Pupil Premium

Statutory Information

The documents below are those required by the DfE to be published on the website.

Pupil Premium Funding

For full details and information about pupil premium funding for schools please visit – https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings

What is ‘Pupil Premium Funding’?

The Pupil Premium funding stream was introduced in April 2011 by the coalition government. The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers and continues under the current government.

In 2013/14 schools were allocated a total of £1.85 billion funding for children from low-income families who were eligible for free school meals, looked after children (LAC) and those from families with parents in the Armed Forces (AF). For the academic year 2014/15 this increased to £2.5 billion and has now seen a slight fall for 2015/16 (£2.4 billion). This funding is given to schools and academies at approximately £935 per pupil at secondary level (£300 AF) and we at Djanogly City Academy track how this funding is spent and what impact this has on the performance of our students.

Funding at Djanogly City Academy 2015/16​

Approximately 50% of our pupil body were eligible for pupil premium funding through current take up of free school meals qualification or the ever 6 list during this academic year. This resulted in the academy receiving £387,090 split across the 4 payments received.

We have continued to evaluate and develop the framework that supports early identification and provides targeted support where it is needed. We then monitor progress through the whole school tracking system, class tests and discussions with individual pupils.

Some of the interventions we ran included:

  • Further qualification opportunities to support pupils in achieving 5 or more A*-C grades at GCSE
  • Small group and 1-2-1 tuition in both core and foundation subjects where it is identified that pupils need this form of support to rapidly improve their performance
  • Saturday and holiday schools to support catch-up after absence or support progress
  • Attendance and student welfare officer support to ensure pupils are in school and ready to learn
  • Resource support to ensure pupils have the materials and equipment they need to allow them to access all aspects of the curriculum and perform to their best.
  • Senior staff mentoring

A summary of the 2015/16 spend is below:

Spend Area Totals
External tutoring and mentoring £16,598.00
Online 1-2-1 tutoring £30,990.00
Alternative provision £20,467.00
Attendance support £167,387.00
Breakfast club £467.00
ECDL IT qualification £11,789.00
Trip support £5,570.00
Home education £10,328.00
Educational consultancy (Evlove) £2,848.00
Reading and literacy platform intervention £6,674.00
Revision guides and past exam paper support £1,457.00
Safeguarding/home relations £62,764.00
Small group teaching (class withdrawal intervention for specific boosters) £35,978.00
Subject specific resources £11,542.00
Uniform support £1,986.00
Family IT support resource £245.00

Some of the areas listed above represent the total spend for the academy in that area, while others represent the contribution made by the pupil premium fund in that area and was part payment for services and interventions taken up by PP and non-PP pupils.

Year 7 Catch-up Premium

The literacy and numeracy catch-up premium gives schools additional funding to support year 7 pupils who did not achieve expected standard in reading or mathematics at the end of key stage 2 (KS2).

In 2015/16 we as an academy were allocation: £22,500

Staffing contributions:

Teaching and support staff work with pupils in our PIC and we allocate a proportion of funds to the teaching of small groups by other staff in our fresh start groups splitting our year 7 set 5 class. This includes students who arrive below a level 4c and need targeted support to ensure their integration into mainstream lessons.

Allocated for resources:

Maths and English

All students eligible for catch up premium are invited to reading booster sessions running in and out of curriculum time. After school homework club supports Maths and English each week.

All catch up students receive a dictionary at KS3 revision booklets produced in school to support them in preparations for academy trust examination and have received some support in providing equipment for school.


Fresh start, Lexia and Accelerated Reader

One lesson per week in year 7 is now devoted to library sessions where pupils engage with the relavant platforms. This tests students reading levels and suggests appropriate reading materials. Pupils are then tested at the next check point to analyse comprehension as well as fluency.

Reading intervention

Students identified as achieving below a level 4 at KS2 Reading tests and who have low scores on the academy reading tests which are part of the focused literacy and reading groups also receive one to one and small group intervention from learning support staff within English. Students are retested termly and groups adapted accordingly.


In discussion with the curriculum leader, one lesson per week for our catchup pupils in year 7 is now devoted to numeracy. Schemes of work have been adapted and students focus on the key skills which underpins their mathematical understanding while developing techniques in preparation for assessment.

Numeracy intervention

Plans are being developed to target catch up students who have not already been identified as part of the nurture or fresh start groups, take part in numeracy intervention sessions. These groups would be adapted following regular assessment and progress monitored using an Accelerated Mathematics programme.

The summary of our 2015/16 year 7 catch-up spend is below.

Area of Allocation Totals
External Teaching Costs 3150
Ed.Equip.Purchases 1420
Educational Consultancy 300
Student Transport 144.96
Curriculum Visits 300
Student Progress/Achievement rewards 171.04
IT platform resource support 2604
Literacy salary support 12,410

Funding at Djanogly City Academy 2016/17​

We are tracking interventions made and impact upon performance continuously to ensure that each intervention has a positive effect. Where its is seen not to be as effective we are taking steps to adjust or change our strategies for individuals or groups. And, in line with a recent letter sent to schools by Sir Michael Wilshaw, Her Majesty’s Chief Inspector, at the time of its writing, we continue to be determined to provide a high quality education provision for all pupils at the academy. We are mindful of the performance of all our pupils and will not allow personal circumstance to disadvantage our young people. We will continue to develop our rapidly evolving systems within this area and will look to develop our support further, not just for improved performance now, but also their long term personal developments needs so that they become successful citizens, grow in confidence and make good choices for their futures.

Further information about some of the interventions currently running are presented on this downloadable information sheet: Pupil Premium 2016/17

The main barriers to educational achievement faced by eligible pupils at the school:

  • Low language levels – 78% of our pupils have language delay or difficulties when they arrive based on prior data which may be as a result of prior performance or/and EAL needs. This leads to social communication difficulties, and issues with reading and writing
  • Broken family structures – family stress and low resilience
  • Low parental engagement/parenting skills
  • Safeguarding and welfare issues which may lead to Social Services involvement
  • Loss and bereavement
  • Trauma and other mental health issues in the family and/or child
  • Frequent moves of country and school – some have no recourse to public funds
  • Socio-economic disadvantage i.e. poverty
  • Housing issues i.e. massive overcrowding, temporary poor quality accommodation and friction with neighbours and other members of the community
  • Poor health and diet, high level of medical needs, and low attendance
  • Special educational needs and disabilities.

Education Endowment Foundation

We continue to use the Sutton Trusts Educational Endowment Foundation research and guidance to help us evaluate, reflect and plan further to ensure the gap between our disadvantaged pupils and those non-disadvantaged pupils continues to close. Further information can be found on their website at the following link:


Using this research resource has allowed us to make well informed decisions and target specific interventions in each year group to help maximise impact without the need for conducting our own longitudanal research with others in our academy group. Strategies such as tutor tap use in years 11 and 10 have in part been based upon evidence that 1-2-1 tuition over a period of time has significant impact when coupled with quality first teaching. Similarly our literacy interventions early in years 7 and 8 using pupil premium and our year 7 catch-up prepmium are best placed here to support the building block pupils need as they then progress through GCSE courses in years 9, 10 and 11.


September 2017


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