Pupil and catch up premiums

Pupil premium and catch up premium

The government offers funding to tackle inequalities between children on free school meals and their peers called pupil premium. There is also further funding for any Year 7 student who has not achieved 'expected' in reading and/or maths at Key Stage 2 known as the Year 7 catch up premium.

Pupil premium funding is allocated to a school based on the number of students who are or have been in receipt of free school meals or who are children looked after by a local authority or those children whose parents are in the armed forces. To find out more click here

Pupil premium – how the money is used at the Academy

In the school academic year 2017-2018 the school received £419,815 in pupil premium funding. The percentage of students that qualify for this funding was 40%. This funding was distributed across the school in the following ways in order to close any gaps in learning outcomes and raise achievement.

38% (£159,530) was allocated to actions focused on learning in the curriculum

19% (£79,765) was allocated to actions focused on social, emotional and behavioural

6% ( £25,189) was allocated to actions focused on enrichment beyond the curriculum

13% (£54,576) was allocated to actions focused on families and communities

24% (£100,756) was allocated to actions focused on alternative learning pathways and curricula

Achievements and performance

The Academy at Shotton Hall has an impressive set of consistent results data over many years.

This table shows the preliminary achievements of our students in 2018, comparing how well disadvantaged students within the Academy compared to all non-disadvantaged students nationally and as well as all students within their own year group at The Academy at Shotton Hall.


Percentage of students achieving grade 4+ in English and maths 2018

Difference from national equivalent figure 2017




All students in Year 11 at The Academy at Shotton Hall



Disadvantaged students in Year 11 at The Academy at Shotton Hall



This shows that our students performed significantly better when compared to the national average for achieving grade 4+ in English and maths. Furthermore, achievements for disadvantaged students are in line with all students nationally for a 4+ in English and mathematics. This is a significant achievement which we aim to build upon further.


Other national 2017

Disadvantaged 2018 Shotton Hall







We recognised that there is a difference in performance between how well disadvantaged students within the Academy perform and all non-disadvantaged students nationally perform and we continue to eradicate any differences.

The progress 8 (P8) figure shows that there is a small difference between how much progress non disadvantaged students nationally make against the progress disadvantaged students make at the Academy. The Attainment 8 (A8) figure shows us that, whilst the national average grade for all non-disadvantaged students is slightly better than the average grade for disadvantaged students leaving the Academy the gap is small.

The Academy at Shotton Hall works tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding into the five areas outlined above has to ensure that these are gaps are closing and that all pupils are equally successful when they leave the Academy. The gap between all students and those identified as disadvantaged is closing in the context of significant improvement in results for all students within the school. This is an area that we will continue to monitor, evaluate and intervene as the vulnerability within this group remains.

The current year 2018-2019

The Academy is aware that some disadvantaged students face many complex barriers during their education, which make effective learning very difficult. Other students have very specific needs and others, have few barriers at all. Some of the main difficulties faced by disadvantaged students that pertain to the Academy are identified below, although it must also be said that this is not an exhaustive list and that the difficulties encountered are not unique to those who are disadvantaged.

The main barriers faced by eligible students in 2018-2019 are:

  1. Some struggle to attend regularly and of these some are persistently absent.
  2. Some students need extensive pastoral support for a variety of reasons.
  3. Some students struggle with the increased complexity of organization with a secondary environment and increased demands for independent work.
  4. Some students struggle to manage their behaviour.
  5. Some students face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning.
  6. Some students have low levels of literacy and numeracy which impedes their learning and their confidence 

  7. Some students with high prior attainment need additional help to enable them to fully achieve their potential.
  8. Some students need targeted support to understand and use extended forms of spoken English.
  9. Some students have little aspiration for the future and so do not understand why they need to do well in their exams and so limit their own potential.
  10. Some students lack access to the internet and the use of computers to support their studies.
  11. Some students lack space to study with adult support.
  12. Some students need to experience a wealth of enrichment experiences in-order to widen their horizons and unlock future opportunities.
  13. School uniform can cause significant challenges for some families as can transport.
  14. Some students do not have access to a healthy diet which impacts on their general well-being.
  15. All students need the highest quality of teaching in every classroom.

The current forecast for the amount of pupil premium the school will receive in the academic year 2018-2019 is £399,705.

