Pupil premium and catch up premium

Pupil Premium

The government offers funding to tackle inequalities between children on free school meals and their peers called the pupil premium. There is also further funding for any Year 7 student who has not achieved Level 4 in reading and/or maths at Key Stage 2 known as the Year 7 catch up premium.

Pupil Premium 17-18

Easington Academy had a Pupil Premium Grant Allocation of £267,410 for the academic year 2017-18. The funding was given with a specific remit of raising attainment for disadvantaged students so they can reach their full potential.

Our aim is that every disadvantaged student is able to achieve in line with their peers and is given every opportunity to progress.

Key aims for 2017-18: to increase opportunities and raise attainment for disadvantaged students

  1. Improve the quality of teaching and learning.
  2. Ensure a robust system of quality assurance to ensure the provision for Pupil Premium students is closely monitored. 
  3. Provide adequate support for the new, more challenging, specifications and the 1-9 grading systems to help increase progress for Pupil Premium students.
  4. Improve the attendance figures for those disadvantaged students failing to attend school - less than a minimum of 97% of the time.
  5. Provide a nurturing, safe environment that meets the social and emotional needs of students and supports them in their ability to learn.
  6. Close the gaps between Pupil Premium students and their peers.


The evidence used for this review can be found in monitoring documents used throughout the year, including:

  • Data reviews – all year groups (termly)
  • Academic reviews – termly and overall
  • Behaviour – regular pastoral reports(half termly)
  • Attitude – pupil surveys
  • Attendance – attendance reports that are gathered weekly, half termly, termly and annually

Overall, there is still a gap between non-PP and PP students in GCSE outcomes this academic year. A8 has increased for PP students and the gap is narrowing. This suggests that the strategies used to improve progress has been successful and provided value for money. However, a gap still exists between PP and non PP for both A8 and P8 students so this will remain a priority for the school in the year 2018-19.

Cohort Size









Non PP (89/81)





PP (47/46)






It should be noted that the P8 figures are provisional and need to be verified, with changes expected. National figures currently are not available.

1. Gap on entry from Year 7

Outcomes for progress at the end of Year 7 in English and maths are considered. The data shows that there is no discernible difference for PP and non PP students in English, however, maths shows more of a gap between students. This will result in ongoing monitoring and intervention strategies being in place within maths.

2. Potential underachievement of all ability ranges

To evaluate this strand, the GCSE outcomes 2018 for PP students in H/M/L attainment bands against non-PP students will be considered. This data shows that outcomes in some subject areas need to improve. HA – PP and LA PP in maths are a particular area of focus for the 2018-19 academic year.

3. Attendance

To evaluate this strand attendance for the year for PP and non-PP is considered for the Academic year 2017-2018. Attendance/PA for PP remains an area that will be monitored, with appropriate timely

interventions taken as needed, to narrow the gap.

4. Behaviour

As shown in the termly Pastoral reports, there are differences in negative behaviour for PP students when compared to non PP. Throughout the year interventions and strategies have made some impact with some students. A focus on rewards remains a key area for the year ahead.

Pupil Premium 2018-19 

For many eligible students, there are a range of barriers:

Key barriers faced by eligible students:

  1. Some struggle to attend regularly and of these some are persistently absent.
  2. Some students struggle to manage their behaviour.
  3. Some students need extensive pastoral support for a variety of reasons.
  4. Some students struggle with the increased complexity of organisation with a secondary environment and increased demands for independent work.
  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 need additional adult support to help to enable them to fully achieve their potential both during the school day and after school with managing homework.
  7. Some students need individual tuition and/or teaching in small groups to enable them to achieve.
  8. Some students have little aspiration for the future and are in need of additional adult support and additional careers guidance so that they do not limit their own potential.
  9. Some students have low levels of literacy and numeracy which impedes their learning and their confidence.
  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. Some do not participate regularly in sports and need proactive, individual support in order to overcome barriers.
  15. All pupils need the highest quality of teaching in every classroom.

