20/10 Items in green are Currently under-review

Pupil Premium 2019-2020

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The Department for Education introduced the Pupil Premium in April 2011. 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. The Pupil Premium is particularly aimed at enhancing the education of students entitled to free school meals, those who have ever been entitled to free school meals over the last 6 years, adopted or children looked after and previously looked after or children of parents in the armed forces/services.

For the 2018 – 2019 financial year Ansford Academy received £935 for each eligible secondary aged pupil premium student totaling £88,250. For the year 2019-20, we will receive £935 based on 90 eligible students totaling an estimated £84,150.  For more information about the Pupil Premium please follow this link:

Guidance Pupil Premium Information for Schools

The Principal and Academy governing body are accountable for the impact of pupil premium funding in the following ways:

  • Through the publication of performance tables, which show the performance of disadvantaged pupils compared with their peers
  • Through publishing annual information concerning how the Academy is using the pupil premium funding and the impact this is having on pupil achievement
  • Through the Ofsted inspection framework, where inspectors will focus on the attainment of pupil groups, and in particular those who attract the pupil premium.

At Ansford Academy we support all of our students to be the best that they can be. We do this by providing high-quality classroom teaching supplemented by interventions to support vulnerable learners. Heads of Faculty work alongside the Senior Leadership Team and Governors to ensure that the Pupil Premium is targeted and provides the best possible support to students that may be at a disadvantage.

In addition to tailored academic support, the funding is being targeted at participation in extra-curricular activities and some of the funding has been used to support students’ social and emotional welfare.   We monitor and evaluate provision throughout the year and as a result, may add other activities as appropriate to the needs of our students.

Some specific examples of how it is being used are:  

  • Specialist teaching in Maths and English - including small group intervention           
  • Year 7 literacy and numeracy catch-up provision
  • Academic Coaching
  • Improving access to enrichment activities including transport costs.
  • Easter revision schools.                                                                             
  • Ansford Extra
  • Subject Catch-up days
  • Examination Breakfast clubs and booster sessions
  • Equipment and Welfare funding including academy uniform
  • Support for Enrichment activities including curriculum trips
  • Access to Student Support services including an Independent Careers Advisor, Youth Worker, Counselling, Educational Psychologist and School Nurse service.
  • Prefect, Peer, and Staff mentoring
  • Personalised provision at KS3 and 4 e.g. Timetabled GCSE Literacy and Numeracy, Music tuition, sports activities such as climbing, subject-specific resources, and revision guides etc. 

Our spending of Pupil Premium is aimed at redressing some of the disparity of opportunity which is evident within our student population. We have a number of students from more disadvantaged backgrounds, and it is important to us that they are able to flourish as much as any others. Our current numbers are:


Why is there Pupil Premium funding available?

Schools should be engines of social mobility. They should provide the knowledge, and the tools, to enable talented young people to overcome disadvantage in order to enjoy greater opportunities. In 2011 the government identified that for too long social background has been a deciding factor in a child’s achievement and future prospects.

Children from poorer backgrounds, are currently doing less well at school, and are falling further and further behind in the qualifications race every year - and that in turn means that they are effectively condemned to ever poorer employment prospects, narrower social and cultural horizons, less by way of resources to invest in their own children - and thus a cycle of disadvantage and inequality is made worse with every year that passes.  The government has stated that this is not good enough and has allocated funding is aimed at addressing this disparity, targeting support at those deprived pupils that most need it.

YEAR 7 121 20 16.5
YEAR 8 120 25 20.8
YEAR 9 114 22 19.3
YEAR 10 118 18 15.3
YEAR 11 104 16 15.4
TOTALS 577 101 17.5

Some impact of the funding can be found below: -

Percentage Difference Between Pupil Premium
and Non-Pupil Premium Students

Percentages of students achieving 5 grades 9-5 and 5 grades 9-5 including English and Maths:

Percentages of students entered for and achieving the English Baccalaureate:

Average Attainment 8 Grade from the students GCSE’s included in the measure: 

Many of the strategies we have deployed have been identified as part of our whole school priorities including developing the independence, autonomy and personalisation of the Teaching and Learning across the Academy.

We are committed to providing the most appropriate interventions for all of our students in need of support and will continually monitor and evaluate these, adapting them to ensure students are continuing to make the best progress that they can.

Further examples of these Whole School strategies to ‘close the gap’ can be seen below:

Quality First Teaching:  with a focus on Lesson Objectives, Personalisation and Quality 

Education Endowment Foundation Feedback

A key school improvement focus is to ensure that the teaching and learning which takes place in the Academy leads to all students making sustained progress.  Part of this agenda also involves developing the quality of teacher feedback, both written and verbal.  Research suggests the impact of effective feedback is crucial in developing learning across a school, but particularly for Pupil Premium students. The EEF Toolkit suggests effective feedback leads to an improved score of +8 months making it one of the most cost-effective and developmental strategies. Work scrutiny has seen much-improved feedback across the whole school and we are beginning to ‘close the loop’ in our dialogue between student and teacher.  Fortnightly coaching ensures that this feedback is acted upon and shared increasing students’ ownership of their own learning.

Academic Mentoring

Education Endowment Foundation Mentoring

We have developed dedicated, timetabled academic coaching for all students.  Research suggests that well-structured and organised mentoring can accelerate learning on average by about one month. There is some evidence that pupils from disadvantaged backgrounds can benefit by up to about two months’ additional progress.  Further to this whole school initiative individual mentoring also takes place for those student identified as having a specific need for additional intervention.

