Pupil Premium funding is additional funding for any student who is currently in receipt of Free School Meals or has been within the last six years. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between these and other students by ensuring that funding to tackle disadvantage reaches the pupils who need it most.  It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

The amount of Pupil Premium allocated during the Academic Year 2017/18 was £99,170.

Pupil Premium Strategy

The amount of Pupil Premium allocated during the Academic Year 2018/19 is £66 385.

At Gaynes School we pride ourselves on having high aspiration and ambition for all pupils, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed. Our mission is to ensure that every pupil achieves academic success and has the real option of going to university or following a career of their choice. We believe our pupils work hard towards this goal because we make it real for them.  We have high expectations for all of our pupils, and believe that with great teaching and a lot of love and care, every child can fulfil their potential.

Some interventions are adopted on a whole school basis and are not restricted to FSM registered pupils only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of pupils. A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged pupils.

The key objective is to narrow the gap between pupil groups. The achievement of pupils at primary is good however levels of attainment are lower for some children who are eligible for FSM. While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap. Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress. The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations.

It is also important that low attaining pupils grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact.

It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels.

Funding is allocated within the school budget by financial year. This budget enables the school to plan its intervention and support programme. Expenditure is therefore planned and implemented by academic year as shown.

As an inclusive school, Gaynes School strongly believes that no pupil should be disadvantaged as a result of background and ensures that resources and support are also provided for children who may not necessarily be eligible for free school meals or looked after, but who have been identified by the school as being at an educational disadvantage compared to their peers. This support is funded out of the School’s main budget. Programmes involving children who are eligible for the grant as well as those who are not are often part-funded by Pupil Premium, proportional to the children they benefit.


At Gaynes School we will:

  • Make decisions about the spending of Pupil Premium funding based on educational research
  • Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
  • Ensure that staff are aware of the potential barriers to learning for FSM and LAC pupils
  • Track the attainment and progress of pupils on FSM as a group and ensure this is in line with the progress and attainment of the whole class
  • Measure the success of intervention programmes through impact analysis

The challenge to establish a clear link between educational expenditure and pupils’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)

Barriers to Learning

  • Low aspiration within the local area.
  • Employment market suppressed within local context.
  • Transportation to wider UK.
  • Children from low economic backgrounds.
  • Low self-esteem and self-confidence.
  • Single parent families.
  • Social mobility.

Additional Educational Resources for Looked After Children – allocated £1900

Strategy: For 2017-18 each looked after child has a Personalised Educational Plan drawn up by our specialist worker in conjunction with the local authority to ensure that each student receives resources and support which would be appropriate for them as an individual.  Examples can be used from all of the above strategies.

Proposed Impact: Looked after students have a tailored programme of support to meet their needs leading to a closing of achievement gap at Gaynes School.

Year 7 Catch Up Grant – allocated £4416

The government provides £500 per pupil for any Year 7 student who has not achieved at least a Level 4 in English and maths.  This is then used by to provide additional support help students catch up and achieve accelerated progress in Year 7. For 2017-18 Gaynes School received £4416.  This has been used to fund extra support sessions for students in addition to the taught curriculum.

Proposed Impact of Catch-Up Grant for 2018-19: 100% of the students to have made accelerated progress in English with at least 75% of the students to have made accelerated progress in maths.

Proposed Strategies Rationale Approximated Amount £ Evaluative commentary / impact
Literacy tuition Students are targeted to improve literacy outcomes through 1-2-1 and small group work.  These sessions are additional to their English lessons.  Increased student self-esteem and confidence particularly for EAL beginners. £1800 Student progress will be tracked against their English progress grades.  Students will be expected to make more than expected progress as a result of this intervention.  Students will be better able to access the whole school curriculum, leading to better progress across the majority of subjects.
Maths tuition Students are targeted to improve numeracy outcomes in 1-2-1 and group sessions; these are additional to their Maths lessons.  Increased self-esteem  and confidence for students £1800 Student progress will be tracked against their Maths progress grade.  Students will be expected to make more than expected progress as a result of this intervention
Re-examination of baseline tests Provides an accurate assessment of student needs and enables targets interventions to be developed. £400 Students are placed in the correct teaching sets and form groups.
Reading recovery / Lexia Reading programme for students whose reading age is below their chronological age £416  Students will be tracked through half termly reading age assessments, impact documents and accelerated progress in English

A separate Year 7 data analysis is kept to track the progress of targeted catch up students in Year 7. This is the responsibility of one of the Assistant headteachers who specifically monitors this group of students. The data progress of this group of students is tracked every six weeks.

Effect of PPG Funding

2018 (provisional)
5 A*-C Including English and Maths at Grade 5 Non-Pupil Premium 36%
Pupil Premium 19%
English Language 9-4 Non-Pupil Premium 77%
Pupil Premium 55%
English Literature 9-4 Non-Pupil Premium 83%
Pupil Premium 70%
Best English at Grade 4 Non-Pupil Premium 72%
Pupil Premium 89%
Best English at Grade 5 Non-Pupil Premium 72%
Pupil Premium 52%
9 – 4 Maths Non-Pupil Premium 47%
Pupil Premium 68%
9 – 4 Maths Non-Pupil Premium 39%
Pupil Premium 26%

Provision for PPG fund spending – 2017-2018



Focus of Work

expenditure for 17/18


SLT Lead


SLT Pupil Premium Lead



SLT to oversee the impact of the PP strategy

Alternative Provision


Home School Support Workers
(HSSW)   College and alternative
provision fees



Curriculum and Pastoral Support


Curriculum support and Dedicated
support from Head of Year to track and monitor student progress and


Pastoral Lead employed across the school to track and monitor
behaviour, mentor and set up behaviour programmes as well as make daily
contact with parents. 

Addition Teaching and Support


Additional teaching – LDMs, Tracking
Committee, Peer Mentoring, Math and English




PP Bursary



Pupil premium leavers bursary



Intervention.  ABC

One day a week ABC mentoring




Mentoring Costs/Behaviour Intervention. 

Behavioural intervention and tracking of targeted students who are PP
who need close behaviour support and positive engagement strategies. Commonly
targeted at all Year Groups. 



SEN Support


SEN Support Staff – in class support
and BASE  intervention



Curricular Enrichment 


Finance and trip administration 

Admin / printing costs






Staff CPD


Staff development and training




Homework club


PPG targeted homework club with a dedicated
member of staff to provide support



Literacy Development


Accelerated Reader to develop reading across
the school



Student Voice


Whole school Pupil premium PASST



The Pupil Premium Strategy will be reviewed in August 2019.