The Pupil Premium


The Pupil Premium (PP) is additional funding allocated to schools on top of the main funding that they receive.  This funding is targeted at students from disadvantaged backgrounds (eligible for Free School Meals or In Care) to ensure that they are able to benefit from the same opportunities as students from less deprived families.  The Pupil Premium exists because data suggests that students who have been eligible for Free School Meals at any point in their school career have consistently lower attainment than those who have never been eligible.

Since September 2014, the Pupil Premium is worth £935 and goes to students who at any point in the past six years have been in receipt of Free School Meals (FSM); £2300 goes to any student who has been continuously looked after for the past six months or who has been adopted from care under the Adoption and Children Act 2002 or who has left care under a Special Guardianship or Residence Order; finally £300 goes to students whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the MoD.

According to the latest research by the DfE, it has been recognised that since 2014, around 27% of pupils are seen as ‘disadvantaged’ based on economic deprivation or social care needs. These pupils attract the pupil premium to their school and accountability includes a focus on their outcomes.

Pupil premium funding is designed to accelerate the progress and raise the attainment of all educationally disadvantaged pupils. It is not restricted to eligible pupils and can be used to support other pupils needing additional support because, for example, they need or have a social worker, or are acting as a carer, even if these pupils are not FSM-eligible. School leaders remain free to meet their pupils’ needs as they assess them.

The attainment gap is the most difficult test facing schools and the Pupil Premium gives additional public funding to schools in order to close this gap. However, although it provides funding, it also provides focus, setting the achievement of children from disadvantaged backgrounds as a priority.

Ormiston Chadwick Academy strives to follow the Key Principles set out by the EEF (Education Endowment Foundation), a charity dedicated to breaking the link between family income and educational achievement:


Schools can make a difference – great teaching and careful planning can make a huge impact on the outcomes of disadvantaged children.


Evidence can help – using an evidence informed approach to how we approach the PP spending.


Quality teaching helps every child – good teaching is the most important lever for schools to improve outcomes of disadvantaged pupils.


Implementation matters – explore, prepare, deliver, sustain, meaning that less is more.


Support middle and high attainers too – it is not just about supporting the low attainers, all disadvantaged students are targeted specific to their need.

OCA therefore uses the EEF tiered approach to Pupil Premium spending as this helps balance the approaches to improve teaching, targeted academic support and wider strategies.


Teaching – We aim to ensure an effective teacher is in front of every class.


Targeted Academic Support – All staff (teaching and support) are encouraged to look at how they can provide targeted support, whether it be in structured 1:1, small groups or classroom teaching.


Wider Strategies – We look at the most significant non-academic barriers to success such as attendance, behaviour and social and emotional support.

Then under the 2019-20 tab – delete the rational for spend (after the table) and replace it with:

Rationale for Spending Strategy:



Barrier: Students enter the Academy with depressed levels of literacy and numeracy. This is increasing year on year.

As a result the Academy has taken the decision to focus a large percentage of the funding on Maths and English, providing dedicated PP intervention within and beyond the timetable. Additional resources purchased include; the Ark Mastery Programme used to improve core key skills in English and with a newly appointed ‘Director of Literacy’ there is a ‘literacy boost’ being initiated whole school both in and out of lessons. This is to ensure that those with reading ages below their chronological age are given the opportunity to make rapid progress. This is in conjunction with 1:1 reading sessions during ECM time. Mint Class enables teachers to easily identify PP in their seating plans and plan lessons accordingly to maximise gains for PP students.


Targeted Academic Support:

Barrier: Some of our PP students require additional support or an alternative curriculum to meet their needs.

Alternative provision provides some students with an alternative to exclusion and allows them to access more external support agencies to help them develop the skills needed to re-enter mainstream education at the academy. The timetable has been costed and constructed so that many teachers have additional periods where they can provide flexibility for students that need to be re-timetabled to ensure their curriculum is fit for purpose and they are still getting an excellent entitlement if they come out of a subject. The employment of a member of staff who has specific periods dedicated to work with students that are at risk of exclusion (most of whom are identified as PP), aids the intervention package put into place.

Barrier: Many of our PP students have low aspirations and have not had anyone in the family attend University so do not have the same level of knowledge at home to draw from when considering future options.

There is a comprehensive and concise Careers Programme We ensure that all our Year 11 PP students have 1:1 careers advice with an impartial Careers adviser through the SLA with Careers Connect. All PP students in Years 9 and 10 are given the opportunity to attend a University with a day visit to experience workshops and tours of local Liverpool universities. There is a parent pack that is individualised and sent out to all parents informing them of Careers, Apprenticeship and Labour Market Information. This includes an opportunity for parents to attend a University trip with talks given on accessibility, finance etc to break down potential barriers. Work experience is personalised to each student in Year 10 and we ensure this is matched to their academic ability.

Barrier: Students often struggle to achieve outcomes due to a lack of resources and opportunities to study and prepare in the correct way for important exams.

Additional study opportunities at weekends and in holiday time enable those KS4 PP students who need extra intervention to access all subjects and enables gaps to be closed more rapidly. Our innovation fund enables all subjects to access extra funding for PP students for use in a variety of ways whether it be buying their revision guides or for an innovative idea based on the pedagogical research undertaken they wish to trial. All departments have an bespoke action plan as part of their development plan indicating how they will utilise PP funding to break down barriers and support these students and the impact it should have.


Wider Strategies:

Barrier: The attendance of PP students is below non-PP students. This reduces their school hours and causes them to fall behind.

A dedicated attendance team focus on first day of absence phone calls and visits for PP students. Free breakfasts ensure that all PP students have had a meal at the start of the day to help aid focus and concentration. A revised attendance and punctuality strategy includes the use of rewards to ensure the motivation is available for students that have barriers which limits their attendance.

Barrier: Our PP students may not have had the same access to a wide range of enrichment activities as non PP. As an academy we firmly believe that access to enrichment is vital for all students’ social, moral, spiritual and cultural development.

Allocating funding to this means that no PP student is at a disadvantage due to the cost of a trip and can still access all the opportunities that the academy provides, whether it be a trip to the theatre or a trip to China. All students are entitled to various activities as part of the enrichment timetable and supported with access to engage in these i.e. climbing, duke of Edinburgh etc.






Date of next review – July 2021