Disadvantaged Students (Pupil Premium)

Pupil Premium Grant

Harton Academy Pupil Premium (Disadvantaged Students)

Pupil Premium funding was introduced in 2011 as a Government initiative to help support students from disadvantaged backgrounds. Students identified as being ‘disadvantaged’ often come from low income families and research has shown that they are prone to underachievement when compared to their non-disadvantaged classmates. Harton Academy students eligible for Pupil Premium funding generally face difficulties such as poor language and communication skills and often have poor attendance and punctuality. They often find it difficult to find appropriate study spaces to consolidate their learning and, as a result, are limited in terms of independence and resilience.

The Pupil Premium funding is allocated to local authorities and schools for students on roll who:

  • have been eligible for free school meals any time in the last 6 years (FSM6)
  • are in the care of the Local Authority (CLA)
  • have been adopted from care
  • are children of service men and women

Schools have the freedom to spend the Pupil Premium funding, which is additional to the underlying school’s budget, in a way which they think will best support the raising of attainment of eligible students and closing the gap to their non-disadvantaged peers.

Schools receive Pupil Premium funding retrospectively which means current figures relate to the academic year 2019-20. During this period the school received £507,726 under this initiative.

The School uses this funding to support systems and processes which;

  • Have a direct impact on progress of disadvantaged students.
  • Increases the achievement of all
  • Encourages positive attitudes to learning, high standards of behaviour and high aspirations.

Help to overcome cultural and socio-economic barriers, therefore promoting social mobility.

We recognise that, for a variety of reasons, not all socially disadvantaged students will be in receipt of free school meals. As such we try to provide initiatives, as shown below, which are available to all students whilst maintaining a specific focus on those eligible for Pupil Premium funding.

The following represent some of the strategies which have benefitted from this Pupil Premium funding;

  • Support of our Inclusion Centre, which provides targeted support and promotes high standards of behaviour.
  • Nurture group teaching in Key Stage 3 to provide an appropriate learning environment for some of our most challenged learners.
  • Additional curriculum provision for those students who may struggle to access level two qualifications in English and maths.
  • To further develop the vocational curriculum offer and support practical subjects offered within our curriculum pathways.
  • Developments in tutorial programmes designed to support the personal development of students and provide careers based education to inspire students.
  • Holiday period revision activities.
  • Provision of school equipment and uniform.
  • Increasing the number of teaching staff to ensure class size is minimised and teacher student contact time is maximised.
  • Whole school patrol systems to promote high levels of behaviour and assist classroom teachers in rare instances of poor behaviour – thus allowing focus to remain on learning.
  • Provision of Lead Practitioners to support curriculum developments and lead in the delivery of appropriate CPD activities.
  • Continued training and support in the tracking of student performance data to allow teachers to identify target groups of students and develop appropriate intervention strategies.
  • Constant review and provision of online learning platforms, particularly in the areas of literacy and numeracy.
  • Learning support.
  • Accelerated Reading programme to engender a love of reading and develop vocabulary.
  • 1-1 and small group tuition in English and maths.
  • Small group intervention to support reading and writing.
  • Additional curriculum time and quiet spaces to promote positive reading habits.
  • Key Stage 4 intervention strategies.
  • Key Stage 4 work related programmes
  • Breakfast provision.
  • Careers Education and a structured student development programme, including student progress folders.
  • Enterprise activities

Academic attainment 2019-20 – Outcomes of all KS4 qualifications

Harton Academy disadvantaged students ‘v’ Harton Academy non-disadvantaged students

Headline Disadvantaged students Non-disadvantaged students Gap
Attainment 8 42.00 53.34 -11.34
Progress 8 -0.19 0.29 -.48
9-5 grade in English and maths 26.4% 60.6% -34.2%
Students passing the EBacc qualification 20.8% 37.0% -16.2%
EBacc average points score 3.24 4.52 -1.07%

Harton Academy disadvantaged students

The table, below, shows the performance of disadvantaged students only, using DfE official estimates from the 2019 examination series.

Headline Harton Academy disadvantaged
Cohort size

106 (39.1%)

Attainment 8


Progress 8


9-5 grade in English and maths


Students passing the EBacc qualification


EBacc average points score


Pupil premium funding will next be reviewed April 2021. There remains a continued drive and focus on addressing all gaps in attainment but particularly in the areas of English and maths.