Pupil Premium 2019-20

Pupil Premium 

In 2011-2012 The Government launched its' Pupil Premium funding. This money is sent to schools based on the numbers of pupils in the school who are eligible for Free School Meals [FSM]. Money is also available for children who are in care. From 2012-2013 it was expanded to include all children, who have been eligible for FSM within the last 6 years. It has also been expanded to include children of members of the armed forces. At present we are receiving funding for approximately 44% of pupils. 

This money is allocated to initiatives to ensure pupils reach their full potential, both academically and socially. 

If your child does not have Free School Meals, but may be eligible because of your family’s income level, please contact the school’s office (in confidence) to register them. Even if you do not wish them to have the meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child. We also assure parents that all matters regarding use of the Special Fund are treated with discretion and in confidence. 

For more details on the Pupil Premium, please visit: http://www.education.gov.uk/schools/pupilsupport/premium 


  • We aim to ensure that teaching and learning opportunities meet the individualised needs of all of the pupils. 
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged. 
  • Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of Pupil Premium interventions at one time.

Context of local area

Tilbury Pioneer Academy serves an area of high deprivation; key features of which are as follows:

  • The average life expectancy of pupils within Tilbury is 10 years less than those within Thurrock [Source PCT], due to factors such as smoking, poor diet and insufficient exercise.
  • The 2014 Census of population indicates that the ward from which The GPFS draws the majority of its pupils has the highest percentage of overcrowded households.
  • Tilbury has one of the highest teenage pregnancy rates in Europe; as a result the school has a significant group of young mothers with limited knowledge of good parenting skills - Primary Health Care Trust 2015 [PHCT].
  • Obese levels are well above the national average with obese adults one of the worst in England. Together with the high levels of smoking, this makes life expectancy for women significantly below the national average and males slightly below [PHCT…2015].
  • The number of children living in poverty is above the national average at 41%. [source: evidence base for draft housing strategy 2015 – 2020].
  • Most pupils live in the immediate ward to the school which is the most deprived in Thurrock with the deprivation indicator standing at 0.44 against national of 0.24.


The progress of children receiving PPG is rigorously monitored through regular Progress Meetings with Senior Leadership Team members/ Class Teachers/ Governors and the SENCO [Special Educational Needs Co-ordinator. Additionally, lesson observations and work scrutinies are carried out half termly where disadvantaged children are monitored.

1.   Summary information


Tilbury Pioneer Academy

Academic Year

2017 – 18

Total PP budget

£164, 274

Total number of pupils


Number of pupils eligible for PP


Identified barrier to learning



Desired outcomes

Evaluation of impact

Significantly more disadvantaged pupils enter reception below age-related expectations compared to non-disadvantaged and therefore need to make rapid and sustained progress to close this gap with a focus on core curriculum areas: Reading (phonics), Writing and Maths.


-        Part funded deputy head of school to lead the provision for disadvantaged pupils and to ensure effective and impactful implementation of the disadvantaged policy.

-        The employment of 2 Learning Support Assistants (LSA) and 1 additional teacher (smaller class sizes – year 4), as well as increasing all LSA’s hours by 2.5 hours per week:

-        LSAs work extensively with identified groups and/or individuals to support and extend them during in-class learning and as part of targeted intervention (Eg: Maths (First Class at Number, Pre-teaching), Reading (Read, Write, Inc.), Additional Learning Periods after school (ALPs), Reception (Fun with friends/fine motor control).

-        National Read.Write.Inc training for all members of staff teaching the phonics programme (teachers and LSAs).

-        The additional teacher in year 4 is working with 12 identified pupils whose progress in core subjects needs to be accelerated to close the gap between themselves and their peers.




-        Challenging targets set for all pupils, including those in receipt of pupil premium funding are achieved for the expected standard and the expected standard with greater depth. (Refer to target setting/progress overtime document). Targets for disadvantaged pupils for national outcomes:

Reception (TBC following baseline)

Year 1 Phonics: 97%

Year 2 phonics: 100%

Year 2 Reading: EXS: 61%/GDS: 11%

            Writing: EXS: 61%/GDS: 22%

            Maths: EXS: 77%/GDS: 17%

-        Reading speed for identified pupils is at-least in line with national expectations by the end of the academic year (Year 4: 100 words per minute)

-        Pupils secure age-related expectations for timestables


Over three quarters of pupils enter the school with speech, language/vocabulary and communication skills below age-related expectations. Approximately 20% of pupils continue to have these difficulties as they move in to year 1 and for some pupils this continues in to be the case as they progress throughout the Academy.


-        The payment for a speech and language therapist to work with pupils with a high level of need and to create tailored programmes for all pupils with a level of need.

-        A part funded LSA to carry out speech and language intervention programmes under the guidance of the speech and language therapist.

-        A part funded ‘Teaching and Learning’ payment for the speech and language lead.

-        Payment for training and subscription to speech and language programmes: Language link/Talk boost.



