Pupil Premium

Funding to support disadvantaged students – Strategy & Implementation 2017-18

Context and funding

This funding was introduced by the Government in 2011, and is paid to schools to further support, challenge and raise levels of achievement for disadvantaged students who have been eligible for free school meals (FSM) at any point within the past six years; students who have been looked after in care continuously for more than six months and students who are children of service personnel (Ministry of Defence, Foreign Office and GCHQ).  The Department for Education (DfE) and the media use the terms ‘disadvantaged students’ and ‘students in receipt of the pupil premium grant’, interchangeably.

This funding is allocated to schools and it is for schools to decide how it is spent, since they are best placed to assess what additional provision should be made for individual students in their care.  This school uses the funding to address underlying inequalities, by ensuring that funding impacts on the progress of the students who need it most.

Our Funding Allocations:

Total funding in 2016/17: £217,690

Total funding in 2017/18: £198,300







School roll (no of students)



Eligible students



Contextual Information (based on DfE figures and school information, as at 13/9/17):

Year Group

No. of students


No. of eligible students (2017-18)

% of year group


No. of students


No. of eligible students (2016-17)

% of year group


























































NB: Although Year 13 students are not flagged as Disadvantaged in the DfE database, we consider any student who was flagged as this in Year 12 will continue to be so in Year 13 and hence we would seek to support them as and when necessary.

At Cheltenham Bournside School and Sixth Form Centre we have two main objectives which inform our allocation of funding.

  1. To provide additional educational support to improve progress, raise the standard of achievement and improve the life chances for students, eligible for funding, where clear relative underachievement is evident.
  2. To close the achievement and progress gaps between those students eligible for funding and those who are not. This is continuously analysed to ensure that the funding is having a positive impact.

To achieve the above objectives and enhance the opportunities for our eligible learners we have implemented a variety of intervention strategies, on an individual student basis, which are monitored throughout the academic year.  The impact of these strategies is analysed at a detailed level to ensure our objectives will be met.  It is also common practice that if an intervention is not having the desired impact or if the needs of the eligible learners change, we will adapt the way in which we support that student.

Strategies and expenditure (2017-18)

Strategies and interventions we have used so far this academic year are outlined below and the figure in brackets is the amount that was allocated and spent in the 2017-18 academic year on each strategy:

  • Two Teaching assistants had designated responsibility for supporting the English and Mathematics departments to support students who were underachieving. (£40,000)
  • Regular mentoring has been timetabled for students identified as requiring specific support and guidance, either 1:1 or in pairs or by teaching staff (£25,000)
  • Pastoral Heads of Year worked with the most vulnerable students in their cohort to support them pastorally and track/coordinate interventions related to academic progress. (£21,000)
  • Assistant Pastoral Heads of Year monitored the attendance of the most vulnerable students in their cohort to support them pastorally and track attendance related to academic progress. (£10,500)
  • Homework club was run by two Higher Level Teaching Assistants for students to had support in their learning. It ran after school five nights a week. Students were targeted to attend and could attend voluntarily. IT provision was made and students worked in a fully equipped learning centre. (£8,000)
  • Teaching Assistants led a Breakfast Booster Literacy club for targeted year 7 and 8 students. (£4,000)
  • A Higher Level Teaching Assistant coordinated Reading Club where students from the sixth form supported identified students on a regular basis before school. (£2,500)
  • A selection of appropriate alternative off-site educational provision was organised for a very selective minority of identified students, for whom this was appropriate and supportive to their emotional well-being, learning and life chances. (£30,000)
  • An Attendance Officer and Attendance Support Advisor provided intervention, support and promoted high levels of attendance for identified students. (£15,000)
  • Peer Mentoring was co-ordinated by a Learning Mentor during which identified students worked with a Sixth Form student to focus on all aspects of life, both in and out of school. They met on a weekly basis for an hour at a time. (£2,500)
  • A member of the Senior Leadership Team responsible for the PPG and the Data Leader, organised and presented student academic data to ensure eligible students were subsumed within the school’s academic tracking and monitoring procedures therefore ensuring additional focus and intervention where necessary. (£15,000)
  • Limited financial help was given to ensure that school trips, visits and curriculum opportunities, all important aspect of a child’s education, were subsidised by the premium to ensure that eligible students did not miss out on such opportunities. (£500)
  • Provision of resources required by eligible students to support their learning including Laptops, e-readers, and DofE resources amongst others. (£3,000)
  • The Special Educational Needs Coordinator ensured that the students who have Special Educational Needs and/or Disabilities and were in receipt of the Pupil Premium Grant were adequately supported and challenged in their academic progress. (£15,000)
  • A Student Support Teacher/Assistant was employed to facilitate multi-agency support for students in receipt of the Pupil Premium Grant. (£2,000)
  • A Behaviour Lead Practitioner and Behaviour specialist teaching assistant were recruited to staff the Student Conduct Room. They support students in lessons where behavior is prohibiting engagement and progress.  They provide 1:1 sessions and lesson support. (£3,500)
  • Access to and support from Gloucestershire Counselling Service throughout the academic year. (£5,000)
  • A nurture group targeting KS3 students to support their Social and Emotional Aspects of Learning (SEAL) which was run by Teaching Assistants. (£5,000)
  • Teaching Assistants ran regular specific sessions on Lifeskills for targeted KS4 students. (£5,000)
  • Provision of digital resources (i-Pads etc.) required by eligible students to support their learning. (£4,000)
  • Access to The Brilliant Club in Year 8. Students identified through academic achievement to apply.  (£1,500)


Measuring impact is an on-going process and the following interventions are noted as having a significantly positive impact allowing the students who are benefiting from this extra support to make at least expected progress, if not more than expected progress.  Specific areas of impact of note are:

  • Targeted TA support in mathematics and English for PP students.
  • Support provided by Student Support Team (through targeted multi-agency/in-house specialist support) – the number of students making progress across all subjects at the end of KS3 for Year 9 has continued to improve with those students who are receiving a multitude of targeted intervention and support from the school’s Student Support team. This continued across the whole of the last academic year. They cover aspects of social, emotional and mental health as well as child protection issues. This support, that often involves multi-agency support accessed from outside the school, has improved the general welfare for the students identified as needing support allowing them to concentrate on their academic progress.
  • Development of social skills and self-esteem through the medium of music – the students who worked within this small group rapidly gained greater confidence and the social skills to cope within different learning environments. The impact was seen across the curriculum for each of the students.
  • Using bespoke alternative provision for students to reduce the risk of permanent exclusion – this involved using either weekly off-site support provision to focus on behavior and social, emotional issues to allow students to cope across the curriculum or in one case a student was full-time at another provider supporting their specific needs to successfully complete KS4 and make an application to college and prevent permanent exclusion.
  • 1:1 mentoring for middle and upper ability students – key members of staff worked regularly with selected students to provide guidance, study skills support and act as a link between staff and student to ensure they were making at least expected progress. All outcomes of each meeting were logged and monitored to ensure they were being met.

Review of Expenditure (2017-18)

Whilst we are clear about the success of some of the above strategies and therefore will continue to support them using our 2017-18 funding, there are other strategies that are still pending a fuller evaluation before the plan for 2018-19 is formulated.