What is the Pupil Premium?

The Pupil Premium was introduced in April 2011.  It is allocated to children from low income families who have been eligible for free school meals in the last 6 years and children who have been looked after continuously for more than 6 months.

In April 2015, the school received additional funding under the title ‘Pupil Premium’. We were given £177,200 to spend on enhancing the children’s learning experiences. [£1300 per pupil].

  • To part subsidise school educational visits. This includes paying towards the cost of the overseas residential to France planned May 2016. (£100)
    The impact of part subsidising visits is that all pupils receive the opportunity to have new experiences which they may not otherwise have the opportunity to do so. Therefore this has a positive impact upon attainment as the use of educational visits enhances the learning within the classroom and further engages pupils.
  • To provide additional support for vulnerable and SEND pupils through the deployment of a Home School Link Worker, SEN support staff and a Pupil Premium Leader.
    The impact of funding the role of Assistant SENCO is improved early identification of pupils with additional needs, accurate assessment of pupils and improved multi-agency working with outside agencies.
  • To purchase additional SEND assessment tool and resources to support learning.
    A range of interventions are now in place as a result of purchasing additional resources and the impact of these interventions is being tracked through the use of baseline assessment and continued assessment. Assessment tools now enable accurate assessment of SEND pupils who are working below age expected levels.
  • To provide additional specialist support for More Able pupils in Y2 and Y6.
    Impact of the above will be seen through End of Key Stage Assessments at the end of the academic year. Early indications show that the use of targeted specialist teaching for More Able pupils is already having a positive impact upon attainment.
  • To purchase and implement Assertive Mentoring – 1:1 pupil discussions with trained mentors.

The impact of these strategies can be seen in successful levels of pupil achievement and attainment with pupils who are fully aware of their next steps for learning. These discussions also raise aspirations and challenge pupils.

  • We are continuing to build on the successful intervention for those pupils who need extra support in order to achieve their full potential.
  • Pupil Premium also supports the staffing structure which enables our children to progress plus the purchase of valuable resources and equipment.
  • Building on methods that have worked well in the past, the receipt of extra funding has enabled the school to work more intensively with pupils and their parents who require extra support.
  • Staffing has been increased as a direct result of the Pupil Premium funds including an Inclusion Leader, a Pupil Premium Leader, Classroom Assistants with specific intervention briefs and additional Teachers to support small group work.
  • Resources have also been purchased to support the development of basic skills.

In April 2016, the school received £176,500 to support the education of children eligble for pupil premium funding. The Pupil Premium Plan 16-17 below shows how the school plans to allocate this funding to improve outcomes for disadvantaged pupils in the school. The plan is reviewed termly (three times a year) with governors.


Key principles for using Pupil Premium

  1. The Excel Academy carefully ring-fences the funding at the beginning of the academic year so that it was spent on a targeted group of students.
  2. The Excel Academy never confuses eligibility for the pupil premium with low ability, and focuses on supporting our disadvantaged pupils to achieve the highest levels.
  3. The Excel Academy thoroughly analyses which pupils are underachieving, particularly in English, mathematics and EBACC subjects, and why.
  4. The Excel Academy draws upon evidence from our own and others’ experience to allocate the funding to the activities that were most likely to have an impact on improving achievement.
  5. We allocate our best teachers to teach intervention groups to improve mathematics and English, or re-deploy support teachers who have a good track record in raising attainment in those subjects.
  6. The Academy uses achievement data frequently to check whether interventions or techniques are working and make adjustments accordingly, rather than just using the data retrospectively to see if something had worked.
  7. The Academy ensures that a designated senior leader, a Vice Principal, plus the Principal, have a clear overview of how the funding is being allocated and the difference it is making to the outcomes for pupils termly.
  8. The Academy also ensures that class and subject teachers know which pupils are eligible for the pupil premium so that they can take responsibility for accelerating their progress.
  9. The projects we have set up are to tackle a range of issues, e.g. attendance, behaviour, factors outside of the Academy, professional INSET on FSM pupils, effective teaching and learning, strong careers information, advice and guidance, literacy support, targeted support, good facilities for supported self-study, further enrichment.

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