Pupil premium

Pupil Premium is allocated to schools to work with pupils who have been registered for Free School Meals at any point in the last six years.  Schools also receive funding for children who have been looked after under local authority care for 1 day or more. The DfE has indicated that Head Teachers can decide how to use the Pupil Premium.  They will be held accountable for the decisions they make through:

  • The Performance Tables which show the performance of disadvantaged pupils compared with their peers.
  • The New Ofsted Framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium.
  • In 2015/16 Acacias received pupil premium funding of £146,326, for 106 children out of a total roll of 471 pupils. In 2016/17 Acacias will receive approximately £141,130.


The main barriers to attainment for our pupils eligible for Pupil Premium funding include:

  • low baseline attainment
  • narrow experience of life outside of school
  • limited access to language
  • English as an additional language
  • low self-esteem
  • social and emotional difficulties
  • specific learning needs
  • poor attendance and punctuality
  • difficulties in developing and maintaining relationships
  • low expectations and aspirations

What do we provide with the funding?

  • Targeted Maths and English interventions led by teachers for children who are not making as much progress as expected, or who are not on track to reach national expectations
  • Specialist SpLD (Specific Learning Difficulties) trained teachers and the provision of one to one sessions for pupils requiring support
  • A variety of interventions, in reading, writing, maths and speaking and listening, led by Teaching Assistants
  • Targeted support for pupils with English as an additional Language
  • Behaviour management support from specialists
  • Social and emotional support and interventions to improve attendance, behaviour and self-esteem
  • Teaching Assistants released to work with parents to support their child's learning
  • Staff training to enable new strategies to be implemented that will support the progress of pupils
  • A range of after school activities
  • Targeted lunchtime activities, to encourage children to build relationships
  • Additional Educational Psychologist time
  • Events and workshops to engage parents and carers with the learning taking place in school
  • Use of sensory resources and room at a specialist setting to support pupils within EYFS with their development
  • Offering experiences that Acacias pupils lack e.g. theatre performances, specific trips, to develop skills, knowledge and understanding
  • ICT equipment to boost the engagement of harder to reach children
  • Resources to boost the attainment of children who are below age related expectations
  • Increased staffing in Early Years to ensure children make the best possible start to school life.


The Year 1 phonics data shows a gap of 3.7% between pupil premium children and all children, in comparison the national gap was 11% so the gap in attainment is lower than that shown nationally. The overall attainment of 77% is lower than national attainment of 81% due to a higher than average number of children on the SEN register (20%). With the number of children with EAL this shows children have made a good start in acquiring the skills for reading and early intervention by the school has narrowed the gap for disadvantaged pupils.


Key Stage 1 data shows that disadvantaged pupils achieved better than non-disadvantaged pupils in reading and their achievement in maths was in line with non-disadvantaged pupils. However, writing showed the slight underperformance of disadvantaged pupils but this difference was not significant. The attainment in reading shows the impact of a good foundation in phonic skills.


Key stage 2 data shows that disadvantaged pupils performed significantly below that of non-disadvantaged pupils and this highlighted the impact of the raised expectations of the new curriculum. However looking at the progress that disadvantaged children make in reading at 2.3 and in maths 1.96, the progress of disadvantaged pupils at exceeded national expectations for all pupils of a progress score of 0. It is only in writing where the progress score of -1.01 is below the national expectations of progress for all pupils. On this basis the attainment of disadvantaged pupils was very strong.


 A full evaluation for 2015/16 can be downloaded here and the 2016/17 pupil premium strategy can be found here.