Pupil Premium strategic plan for expenditure received 2018-2019

Pupil Premium funding for 2018-19 is £236,555

In light of the above data and understanding of barriers to learning, the total allocation to support pupils for 2018-2019 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 student’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

The Intervention Hub (Areas 1,2,3,4,5,6,11)

The Intervention Hub is a place of safety, support and challenge. The purpose of the Hub is to enable pupils to gain confidence and to access learning. 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.  

The Key Stage 3 & 4 Directors of Learning and Hub Manager lead a team of trained staff in the support of pupils. There is involvement from the SENCo for some pupils with special educational needs and social and emotional needs. The team work individually and in small groups with pupils and create intervention materials to support their needs and build resilience and self-esteem.

The Deputy Hub Manager and two Assistant Learning Mentors work in the Intervention Hub, providing a bespoke support programme which includes 1-1 & small group support.


Attendance (Area 1)

The specialist attendance officer works closely as part of a team including Home School Liaison Officers, Assistant Headteacher (Pastoral) and Directors of Learning in supporting families to ensure their children attend well.

The attendance monitoring system allows swift communication with parents regarding absence. Rewards are in place to encourage good attendance.


Behaviour Management – (Area 2)

For a whole range of reasons some pupils struggle to accept boundaries and manage their own behaviour. Extensive support is provided by multi-disciplinary teams led by the Assistant Headteacher (Pastoral).


Curriculum Programmes – (Areas 6, 7, 9)

Mentoring by senior staff and Directors of Learning is provided for pupils who need this additional guidance on a regular basis in order to engage effectively with learning.

Intervention in all subjects is provided, often in a small group setting and sometimes on a 1:1 basis. For some pupils this is planned on a regular basis and can occur during tutor time, lunchtime and after school. For other pupils, it is managed by each department according to needs as they arise during the year.

Breakfast revision sessions are in place prior to major external exam series. Breakfast is provided prior to key revision sessions for all students.

English, maths and science staff provide small group support, which does include literacy and numeracy, from Year 7 to 11 students.


High Quality Teaching and Learning - (Areas 9, 15)

This is essential for every student 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 and departments have plans for development which specifically identify the needs of individual pupils (supported by the pupil premium). They use strategies where there is a firm research base of positive impact (e.g. EEF -Education Endowment Foundation - Teachers Toolkit). This is supported by our links with Shotton Hall Research School.

All teachers focus on language and literacy development. Word banks are commonly used and new language carefully introduced. Enriching and extending the wealth of language used by students is a key focus for staff, understanding that this will provide a route to access learning and a wider range of future career options. 



Careers, Information, Advice and Guidance - (Area 8)

1:1 careers advisors within the Learning Hub are to target all disadvantaged students, including those with high prior attainment, to support with raising aspirations.

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. The assembly programme complements the support provided by the Learning Hub

The specific work above is complemented by a wide range of careers development that takes place from Year 7.


Homework and Study Support - (Areas 6, 10, 11)

A staffed area is available every day in the Learning Hub at lunchtime and after school for students to complete homework, access the internet and also access class text books.


Enrichment Programmes – beyond the curriculum - (Area 12,14)

School Trips / Theatre Visits / Outward Bounds / Duke of Edinburgh/ Activities Week/Sporting Events  – financial support is provided to enable pupils to participate. These will have a focus on raising aspirations and widening experience.PE staff work with students at lunchtime and after school to ensure that students engage with sporting activities in all year groups.

Financial support is available for students who wish to take up musical instrument tuition.

The school will provide financial assistance so that pupils can engage with these activities.

Funding to support trips abroad is limited due to the high cost and contributions will only be made to purely educational visits.


Family & Community Programme  - (Areas 13, 14)

School uniform support with cost where required.

Support for transport costs for disadvantaged pupils. 

Support for practical sessions in the Technology curriculum for all year groups e.g cooking and design technology projects.


 Estimated total expenditure


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 the Learning Hub staff and through analysing the data at key data input points.

Individual students 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 students 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 4. The impact for each child at an individual level is monitored carefully during each academic year as they progress towards their external examinations.

Review: September 2019