Pupil Premium Reports

What is the Pupil Premium?

The Pupil Premium is additional funding given by the Government to schools so that they can support their disadvantaged students and close the attainment gap between them and their peers.

Pupil Premium was introduced in April 2011 and is allocated to schools to work specifically with pupils who have been registered for free school meals at any point in the last six years.

Schools also receive additional funding for students:

  • who are Looked After (LAC)
  • who have parents in the Forces (Forces Children)
  • who are adopted from care
  • who joined us in Year 7 and had not gained National Curriculum Level 4 at the end of KS2 in either mathematics or English reading. Strategies are put in place to help them to ‘catch up’. This is known as the Year 7 Catch Up Premium.


What is Pupil Premium for?

The government believes that the Pupil Premium is the best way to address inequalities.  It is to ensure that pupils who might have experienced economic disadvantage in their families are NOT disadvantaged in their education. The funding should be used to reduce any disadvantage by funding opportunities and resources to support the learning and wellbeing of those pupils.


How much funding has Tibshelf Community School received and how is it spent?

The allocation in April 2018 for pupils eligible for Pupil Premium funding was £935 per pupil.

In 2018/19 year the anticipated funding for Tibshelf Community School is £248,775.

The Pupil Premium funding is being used to develop structures and strategies to help raise achievement levels and improve progress across the curriculum.

Our key objective in using pupil premium funding is to narrow the gap between pupil groups. 

Historically, national levels of attainments are lower for students eligible for funding.  Tibshelf Community School is committed to improving the achievement of students entitled to pupil premium support.

Tibshelf Community School is using the funding in the following ways:


1. Closing the gap

To ensure there are effective intervention strategies in place for students eligible for pupil premium which will ensure they can achieve expected progress when compared to their peers in core and non-core subjects both in KS3 and KS4.

For some students to achieve their best, they need extra support with their learning.

A number of strategies have been introduced to provide this:


  • Closing the gap in literacy and numeracy is a key focus. From tracking data, the Directors of Key Stages and the Directors of Faculties are able to identify disadvantaged students across the school with gaps in their attainment and in Maths and English deploy a Teacher with specific responsibility to work and focus on their identified weaknesses.
  • The Support for Teaching and Learning team and the Progress, Inclusion and Aspirations team also support some of our more vulnerable disadvantaged students who have or are experiencing very difficult circumstances in their lives. Support for these students is given in a whole range of ways from helping them keep on track with course work to liaising with external multi-agency support services. 

The Bridge

This is a slightly different facility which has been introduced into the school. Some students find mainstream school difficult and this sometimes manifests into more challenging behaviour. The Bridge provides an alternative environment where work can be done to modify behaviour, raise self-esteem and to work on life skills and experiences. Students who access this provision have bespoke work which can include time in the Bridge, positive behaviour support, supported mainstream lessons and also outreach support.

Quality First Teaching within the Classroom

  • Departments and individual staff have a specific focus to ensure they implement Teaching and Learning strategies which will impact on the learning and progress of our disadvantaged students.
  • The tracking 3/4 times a year, the development of more rigorous analysis of SISRA data, more focus on the progress of disadvantaged students through lesson observations, work scrutiny and RAG meetings is enabling staff to identify weaknesses much earlier and apply appropriate interventions.
  • There has been a specific focus on Teaching and Learning strategies to stretch and challenge all our students including our disadvantaged students. Examples include the Marking and Feedback policy, questioning techniques and differentiated learning opportunities.
  • The additional staffing in maths has allowed for smaller groups and targeted intervention.
  • Small group support has continued through all subjects with the introduction of faculty Specialist Teaching and Learning Assistants.
  • Departments provide a range of extra-curricular catch up sessions and homework clubs.
  • Revision programmes and support with revision materials/guides are provided by departments.
  • For some young people to achieve, they need a range of broader experiences than the school curriculum can provide. We contract a specialist to plan and monitor careers and aspirations after school.
  • Departments have the opportunity to bid into pupil premium funding to pay for additional support which will impact on the progress of disadvantaged students in their classes. Requests have included for example: the purchase of revision/study guides, enabling students to access field trips to complete GCSE requirements and the use of memory pens to save work so it is accessible at home where they may not have wifi.


2. Engagement, motivation and support:

 For young people to achieve their best, they need to feel safe and happy. We are proud of the pastoral care available to our students.

  • Our Pastoral Structure has been reviewed and in September 2018 has meant there is a specified Pastoral Manager for each key stage (KS3 and KS4) a specified Directors of Progress for each key staff and a Head of Progress for each year group, three of the Heads of Progress are non-teaching so more time is dedicated to the progress and development of the pupils.
  • We employ a counsellor, 2 days per week, which enables us to support the emotional needs of students at risk of underachievement.
  • Pupils eligible for pupil premium are also supported in the Year 9 Activity Week Programme.

Next Steps

The above gives you a flavour of the types of interventions and measures we are currently utilising, all of which are reviewed internally by our Senior Leadership Team in order to inform the effectiveness of these interventions and measures.

An external pupil premium review is scheduled for the Spring Term 2019 to look at how the school is spending its pupil premium funding. The purpose of the review is to improve the school’s pupil premium strategy for 2019/20, so that Senior Leaders can validate that the funding is being used effectively on approaches shown to be effective in improving the achievement of disadvantaged pupils.   

The reviewer is an independent, experienced leader from another school who has a track record of making these improvements for disadvantaged pupils.

This independent review can help the school to effectively plan the next steps for further improvement.



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