Pupil premium

Pupil premium

The government introduced pupil premium funding to tackle underlying inequalities between children on free school meals and their peers. In 2016/17 we received £98,642 of pupil premium funding; the information below details how we spent this, the impact it had and our plans for next year's allocation.

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

The Year 7 catch-up premium is a fund to support pupils who did not achieve the expected standard in reading and/or maths at the end of Key Stage 2. It is based on the amount received in 2015/16. Teesdale School did not receive any funding at this time and so received no funding either in 2016/17 nor 2017/18.

Strategies to raise the attainment of pupils supported by the pupil premium funding- 2016/17 allocation: £98,642



Cost Allocation

Small groups in core subjects in KS3/4


Additional classes in KS4 English, mathematics & science.


1 to 1 tutoring and provision of revision resources for all GCSE subjects.

  • Aim to maintain class sizes of 25 in core subjects.
  • Analysis of data at KS4 shows additional and specific support is needed to ensure pupils in year 10/11 reach their target grades (which will in turn close gaps and significantly raise attainment).
  • Additional lessons after school and during lunchtimes, together with one to one tuition provides significant support to students. Provision of dedicated revision lessons also provides additional impact.


Teaching and learning coaches

  • The teaching and learning coaches work with individual staff to improve the quality of their teaching and so the quality of learning in the classroom.
  • The focus of their work is to lead on the development of staff in terms of developing effective learning strategies to help those that are disadvantaged.



  • Attendance of pupils lower than peers. Train member of admin staff to become EWO for school. EWO from Easington Academy to take responsibility for training 1 day per week.
  • Attendance planning meetings with parents and appropriate support put in place to bring about improvements.


Assessment and intervention

  • Assessment data is used to drive additional intervention work that is needed at an individual level.
  • Heads of House (HoH) provide mentoring and support for disadvantaged students so that they achieve their potential each academic year. Each will have bespoke plans for their academic development and identify where additional support is needed. The plans are regularly amended to ensure that they are fit for purpose.
  • Subject leaders feed into the process above so that actions taken carefully support individuals.


Learning support assistants

  • Learning support assistants will be deployed appropriately to support students so that they can fully engage with lessons and make outstanding progress.



  • The SENCO has a specific focus on ensuring that pupils with SEN who also qualify for the pupil premium, make excellent progress and have access to a wide variety of personalised opportunities at an appropriate level. This personalisation is key as the range of our pupil premium students is extensive. Some require additional learning support for a variety of factors, others, a significant stretch and challenge and work on raising personal aspirations.


Additional literacy and numeracy, and a coherent approach to literacy

  • A small group of students will study only one language in Year 8 and 9. They, instead, will be provided with small group support in literacy and numeracy to help them make more rapid progress.


Equipment and resources

  • Provision of needed equipment and resources so that pupils are able to attend lessons and complete homework with the resources they need.


Transport and Enrichment

  • Provision of transport costs and access to enrichment events that take place beyond the normal school day.






Impact of expenditure

Based on internal data for Key Stage 3 & 4 and the national results for Year 11 in 2017, the following is evident:

GCSE examination results 2017

Disadvantaged pupils made progress that was above the national average ‘other’ pupils (that is, those pupils who are not disadvantaged). Progress 8 was +0.13 for disadvantaged pupils compared to + 0.11 for national, other pupils. 

Disadvantaged pupils with both low and high prior attainment made more progress and reached higher standards than other pupils nationally. Pupils with middle prior attainment made less progress than other pupils nationally.

Pupils made stronger progress than other pupils in the school in maths and in a number of other subjects. 

Internal data 2017

Attendance concerns remain: Absence is higher for PP pupils than non-PP (8.2% / 4.5%). Persistent absence is significantly higher for PP pupils than non-PP (24.8% / 7.5%).

At the end of Year 10 the Attainment 8 for disadvantaged students is approximately 5 points below the figure for non-disadvantaged students.  However, the overall Progress 8 score only differs by 0.1 showing that disadvantaged students are making comparable progress to their advantaged peers based on their respective starting points.  The gap is slightly larger in the EBacc element with disadvantaged students slightly behind their peers but in mathematics disadvantaged students are making more progress than their peers.

In KS3 the gap in terms of progress compared to targets is quite different in each year group.  In Year 9 the average progress gap across all subjects is a concern at -0.60; in Year 8 disadvantaged students make more progress with a gap of +0.2; in Year 7 the gap is -0.3 – smaller than in Year 9.

Strategies to Raise the Attainment of Pupils supported by the Pupil Premium Funding. 2017/18 Pupil Premium Allocation: £96,460

Teesdale School has a Pupil Premium Grant allocation of £95,000 for the academic year 2017-18. This funding is given with a specific remit of diminishing any differences between disadvantaged students and those who are not disadvantaged. Teesdale School is working to support disadvantaged students in all areas of their education from the moment that they arrive in school. Our aim is that every disadvantaged student will achieve at least as well as their peers and have every opportunity to excel.

