Pupil Premium

Pupil Premium is additional funding made available by the government to support students in Key Stages 3 and 4 whose educational experiences may have been adversely affected through financial hardship or significant upheaval in their home life.

Who is eligible for Pupil Premium?

Any student meeting one of the following criteria:

  • Students who are currently in receipt of Free School Meals
  • Students who have been in receipt of Free School Meals at any point in the last 6 years
  • Students who have at least one parent currently serving in the British Armed Forces
  • Students who have been in receipt of care from a Local Authority for at least 6 months
  • Students who enter Secondary school with English and/or Maths levels less than level 4

Key priority

Our core aim is to raise the attainment and progress of students in receipt of Pupil Premium so that their performance compares favourably with Non-Pupil Premium peers.

What we expect to see

Outstanding teaching and learning is paramount to the progress of all students. This includes those in receipt of additional funding through Pupil Premium regardless of the reasons for which they qualify.  In addition to this, targeted intervention and additional support strategies are deployed in order to:

  • Clearly identify all eligible students
  • Improve levels of attainment and progress
  • Close attainment gaps relative to school averages
  • Enhance literacy, reading, writing, mathematics and communication skills
  • Engage and develop learning through a comprehensive extra-curricular provision
  • Have a clear focus on the needs and circumstances all students within this group, including those with additional needs and the more able students
  • Support students in developing a thirst for knowledge, a love of learning, academic excellence and physical wellbeing

In 2015/16 Pupil Premium funding at Queensmead School equated to approximately, £305,115 (Catch Up Premium £17,500 and Looked After Children Premium £18,628). Strategic spending of the Pupil Premium grant ensured that students received support and intervention tailored to their needs.

In 2015/16 the impact of this funding was that GCSE students in receipt of Pupil Premium funding made progress significantly above the national average for both all pupils and for all pupils who are not disadvantaged and ranked in the top 9% of schools.  Progress 8 score was 0.4 (all pupils 0.1, all non-disadvantaged pupils 0.3).  Students also made significantly above national progress in Maths (QM all pupils 0.7, QM PP pupils 0.6) and in English (QM all pupils 0.6, QM PP pupils 0.5).

Overview of expenditure for 2015/16:


Teaching and learning

A wide range of teaching and learning programmes that developed and enhanced teacher skills and classroom practice. These included:

  • Improving Teaching Programme to ensure that all students receive learning from teachers who consistently deliver ‘Good’ quality lessons
  • An Outstanding Teaching Programme to increase the proportion of lessons delivered across the school that are ‘Outstanding’
  • Employing additional teaching assistants to support students in the classroom
  • Employing additional members of staff in core areas of the curriculum to reduce class sizes
  • Intervention in literacy and numeracy
  • Post 16 learning mentors

Mentoring and well-being support

One to one and group mentoring support for students with emotional, behavioural and/or social issues, including access to a behaviour mentor and the school counselor.

Support for learning and inclusion

Many aspects of the learning support team positively impacted on the progress and attainment of students, including

  • The operation of an Additional Needs classroom
  • Early identification of learners and targeted support
  • Alternative provision support
  • Support from external agencies
  • Motivational support to raise aspirations
  • Targeted projects for specific groups of students

Leadership and management

The Leadership Group shared responsibility in ensuring progress for these students, through the following actions:

  • Leading and managing an intensive identification process
  • Vigorously tracking and monitoring students who were at risk of not achieving their full potential and identifying the appropriate intervention and support
  • Regularly reviewing the impact of all provisions and intervention
  • Continued purchase of data tracking software to monitor the progress and attainment of all students
  • Targeting the attendance of these students and their families at whole school events to ensure that parents were engaged and involved in their child’s education, including careers guidance and motivational events

Intervention support groups

A broad programme of intervention was delivered to a range of students including

  • Those not making expected progress in English and Mathematics
  • Those with social communication barriers
  • Those with very low reading ages
  • Those with English as an additional language
  • Those who experienced difficulties with comprehension and accuracy in both reading and writing
  • Those with potential to achieve A* grades
  • Those Year 7 students who entered KS3 below level 4 in English and Maths

These interventions were delivered in a number of ways to maximise engagement and to best suit the needs of each learner. Strategies included:

  • Providing Saturday school for a range of subjects to support students in KS4
  • Delivering scheduled intervention in small groups in KS4 for Maths and English
  • Peer mentoring of KS4 students
  • 1-2-1 tuition for KS4 students
  • Holiday intervention/revision classes for KS4 students
  • Delivering scheduled intervention in small groups in KS3 for Maths and English
  • Easter School for KS3 students

Enrichment activities

We also delivered a wide range of extra-curricular activities to engage students during lunch time and after school. These included sports clubs, academic clubs, breakfast clubs and many more.  Where appropriate we utilise Pupil Premium to help contribute towards the cost of some educational visits and instrumental lessons.

A student in KS4 attended the University of West London ‘Junior Chefs Academy. Sponsored by Compass UK, The East India Club and Harrison Catering and supported by the Royal Academy of Culinary Arts and the Craft Guild of Chefs, this course is aimed at students in Years 10 and 11, providing a great start to those interested in a career in food and the culinary arts.

Additional resources

Pupil Premium funding was further used to purchase and employ a variety of additional resources aimed at engaging students in the learning within the core subjects of English and Maths. These resources included;

  • Dongles, iPads, Chromebooks, other technologies and software to increase student access to  high quality ICT resources and to inspire and motivate them through the development and  practice of independent learning skills
  • Curriculum subject study guides to support private study and independent learning in advance of examinations
  • The purchase of ingredients and material for Technology lessons
  • The purchase of spare P.E. kit
  • The purchase of items of school uniform
Focus Intervention/Year group Resources Total Cost
Raise attainment of prior low attaining students to narrow the gap Yr7 Low prior attaining students Targeted literacy and numeracy intervention £2000
One-to-one targeted support for vulnerable students in English and Maths (Securing C) KS4 Yr11 Additional working hours for qualified English and Maths teaching staff

Additional HLTAs

Supporting KS4 students in maximising attainment in examinations KS4 Yr11 Holiday interventions £10000
Enrichment activities All eligible students per request Funding for extra-curricular activities, young chef, trips etc £6000
Other curriculum spends All eligible students per request Funding for ingredients for Food Technology, Textiles, Art materials, purchase of dictionaries, revision aids. £6000
Uniform All eligible students per request Items of school uniform, PE kit and shoes £5000
Reducing student-staff ratio in English and Maths classes All students Average class sizes in English and Maths is 20 students per teacher. Average class sizes in other core subjects, approximately 30 £200,000
Sports coaching Eligible PE students External badminton coach


Technology All eligible students per request Chromebooks, iPads and dongles £5000
Develop independent reading skills KS3 Literacy intervention focused on Years 7 and 8 Lexia reading programme £2000
Range of reward strategies Year 11 focus Free friday breakfast

Rewards trips

Pizza lunches



Developments for 2016/17

For the academic year 2016/17 it is anticipated that Queensmead will receive approximately £308,550 (Looked After funding £17,880) in additional funding through Pupil Premium.

  • Initiatives to develop closer links with local universities for the most able, gifted and talented students
  • Development of careers links, work experience and projects for students
  • Focus on the development of study skills, particularly through mentoring
  • Ongoing development of numeracy interventions to ensure that as many students as possible achieve accelerated progress in Maths
  • Small-group literacy and numeracy support for students
  • Continue to support enrichment activities