Castle Hill Academy Castle Hill Academy

A Platanos Trust School

Pupil Premium 

1.  Introduction

The Pupil Premium is additional funding provided by the Department for Education to enhance the education of social-economically disadvantaged pupils (namely those pupils entitled to free school meals (FSM) and 'Looked After Children' (LAC) or adopted from care). 

Schools are free to decide on how best to allocate the funds for programmes to support its disadvantaged pupils.

In September 2021, the percentage of pupils eligible for the Pupil Premium (including FSM pupils and pupils previously registered within the last six years, known as 'FSM Ever-6') at the school is 72%.

The amount of Pupil Premium funding allocated to the school for the 2020-2021 academic year was £193,680.  

The amount allocated for the 2021-2022 academic year is £199,060.


2.  Our Strategy 2021-2022

Identifying the barriers to educational achievement

As part of our Pupil Premium strategy to improve our pupils' outcomes, we have identified the potential barriers to educational achievement for our disadvantaged pupils. These are outlined via the link below.

Click here for further information (pdf).


Strategy Statement

Our Pupil Premium Strategy Statement outlines our strategy to enable pupils to overcome the barriers to educational achievement. This statement adopts the template provided by the DfE and is provided below.

Click here for our statement (pdf).


A summary of the provision/interventions and the reasons for our approach

The Pupil Premium provision is planned in an integrated and targeted manner for this academic year to ensure that those pupils entitled to the Pupil Premium receive additional support to address the identified barriers. 

Our approach is a multifaceted, layered approach in order to provide bespoke support to pupils to overcome barriers both through academic and pastoral support. This involves senior staff, middle leaders monitoring and taking responsibility for specific year groups, and driven by both teaching and non-teaching staff and external professionals. This flexible, dynamic approach is required to reflect the complex needs of pupils, the changing social factors and trends, and allows us to react accordingly to provide a wholesome level of support.

A summary of the provision and support strategies to address the identified barriers this academic year:

  • Additional specialist teaching staff to run booster sessions and interventions for groups of pupils.
  • Designated teaching staff to run targeted interventions (including phonics, reading, mathematics) through booster classes and catch up classes after school and Saturdays.
  • Small group tuition and nurturing to support pupils with specific needs.
  • Coaching/mentoring or counselling for individuals (including behaviour).
  • One-to-one booster reading support.
  • Read Write Inc phonics programme to target eligible pupils. 
  • Bespoke reading resources.
  • Outdoor adventure learning and educational trips linked to curriculum areas to raise the level of engagement and enthusiasm, particularly for those who are underachieving.
  • Extracurricular clubs: for example, sports clubs, ICT clubs, games clubs linked to the curriculum, dance and music.  These aim to broaden the curriculum and increase motivation and enjoyment.
  • Challenge programme of workshops and trips for the most able disadvantaged pupils.
  • Breakfast Club and Homework Club.
  • Staff training on improving feedback for pupils with a focus on precision feedback around progress in writing and mathematics. This aims to accelerate the progress of pupils through clear, consistent feedback.
  • Parental liaison and workshops to improve behaviour for learning and home-school links.
  • Key Stage 1 to 2 transition sessions for pupils.
  • Key Stage 2 to 3 transition sessions for pupils.


3.  How we will measure the effect of the Pupil Premium 

We will monitor the effect of the pupil premium through a range of different measures where applicable. This will include:

  • Overall academic progress made by disadvantaged pupils in comparison to 'other' pupils.
  • Wider (extracurricular) achievements.
  • Level of engagement in educational activities, learning, and other wider extracurricular activities.
  • Behaviour and personal skills development.
  • Cognitive or mental health and wellbeing.
  • Attendance/punctuality.

The above will be evaluated through a number of ways. This will include:

  • Tracking and analysis of pupil data and outcomes.
  • Case studies.
  • Feedback evaluation.


4.  The Impact

The support from our intervention programmes has had a positive impact on our pupils' Key Stage 2 results.

In 2021:

  • The progress and attainment of our disadvantaged pupils improved from the previous year at the end of KS2.
  • Percentage of pupils achieving the expected standard in Reading, Writing and Maths increased. 


Date of next review of the strategy:   22 July 2022