Pupil premium

The pupil premium is additional funding for schools to support schools in raising the attainment of disadvantaged pupils of all abilities. Pupil premium funding supports pupils who are currently eligible for free school meals or have been eligible for free school meals at any point in the last six years. It is also for 'Looked After Children' or children whose parents are in the armed forces.

Academic year 2018/19

The pupil premium received was: £100,320

Funding was allocated to the following areas.


Additional targeted teaching and support


Pastoral support


Emotional wellbeing team support services


Curriculum programmes


High aspirations


Enrichment programmes


Family and community programmes


Total Cost



The impact of that expenditure on pupil premium children:

  • All children received specific individual support with core intervention sessions. This targeted provision was successful in enabling pupils to catch up with other pupils if they had fallen behind and for others to accelerate progress further.
  • Attendance for pupils in receipt of pupil premium has risen from 93.28% (academic year 17/18) to 94.71%. The gap between disadvantaged pupils and non-disadvantaged is -0.5%.
  • Enrichment activities have continued to support children in the wider curriculum and to support their talents.


Academic Year 2019/2020

Strategies to Raise the Attainment of Pupils supported by the Pupil Premium Funding

2019/20 Pupil Premium Allocation: £92,400

Sacriston Academy has a Pupil Premium Grant allocation of £92,400 for the academic year 2019-2020. This funding is given with a specific remit of diminishing any differences between disadvantaged pupils and those who are not disadvantaged. Sacriston Academy is working to support disadvantaged pupils in all areas of their education from the moment that they arrive in school. Our aim is that every disadvantaged pupil will achieve at least as well as their peers and have every opportunity to excel.

Some disadvantaged pupils face many and complex barriers in during their education which make effective learning very difficult. Other pupils have very specific needs and still others, have few barriers at all. Below are some of the main difficulties faced, although it must also be said that the difficulties encountered are not unique to those who are disadvantaged.

The main barriers faced by eligible pupils in 2019-2020 are:

  1. Some pupils struggle to attend regularly and some are persistently absent.
  2. Some pupils struggle to manage their behaviour.
  3. Some pupils have suffered early trauma and experience on-going attachment issues including emotional and developmental delay.
  4. Some pupils need extensive pastoral support for a variety of reasons.
  5. Some pupils face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning.
  6. Some pupils need additional adult support to help to enable them to fully achieve their potential during the school day.
  7. Some pupils need 1:1 intervention and/or teaching in small groups to enable them to achieve.
  8. Developing higher expectations for pupils and families is needed through targeted intervention and support.
  9. Some pupils have low levels of literacy and numeracy which impedes their learning and their confidence.
  10. Some pupils need to experience a wealth of enrichment experiences in order to widen their horizons and unlock future opportunities.
  11. Some pupils do not have access to a healthy diet which impacts on their general well-being. Some do not participate regularly in sports and need proactive, individual support in order to overcome barriers.
  12. All pupils need the highest quality of teaching in every classroom.

Pupil Premium strategic plan for expenditure received 2019-2020

In light of the above data and understanding of barriers to learning, the total allocation to support pupils for 2019-2020 will be spent as follows:

The list below of overall spending categories is not exhaustive. Exact details of pupil premium spending may be so specific to one pupil’s needs, that this cannot be published here. For this reason, a summary of overall spending in different areas is provided.

Cost Area

Estimated cost

Additional targeted teaching and support  - (Areas 3,6,7,8,12)

This is essential for every pupil and especially for those who are disadvantaged. To this end, the school invests significant time in developing staff through individual coaching and whole staff training. All teachers have plans for development which specifically identify the needs of individual pupils (supported by the pupil premium).

A dedicated intervention lead teacher. All teachers focus on language and literacy development. Vocabulary banks are commonly used and new language carefully introduced. Enriching and extending the wealth of language used by pupils is a key focus for staff, understanding that this will provide a route to access learning and a wider range of future career options.  Additional 1:1 support with early talk, phonics and early reading.


Pastoral Support - (Areas 1,3,4,5,8)

There is a clear focus on increasing the resilience of pupils, building their self-esteem and also enabling them to develop those skills that will enable them to learn effectively in the classroom environment.  

Pupils work individual or in small groups with external support agencies in order to support their needs and to build their self-respect and resilience.

The Emotional Well Being Support Worker is on site for half a day per week to work with targeted children to improve outcomes which enable pupils to progress in all aspects of their development.


Behaviour Management – (Area 2,3,5)

For a whole range of reasons some pupils struggle to accept boundaries and manage their own behavior. Extensive support is provided by Senior Leadership Team and where appropriate external support agencies.


Curriculum Programmes – (Areas 3,6,7,8,9)

Identified children receive 1 to 1 support or intervention within smaller groups. For some pupils this is planned on a regular basis and for others, it is managed by each teacher in conjunction with the SENDCO/ Intervention Lead / DSL, according to needs as they arise during the year.

Small group support to focus on addressing specific needs of pupils is planned as pupils’ approach key assessment points.


High Aspirations - (Area 10)

For some pupils, careers visits are planned into their learning programs so that they are able to experience, first-hand, the wide range of opportunities available to them. This also develops and understanding of the requirements to enter different career routes.


Family & Community Programmes  - (Areas 14, 15)

Support for transport costs for disadvantaged pupils. 

Re-introduction of cooking into the curriculum.


 Estimated total expenditure


Measuring and Demonstrating Impact

Teachers will use internal tracking systems to measure the progress to meet outcomes set.  Interventions will be monitored closely for progress of identified pupils.

Pupil progress meetings each half term will inform impact on progress and attainment through classroom interventions, 1:1 etc. and will inform next steps.

Observations of children’s learning and work in books.

Reviews of Impact

The impact of our actions above are reviewed termly and in every meeting with the Local Academy Council. Some of the impact is qualitative (eg. the impact of theatre trips) but some is quantitative (eg. numbers of behavioural incidents, achievement data, attendance figures). This data is gathered during regular meetings with senior staff and through analyzing the data at key data input points.

Individual pupils are monitored daily where needed, to ensure actions to support them are taken swiftly.

Clearly the over-arching impact of this work is to raise the standards reached by disadvantaged pupils and prepare them for the next stage of their education/employment or training.

We adapt our support and our plans for further work in the light of this evaluation. 

Ultimately, the impact of our actions over time are seen as pupils reach the end of Key Stage 2. The impact for each child at an individual level is monitored carefully during each academic year as they progress towards their end of key stage assessments.