Whilst we have had a small decrease in the amount of funding for this year and in light of the above data and understanding of barriers to learning, we intend to continue with all of the strategies that are in place to narrow the gap between pupil premium students and their peers following on from the success we had last year. The strategies in place are substantive plans designs to impact over the long term on outcomes for students.

41% (£163,879) is allocated to actions focused on learning in the curriculum this includes: staffing and other resources related to LINK provision – extra maths and English staffing, staffing and resources related to the LSU – staff with a commitment to improving the outcomes of those students who are at risk of dropping out of school (poor attendees), staffing and resources pertaining to SEN – specialist SEN qualified teaching staff, small group support to focus on addressing specific needs of students, a range of qualifications geared at ensuring that Year 10 and 11 students leave school competitive in the work place, staffing additional curriculum time (period 6) high quality teaching and learning – essential for all students and especially for disadvantaged students, literacy and numeracy focus across the school.

22% (£87,935) is allocated to actions focused on social, emotional and behavioural issues: staffing and resources relating to the pastoral team - three pastoral workers (non-teaching staff) helping to deal with a range of issues, two student school based counsellors, one school based attendance officer.

9% (£35,973) is allocated to actions focused on enrichment beyond the curriculum: trips to raise aspirations, rewards, proportion of department budget, breakfast club, learning manager budget, peripatetic music lessons.

11% (£43,967) is allocated to actions focused on families and communities: counselling service, attendance service, uniform - to ensure that all students feel like they belong.

17% (£67,950) is allocated to actions focused on alternative learning pathways and curricula: work related – college fees etc, Key Stage 4 work experience, CEIAG .


The impact of our actions above are to be reviewed termly. Some of the impact is qualitative (eg. trips), but some is quantitative (eg. behaviour incidents, achievement data, attendance figures). This data is gathered and analysed for trends and anomalies. Daily monitoring of students is put in place where needed, to ensure that intervention to support them is swiftly taken. Clearly the over-arching impact of this work is to raise the standards reached by disadvantaged students and prepare them for the next stage of their education/employment or training. We adapt our support and plans for further work in the light of this evaluation. Ultimately, the impact of our actions over time are seen as students reach the end of key stage 4. The impact for each child at an individual level is monitored during each academic year as they progress towards their external examinations.

A formal review of our pupil premium strategy was undertaken in September 2018 and we are acting on the findings.

Some sample case studies are below. 

Year 7 catch-up premium

We receive some educational funding each year for Year 7 students who have not achieved 'expected' in reading and/or maths at Key Stage 2.

The Academy at Shotton Hall received additional funding of £500 for each Year 7 who did not achieve 'expected'. The allocation for the academic year 2018/2019 was £13,000 (26 students, twelve English, seven maths and seven overlapping both subjects). The additional grant has been primarily used to target support in small groups.

Use of additional funding

Targeted support

Use of small group teaching and primary teaching techniques in LINK, moving up and 20/20/20 to build up and re-enforce a strong skill base in reading, writing, spelling, comprehension and numeracy, giving students a toolkit of skills that allows them to access the mainstream curriculum more effectively.

Whole school literacy and numeracy

Whole school focus on students literacy and numeracy skills across the curriculum. All departments ensure that literacy and numeracy are developed and enhanced within their curriculum.

Whole school use of differentiation

A differentiated approach to learning ensuring that individual needs are met and that all students have access to an appropriate curriculum and are challenged to move forward.

Additional resources

Purchase of additional texts and resources to support students with low confidence and reluctance in reading, writing, spelling and numeracy.

Impact of Year 7 catch up funding

The impact of the Year 7 catch up funding was evaluated through the schools termly assessment routines, when national curriculum levels, progress, effort, behaviour and homework are analysed for patterns and trends. Support was adapted at these points, if appropriate, in order to meet individual students needs.

Measured impact

Results analysis of the achievement of the students involved in this programme shows that the programme had the following impact.

In English, two thirds of the students targeted improved whilst in maths a third improved. Sub-level analysis also shows that students made progress in English and maths.

This group of students will continue to be monitored for the foreseeable future.

Academic year 2018-2019

The intervention programme has been evaluated and the information gathered has been used to restructure and strengthen some aspects for the new academic year. As yet the funding arrangements have not been released.