Some disadvantaged students face many and complex barriers in during their education which make effective learning very difficult. Other students 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 students in 2017-2018 are:

  1. Some struggle to attend regularly and of these some are persistently absent.
  2. Some students struggle to manage their behaviour.
  3. Some students need extensive pastoral support for a variety of reasons.
  4. Some students struggle with the increased complexity of organization with a secondary environment and increased demands for independent work.
  5. Some students face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning.
  6. Some students need additional adult support to help to enable them to fully achieve their potential both during the school day and after school with managing homework.
  7. Some students need individual tuition and/or teaching in small groups to enable them to achieve.
  8. Some students have little aspiration for the future and are in need of additional adult support and additional careers guidance so that they do not limit their own potential.
  9. Some students have low levels of literacy and numeracy which impedes their learning and their confidence.
  10. Some students lack access to the internet and the use of computers to support their studies.
  11. Some students lack space to study with adult support.
  12. Some students need to experience a wealth of enrichment experiences in-order to widen their horizons and unlock future opportunities.
  13. School uniform can cause significant challenges for some families, as can transport.
  14. Some students 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.
  15. All pupils need the highest quality of teaching in every classroom.

Pupil Premium strategic plan for expenditure received 2017-2018

In light of the above data and understanding of barriers to learning, the total allocation to support pupils for 2017-18 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 student’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

The Laurea Centre (Areas 1,3,4,5,6,11)

The ‘Laurea Centre’ is a place of safety, support and challenge. All pupils are welcome to the center. The purpose of the center is to enable pupils to gain confidence and to access learning. 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.   

The Laurea Centre Manager leads a team of trained staff in the support of pupils with social and emotional needs. They work individually with pupils and design therapeutic intervention to support their needs and build resilience and self-esteem.

Two specialist counselors work onsite for one day per week, providing a bespoke Social, Emotional, Behavioural & Welfare Programme which includes 1-1 & small group support and professional development for staff.   

The specialist attendance officer works closely as part of Laurea team and with Directors of Key Stage 3&4 in supporting families to ensure their children attend well.


Behaviour Management – (Area 2)

For a whole range of reasons some pupils struggle to accept boundaries and manage their own behavior. Extensive support is provided by multi-disciplinary teams led by the Associate Assistant Headteacher for behavior.


Curriculum Programmes – (Areas 6, 7, 9)

Mentoring by senior staff is provided for pupils who need this additional guidance on a regular basis in order to engage effectively with learning.

1 to 1 tuition in all subjects is provided. For some pupils this is planned on a regular basis and for others, it is managed by each department 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 GCSE in each subject area.

English / maths teachers provide small group support for literacy and numeracy from Year 7 to 11 students.


High Quality Teaching and Learning - (Areas 9, 15)

This is essential for every student 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 and departments have plans for development which specifically identify the needs of individual pupils (supported by the pupil premium). They use strategies where there is a firm research base of positive impact (EEF -Education Endowment Foundation - Teachers Toolkit).

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

Drama lessons within English & RE lessons to enhance development and use of the English language and use of expressive language.

Development of speech and language, since being removed from GCSE English, has not had the focus it needs. A whole school programme had been developed throughout the curriculum to enhance students’ verbal communication skills, vocabulary,  memory and recall skills. . Whilst this will benefit all pupils it will provide significant benefit to disadvantaged pupils.


Careers, Information, Advice and Guidance - (Area 8)

1:1 careers advisors to target all disadvantaged students, including those with high prior attainment, to support with raising aspirations.

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

The specific work above is complemented by a wide range of careers development that takes place from Year 7.


Homework and Study Support - (Areas 6, 10, 11)

A staffed area is available every day at lunchtime and after school for students to complete homework, access the internet and also access class text books.


Enrichment Programmes – beyond the curriculum - (Area 12,14)

School Trips / Theatre Visits / Outward Bounds / Duke of Edinburgh / Citizenship Programmes – 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 sports (few facilities anywhere in local area). Coach also undertakes therapeutic work and is part of the Laurea Centre team working on team building skills and building qualities of resilience and determination in young people.

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

Music: provision of instrument based tuition.

The school will provide financial assistance so that pupils can engage with these activities. They are seen as essential and sometimes life changing. Cost is a very real reason why some cannot access these activities.

Funding to support trips abroad is limited due to the high cost and contributions will only be made to purely educational visits, for example, the Belgium Battlefields visit & European language visits


Family & Community Programme  - (Areas 13, 14)

School uniform support with cost.

Support for transport costs for disadvantaged pupils.  

Re-introduction of cooking into the curriculum in year 7/8.

Provision of break-time snacks – to promote healthy eating and to ensure that students are receptive to learning.

Note: There is a subsidy applied to school uniform bought from our supplier of £25 per year. Good nutrition is crucial to students focus and concentration. Break time is deliberately placed after lesson 1 so that those who have travelled a long distance are able to eat soon after arrival. Year 7& 8 will experience Food lessons which had been removed from the curriculum. The need to eat healthily is also taught through PSHE.


 Estimated total expenditure


Reviews 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 (eg. 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 the Laurea Centre staff and through analyzing the data at key data input points.

Individual students 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 students 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 this evaluation. 

Ultimately, the impact of our actions over time are seen as pupils reach the end of Key Stage 4. The impact for each child at an individual level is monitored carefully during each academic year as they progress towards their external examinations.