Individualised Instruction

Education Endowment Foundation Individualised Instruction

Individualised instruction involves different tasks for each learner and support at the individual level. It is based on the idea that all learners have different needs, and that therefore an approach that is personally tailored — particularly in terms of the activities that pupils undertake and the pace at which they progress through the curriculum — will be more effective. 

Our curriculum has been redesigned with student autonomy at the centre.  The aim is to build independence and resilience linked to students setting their own goals and planning their own work streams.


Pupil Premium Spending Overview

Below are two case studies which show the impact of Pupil Premium funding in more detail:

Student A

Background Information

Student Outcomes Before PP Support

Details and Aims of the Interventions and Support Put in Place

Impact of These Interventions


Current Year 9 student



SEN – SEMH need


High levels of behaviour incidents, detentions, and isolations

Poor engagement within lessons and compliance with academy systems.  Unhappy transition into secondary routines.

Truancy and moderate attendance issues (below 95%)

Lack of parental engagement

Increasing Flexi-TT with parental support put in place with fortnightly reviews.

Funding for Nurture group– to build teamwork and social/emotional skills

Funding for Life Skills Course – to re-engage students with learning, to build teamwork skills – 6-week course

Horticulture sessions used as part of the flexi-timetable

Funding for support from KS3 outreach project –to build successful experiences.  Social Worker support for parents and for students to help him engage with his learning

Parent invited and part of Parent Parliament

Student profile circulated to all staff with teaching and learning techniques

Literacy intervention employed with specialist English teacher.  PP book fayre helped to reignite interest in reading

Key worker deployed – throughout KS3 to build communication between home and school.  Timeout cards and uniform support provided.

1:1 with SENCo provided and respite with Head of Year when appropriate

No recorded lunchtime incidents, isolations, FTEs or incidents of truancy by term 6 of Y8 and new year.

Nurture course completed

Student is now fully reintegrated onto a FT TT within the Academy

Social Skills and nurture course completed and student still has an outreach worker coming into school for a transition period, and when required.  Feedback indicates that student is enjoying school currently and managed to attend the Stratford Trip at the end of Y8.

Student attendance increased to 97.61% and to 100% at time of writing.

Student attended Rewards Trips for the first time this year.

Parent attends half termly review meetings and has key worker contact weekly.

Student now has fortnightly coaching.

Student B

Background Information

Student Outcomes Before PP Support

Details and Aims of the Interventions and Support Put in Place

Impact of These Interventions


Year 11 student (Leaver)

In Year Transition in Year 11



Low confidence

High anxiety

Low Attendance

Bullying issues in last placement

Poor progress


School Counsellor 6-week programme to build confidence and lessen anxiety. 

Access to Head of Year whenever required

Fortnightly coaching provided.

Academic Mentor provided to build confidence and aid GCSE progress

Individualised study programme developed to ensure catch up for courses missed

After school revision sessions (1:1 and small group) provided to aid catch up

Funding for Foundation Catch up days provided in Spanish and Science. 

Easter school sessions attended

Rigorous staff insistence that student was not to ‘drop subjects’ despite in-year admission

Tutor – throughout Year 11 collected work in case of absence and aspects of the course missed to build communication between home and school. 

Resources e.g. revision guides, electronic textbooks provided to fill missing content.  Google classroom also used to build communication between student and staff.

Staff committed to providing feedback for any extra assessments and work undertaken to ensure progress was being made.

Student met with the school counsellor regularly and flourished compared to previous school.

Parent feedback highly positive through coaching meetings.

Student attended numerous afterschool revision sessions, Easter school exam warmups and 1:1 workshops in Science, History and English

Student was entered, and sat all GCSES

Student attendance:

Year 11:    89.34 %

Student results include grades 8s in English Literature and Language and Citizenship, Grade 7 in History.


Pupil Premium Funding Allocation Policy

  • Funding for Pupil Premium intervention should be borne out of the need to close the gap and remove barriers to learning
  • Evidence should be provided by the teacher which indicates an awareness of the current, attainment of the student, the progress that student needs to make and the impact that the said intervention would have on this progress.
  • The teacher should also detail the estimated cost of the intervention and the timescale required for this to be undertaken.
  • A review date should also be proposed to enable an evaluation of the funding to take place.
  • All requests for funding should be firstly discussed with the Head of Faculty and if in agreement, then with the Assistant Principal and a funding request form completed 
    (see top of page for Student Funding Application Form)
  • Previous funding requests should also be taken into consideration to endeavour to ensure parity/fairness across students,cohorts and curriculum areas.
  • All funding requests should then be shared with the finance officer before a final decision on funding is made
  • Any unsuccessful applications will be discussed and explained by the Assistant Principal
  •  Successful funding requests are logged alongside the impact of the interventions after the review point.

Pupil Premium Individual Student Funding Application Form

Useful websites and links related to the Pupil Premium:

Education Gov UK Pupil Premium Support for Young People

All you need to know about the Pupil Premium. This is the DfE website which gives the background to the PP, effective use of the PP and also successful case studies from primary and secondary education.

Education Endowment Foundation Toolkit

The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational research which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils. The Toolkit currently covers numerous topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost.

Ofsted Gov UK Pupil Premium How Schools are Spending Funding Successfully to Maximise Achievement

Ofsted toolkit for the PP with links to research documents including “The Pupil Premium – How schools are spending the funding successfully to maximise achievement”, “The Pupil Premium – Analysis and Challenge tools for schools” and “The Pupil Premium: an update (July 2014 Ref no. 140088).