Statutory Information

Pupil Premium Policy and Year 7 Catch up premium

“Enjoy. Respect. Achieve.”
This document explains how we spend our Pupil Premium Funding to help make a high quality education a reality for all young people.

For students entitled to free school meals, students in care, students of parents in the armed forces, the school receives the pupil premium. For 2015/16 this will be £935 for students on free school meals, £1900 for students in care and £300 for students of parents in the armed forces, totalling £445,500

Securing success for students

When students enter Priory School we ensure we know and understand the starting points for their academic progress. We gain valuable information from their Primary Schools and additionally we carry out several important baseline assessments; for example, their reading ages.

The pupil premium will be spent on ensuring that all students are making progress in the key skills needed to succeed at Priory School and ensure they are properly prepared for the next stage of their education.

For students who enter the school with reading ages well below their chronological age we will deliver a personalised programme of “catch up” to help them improve on this vital skill. The catch up reading programme will be based on regular use of the ‘Lexia’ alongside the Accelerated Reader programme. For those students joining the school with lower than expected numeracy skills, we offer the ‘Passport to Maths’ programme to ensure that they rapidly improve in this area.

Alongside this we want to encourage students to read for pleasure. Ensuring that both young people and their parents have access to high quality stimulating reading materials is a priority.

Within the curriculum we pay for additional staffing which can help us design learning which is personalised to the needs of individual and to groups of learners. For examples within English we can implement programmes which builds upon the high quality phonics work taught in our feeder Primary Schools.

Throughout their time at Priory, we will intervene to support students who fall behind in these core skills. This will be done through interventions such as:

  • Small group interventions
  • One to One Tuition
  • Assertive Mentoring
  • Core Group Programmes

Supporting students’ well-being and behaviour

We believe that employing high quality staff to help students overcome their particular barriers to learning is essential. There are many students who do rely on this to succeed at school and without this personal approach will become disengaged from school. This mentoring will mean supporting students, emotionally but also ensuring that they are challenged to work hard, succeed and overcome their barriers to learning. For example,

  • Counselling
  • ELSA support
  • Additional Careers advice
  • Pupil Support Workers
  • Progress team attached to each year group

Ensuring equality of access to the curriculum

A key aspect of our ethos at Priory School is our belief that we need to develop memorable learning experiences. This includes curriculum trips and visits. We also believe that all students benefit greatly from a residential experience. Our developing enrichment programme is extensive and inclusive. The student premium will be used to support students whose families are on low incomes to access all of these programmes.

We believe that talents such as sport, music, dance and drama will only develop into a lifelong passion by providing a high quality extended curriculum.

The student premium will also help all students access this curriculum and help students discover their talents. For example,

  • Support for Year Group Trips
  • Free Music Tuition
  • Access to Sports Clubs
  • Support for Language Trips

Monitoring and Review

The Plans and budgets for Pupil Premium are reviewed on an annual basis and interventions and impact reported to the governors.

  • Review of the progress of the cohort of the FSM students’ performance and progress takes place each term after each report cycle.
  • Every student has an allocated key worker to track and monitor access to appropriate provision to support the students’ development
  • There is individual monitoring of attendance, Attitudes to Learning (ATLs), Progress Grades and GCSE performance of the students registered as FSM/Ever 6.
  • 40.2% of students at Priory School are FSM


5 A*-C EM 2014 2015 2016
Disadvantaged 33% 31% 41%
Non disadvantaged 53% 52% 65%


Value Added 2014 2015 2016
Disadvantaged 952 964 991 (+27)
Non disadvantaged 997 991 1017(+26)
Gap 25 27 26


Expected progress KS2-4 2014 2015 2016 2017 Projected
English 51% 64% 68% (+4%) 78%
Maths 42% 46% 60% (+14%) 66%


Achievement for All 2015/16

This is a mentoring programme run through 2015/16 to identify underachievement in vulnerable students and provide bespoke support and intervention.

There are 233 students involved in the programme. The majority of these students are Pupil Premium students (85% – 199).

Parental engagement this year remains in line with last year at around 72%.

Students were identified to be involved based on under achievement and the progress of PP students who engaged with this programme was significant.

impact table

Year 7 Literacy and Numeracy Catch Up Grant

The Year 7 Literacy and Numeracy Catch Up Pupil Premium Grant was allocated to schools to support all Year 7 learners who did not achieve a Level 4 in either English or Maths at the end of Year 6. In years 2015-16 and 2016-17 this is £23,000

Priory School has used this grant in a number of ways including:

  • The employment of Progress Assistants in English and Maths to support ‘Catch Up Students’ during their lesson time
  • Funding of interventions in reading and spelling for identified students
  • Purchasing of additional literacy and numeracy resources to support learners
  • 1-2-1 tuition to enhance the progression in numeracy and literacy.



Year 7 below level entry: 27 students

Our focus is inference intervention once a week with their class teacher. This was to primarily teach inference skills, so the students could access the KS3 curriculum more effectively. Our intervention tutor went to Craneswater to learn the correct ways this should be taught and supports the class teacher with this process.

Further to this the students also received intervention with our coordinator– this is a small group setting where they develop crucial skills to access their English lessons.

71.4% of the students receiving intervention made 2 sub levels of progress
23.8% of the students made 3 sub levels of progress
4.7% made one sub level of progress. This calculated to one pupil and on investigation did not engage with the programme. Further to this the pupil has attendance issues.


There were 29 students who entered sub level 4 in year 7.

Intervention was provided through skills groups with Learning Support, additional LSA support in Maths and “Passport Maths” during the Summer term. This consisted of 2 extra lessons each week.

11% of the students made 3 sub levels of progress
50% of the students made 2 sub levels of progress and
39% of the students made 1 sub level of progress

Of the students who made 1 level of progress these were predominantly attendance concerns and those students will be targeted for additional support in Year 8.