Pupil premium

Pupil premium

The Pupil Premium is additional funding for schools to support them in raising the attainment of disadvantaged pupils of all abilities. Pupil  Premium funding supports pupils who are currently eligible for free school meals, or have been eligible for free school meals at any point in the last six years. It is also for Looked after children or children whose parents are in the armed forces.

Academic Year 2017/18

The Pupil Premium received was £204,600 based on 155 Free School Meals @ £1,320/pupil.



Additional Targeted Teaching and Support


Transport Costs


Educational Visits


Services Fees – Music


Pastoral and group support


3 Support Staff - Intervention


Pupil Rewards


Counselling Service


Educational Psychology


Reader in Residence


Equipment and Materials




The impact of that expenditure on Pupil Premium children:

  • All children received specific individual support with core intervention sessions. This targeted provision was successful in enabling pupils to catch up with other pupils if they had fallen behind and for others to accelerate progress further.
  • Attendance for pupils in receipt of pupil premium has risen from 93.89% (academic year 17/.) to 94.2%. The gap between disadvantaged pupils and non-disadvantaged is -0.8%.
  • Enrichment activities have continued to support children in the wider curriculum and to support their talents.

Academic year 2018/19

Strategies to raise the attainment of pupils supported by the Pupil Premium Funding.

2018/19 Pupil Premium Allocation: £202,072

Diamond Hall Junior Academy has a Pupil Premium Grant allocation of £202,072 for the academic year 2018-19. This funding is given with a specific remit of diminishing any differences between disadvantaged pupils and those who are not disadvantaged. Diamond Hall Junior Academy is working to support disadvantaged pupils in all areas of their education from the moment that they arrive in school. Our aim is that every disadvantaged pupil will achieve at least as well as their peers and have every opportunity to excel.

Some disadvantaged pupils face many and complex barriers during their education which make effective learning very difficult. Other pupils have very specific needs and still others, have few barriers at all. Below are some of the main difficulties faced, although it must also be said that the difficulties encountered are not unique to those who are disadvantaged.

The main barriers faced by eligible pupils in 2018-2019 are:

  1. Some pupils struggle to attend regularly and some are persistently absent.
  2. Some pupils struggle to manage their behaviour.
  3. Some pupils need extensive pastoral support for a variety of reasons.
  4. Some pupils face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning.
  5. Some pupils need additional adult support to help to enable them to fully achieve their potential during the school day.
  6. Some pupils need 1:1 intervention and/or teaching in small groups to enable them to achieve.
  7. Developing higher expectations for pupils and families is needed through targeted intervention and support.
  8. Some pupils have low levels of literacy and numeracy which impedes their learning and their confidence.
  9. Some pupils need to experience a wealth of enrichment experiences in order to widen their horizons and unlock future opportunities.
  10. Some pupils 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.
  11. All pupils need the highest quality of teaching in every classroom.

Pupil Premium strategic plan for expenditure received 2018-2019

In light of the above data and understanding of barriers to learning, the total allocation to support pupils for 2018-19 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 pupil’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

Additional targeted teaching and support - (Areas 5,6,7, 8,12)

This is essential for every pupil 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 have plans for development which specifically identify the needs of individual pupils, through pupil premium conferences (supported by the pupil premium).

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

A specialist Mathematics teacher is employed 2.5 days to support children, within small groups, as identified through ongoing assessment, to give specialised support in Mathematics for children below ARE and to stretch pupils’ capabilities to the GDS standard.

£140 000

Pastoral Support - (Areas 1, 2,3,4,7)

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.  

Pupils work individually or in small groups with external support agencies in order to meet  their needs and to build their self-respect and resilience.

A school counsellor is on site for two days per week to work with targeted children to improve outcomes which enable pupils to progress in all aspects of their development.

An Educational Psychologist is on site for one day per week. Dr. Clark works with identified children who have special needs, carrying out cognitive assessments, therapeutic work and meeting with parents.


Behaviour  Management – (Area 2, 4)

For a whole range of reasons some pupils struggle to accept boundaries and manage their own behaviour. Extensive support is provided by Senior Leadership team and where appropriate external support agencies.


Curriculum Programmes – (Areas 5,6,7,8)

Identified children receive 1 to 1 support or intervention within smaller groups. For some pupils this is planned on a regular basis and for others, it is managed by each teacher in conjunction with the SENDCO, Designated Safeguarding Lead or Deputy Head according to needs as they arise during the year.

Small group support to focus on addressing specific needs of pupils is planned as pupils’ approach key assessment points, for English and maths, with a specific focus on closing the gap at GDS.

Reader in Residence is in school one half day per week to support in developing the pupils’ (and parents’) love and enjoyment of reading. It also supports pupils’ language acquisition.


High Aspirations - (Area 9)

For some pupils, careers visits are planned into their learning programmes 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.


Enrichment Programmes – beyond the curriculum - (Area 9,10, 11)

School Trips / Theatre Visits / Residential Visits/ Visitors to School – financial support is provided to enable pupils to participate. These will have a focus on raising aspirations and widening experience.

Sports Coach - works with all pupils to provide coaching in a range of sports every lunchtime and after-school and ensure that pupils engage with sport and exercise.

Sport: access to enrichment through sport with financial support to provide access and equipment.

Music: provision of instrument based tuition.


Family & Community Programme  - (Areas 10, 13, 14)

Support for transport costs for disadvantaged pupils. 



 Estimated total expenditure


Review 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 (e.g. 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 through analysing the data at key data input points.

Individual pupils 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 pupils 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 these evaluations. 

Ultimately, the impact of our actions over time is seen as pupils reach the end of Key Stage 2. The impact for each child at an individual level is monitored carefully during each academic year as they progress towards their end of key stage assessments.