastic about their lessons and enjoy attending school.“

Ofsted Report

“Supportive and Safe Environment: Pupils feel safe, understand that bullying is rare, and know that adults are there to help if needed.“

Ofsted Report

“Focus on Reading: There is a strong emphasis on teaching reading, with high-quality training for teachers and effective support for pupils who need extra help.“

Ofsted Report