-        Pupils make accelerated progress as measured by speech and language programmes assessments: Language Link/Talk Boost.

-        Pupils make accelerated progress so that the % of pupils achieving the early learning goal for aspects within speech, language and communication enable the targets for a good level of development to be achieved. 

-        Targets for reading are achieved with the number of questions relating to pupil’s understanding of vocabulary improving significantly.


The progress and therefore attainment of some disadvantaged pupils is currently affected by potential social and emotional barriers beyond the school:

-        Personal conduct and responsibility

-        Nurture

-        Medical

-        Family circumstances

-        Safeguarding and social care involvement



The employment of a high skilled inclusion team comprising of:

1 x Inclusion Manager

2 x Inclusion Advocates/ Nurture Groups Leads

1 x Safeguarding lead


-        The implementation of a nurture group for the most vulnerable pupils.

-        Inclusion based interventions: Go girls! Seeing red, positive progress programme, fun with friends.

-        A focused programme for raising aspirations and accelerating progress for High achieving disadvantaged (HADs) pupils run by the inclusion manager




-        Pupils report that they feel ‘safe, happy and ready to learn’ when surveyed.

-        Pupils are able to talk confidently about the impact of targeted interventions in supporting them to control their emotions and to ‘make the right choices’.

-        All pupils in the nurture group (currently 6) have the learning behaviours to be exited and returned to their class within the recommended time-frame (maximum of 6 terms)

-        A reduction in the number of pupils visiting ‘yellow/red zone’ as part of the academy’s behaviour management system.

-        All pupils in receipt of pupil premium funding are supported and challenged to make at-least good progress resulting in aspirational targets being achieved.

-        Identified high achieving disadvantaged pupils achieve the expected standard with greater depth resulting in aspiration targets being achieved.


Attendance for disadvantaged pupils is higher than their peers nationally although remains below that of ‘other pupils’ within the academy and nationally.


-        The employment of Attendance Ambassadors who work for The GLC Central Team. Their role is to visit homes when pupils have not attended school. This acts as a safeguarding measure and provides a balance of support and challenge to ensure pupils who are not affected by significant health needs attend school.

-        Educational welfare officer (part funded)

-        Various strategies will run throughout the year incentivising pupils to attend school on time regularly and on time. For example, pupils in reception will earn the contents of a pencil case throughout 1 half term, by collecting 1 item each week if they achieve 100% attendance.



-        Pupils develop good habits around attendance.

-        Attendance targets for disadvantaged pupils are achieved: 95.5%.

-        The number of term-time holidays significantly reduces.


At times, disadvantaged pupils experiences times of hardship and may not be able to get to school, have the right equipment or uniform for school.


-        We want all pupils to feel valued, wear their uniform with pride and attend school everyday with the right equipment to support their learning. We will support parents and pupils to achieve this where required.



-        Pupils feel a sense of pride in wearing their uniform and are supported to make good progress by having the right equipment/resources.


Some disadvantage pupils have low expectations and aspirations for themselves as a result of limited life experiences and positive role models.


-        A funded ‘careers’ programme in partnership with the local authority for year 5 pupils to support in educating pupils about careers available to them and to raise aspirations.

-        Part funded trips/visits and visitors, eg: Kidzania, London sightseeing, seaside, Imperial War Museum, etc.

-        Part funded experience for the choir to perform at the Royal Albert Hall.



-        Pupils have an increased understanding of the potential careers available to them and the required skills to carry them out effectively.

-        Pupils genuinely believe they can achieve their raised aspirations.

-        Pupils talk about their experiences (trips/visits/visitors) contributing to their feeling of self-worth and wellbeing.  


Some parents of disadvantaged pupils do not have the skills to ably support their child with home learning or believe that education can be a key vehicle for social mobility and improved life outcomes.


-        The implementation of the ‘pathways to success’ programme for targeted parents lead by an external consultant. The programme is designed to support parents to play an active role in their child’s education and to support and challenge them to achieve their potential.



-        Parents are more able to support and challenge their child as a result of strategies learned on the programme.

-        Pupils make at-least good progress enabling the aspiration targets to be achieved. 


Some more able pupils who are disadvantaged do not consistently make accelerated progress enabling them to achieve higher grades/outcomes (Expected Standard with Greater Depth).




-        A pilot programme to work with local businesses (eg: Amazon) for their employees to act as a ‘coach’ for high achieving disadvantaged pupils. The programme will be written by the ‘More Able Task Group’ and piloted throughout the spring term.

-        Targeted high achieving disadvantaged pupils will be assigned a ‘learning ambassador’ to act as a ‘temporary attachment figure’ for pupils providing support and challenge to enable them to achieve their potential.



-        Targeted disadvantaged pupils report that their ‘coach’ supports and challenges them to achieve their potential.

-        Visiting the coaches place of work (eg: Amazon) provides pupils with experience of a working environment and supports in raising aspirations.

-        Targeted pupils achieve the expected standard with greater depth so that the aspirational targets are achieved.