Pupil premium and Year 7 catch up funding

The government introduced pupil premium funding to tackle underlying inequalities between children on free school meals and their peers. In 2017/18 we received £230,275 of pupil premium funding; the information below details how we plan to spend this.

Disadvantaged pupils

Pupil premium allocation per pupil

Pupils in Years 7-11


Looked After Children (LAC)


Service children (pupils in Years 7-11 recorded as “Ever4 Service Child” or in receipt of a child pension from the Ministry of Defence)



2017 School Census known to have been eligible for Free School Meals (FSM) in any of the previous six years, as well as those first known to be eligible in January 2017. This is under the 'Ever6' principle. It also includes money provided for Looked After Childen (LAC) and Service Children.

Bedlington Academy has a pupil premium grant allocation of £230,275 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.

Bedlington Academy is working to support disadvantaged students in all areas of their education from the moment they arrive at school. Our aim is that every disadvantaged student will achieve at least as well as their peers and have every opportunity to excel.

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

GCSE examination results 2017

GCSE results showed that the gap between disadvantaged and non-disadvantaged narrowed closer to national average.

Internal data 2017

Absence is higher for pupil premium pupils than non-pupil premium (8.2% / 4.5%). Persistent absence is higher for pupil premium pupils than non-pupil premium (36.3% / 29.7%, 6.6% gap)

Current Year 11 data suggests that Attainment 8 for disadvantaged pupils is 6.6 points below the figure for non-disadvantaged students overall. 

The main barriers faced by eligible students in 2017-18 are:

  • Some students struggle to attend regularly and conduct themselves in a way that benefits learning.
  • Some students need extensive pastoral support.
  • Some students struggle to manage their behaviour and emotions.
  • Students with high prior attainment need to be supported to fully achieve their potential.
  • Students, particularly those with high prior attainment, need to have a clear aspiration for the future that explains to them why they need to do well in their exams and importantly, that they should not limit their aspirations.
  • Some students lack access to the internet and the use of computers to support their studies.
  • Some students lack space to study with adult support.
  • Some students have low levels of literacy and numeracy which impedes their learning and their confidence
  • Some students need to experience a wealth of enrichment experiences in-order to widen their horizons and unlock future opportunities.
  • Some students do not have access to a healthy diet which impacts on their general well-being.

In light of the above data and understanding of barriers to learning, the total pupil premium grant for 2017-8 will be spent as follows:

Purchase area

Estimated cost

Curriculum support

Staffing e.g. teaching staff and professional support staff mainly for senior leadership lead, maths, English, accelerated reader and learning support assistants to provide support and required resources in order to narrow the gap. Staffing and resources required to promote the progress of SEND students and students of other sub-groups to allow specific needs intervention to take place.

Curriculum programmes – focused on learning.

Small group support for literacy and numeracy in Key Stage 3.



Attendance: specialist attendance officer to work with families to improve attendance. 


Homework and study support including breakfast club

Staffed area available each week for students to complete homework and access the internet.


Careers information, advice and guidance

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


Focus on supporting the behaviour, emotional and social needs of students

Staffing associated with the pastoral system including three student services officers, one for each house.


Enrichment programmes – beyond the curriculum

School trips / outward bounds / Duke of Edinburgh, Newcastle United Foundation – encouragement for free school meal eligible students - these will have a focus on raising aspirations and widening experience.

Sport: access to enrichment through sport.

Music: provision of instrument-based tuition.


Family and community programme

School uniform support with cost – for free school meal eligible students.

Support for free school meal students for payment of food and technology supplies.



Language development

Implementation of ‘Locks and Keys’ to focus on key vocabulary and terminology.


 Estimated total expenditure


The impact of this is reviewed very regularly through the year – both through qualitative information gathered during regular meetings with senior staff middle leaders, and through analysing data at key points.

Individual students are monitored daily where needed to ensure actions to support them are taken swiftly as needed.

We adapt our support and our plans for further work in the light of this evaluation. The final impact will be reviewed in August 2018 when we examine the summer outcomes and decide which actions had the most impact, which are worth repeating and which need to be rethought.

Year 7 catch up funding

The Department fro Education provides additional funding to schools for each Year 7 student who did not achieve the expected levels in English and maths at the end of Key Stage 2. All state-funded schools receive additional funds of up to £500 per student. The funding for the academic year 2016-17 was £2,500 This additional grant was used to:

  • Narrow the gap by providing intensive literacy and numeracy support and raise the attainment of those students entitled to catch up premium.
  • Identify concerns and target intervention and support to accelerate progress.

Intervention strategy programme



Intended impact

Small focused group intervention for English


An intensive literacy programme is delivered by LSAs before school and/or withdrawal from lessons.

Students will complete the most appropriate material from:

Phonographix - focus on phonic skills

20/20/20 - three 20 minute ‘bursts’ of learning from areas covering phonics, handwriting, spelling, comprehension and grammar.

LINK – provides intensive catch up addressing phonics, spelling, grammar and comprehension skills using a focused text to assist students achieve challenging targets.

Focused intervention to gain maximum impact. Personalised learning approach to support individual’s needs.

Develop spelling, punctuation, grammar skills, reading and comprehension.

Increased reading age and engagement – to support progress in English and across all subjects

Accelerated reader programme improves students reading ages.It also develops a love of reading and increased comprehension skills.

Students working with the school librarian and their English teacher.

Focused intervention to gain maximum impact. Personalised learning approach to support individual’s needs.


Small focused group intervention for maths


An intensive literacy programme is delivered by learning support assistants before school and/or withdrawal from lessons to focus on key numerical skills tailored to the needs of the students.


Focused intervention to gain maximum impact. Personalised learning approach to support individual’s needs.

Develop rapid recall of facts eg number bonds, times tables, arithmetic methods.

Develop problem solving skills using key facts in real life contexts.

Differentiation whole school

Differentiated approaches to learning to ensure progress All students’ needs are met. Access to an appropriate curriculum for their needs to promote progress.

Focused intervention to gain maximum impact. Personalised learning approach to support individual’s needs. Develop reading comprehension.


Any additional resources deemed appropriate. Support learning and progress for students where additional resources are required to meet the needs of the students in relation to literacy and numeracy.

Focused intervention to gain maximum impact. Personalised learning approach to support individual’s needs.


The impact of such funding will be monitored through assessment data, assessment for learning, behaviour, homework and attitude. Supportive strategies will be considered depending on the individual needs of students.