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Pupil Premium

Pupil Premium

For full details and information about pupil premium funding for schools please visit:


Pupil Premium Policy July 2019

Pupil Premium Strategy Statement 2019-20

What is ‘Pupil Premium Funding’?

Pupil Premium funding was introduced in April 2011 by the coalition government with the specific purpose of raising the attainment of disadvantaged pupils and closing the gap between them and their peers.


Schools and academies receive £935 per eligible secondary aged pupil and £2300 (increased from £1900 in 2018) for looked after and recently adopted children. We track how this funding is spent and what impact this has on the performance of our students. The fund is a separate grant and is therefore largely unaffected by the introduction of the national funding formula for schools. For 2019-20, the premium funding remains at £935, paid directly to the academy in four quarterly instalments.

What is the national performance picture compared to ours at DCA?

The national performance gap, based upon data across England, remains an area of concern for the Department for Education.

In March 2018, Jon Andrews, the deputy head of research for the Education Policy Institute published findings that stated disadvantaged pupils on average achieve half a grade less than those from non-disadvantaged backgrounds nationally (-0.5 grades for those currently eligible for free school meals (FSM) and -0.4 grades for those who have been eligible at some point in the last six years (Ever 6)).

At DCA in 2019, disadvantaged pupils achieved an average P8 score of +0.37. I.e. more than a third of a grade higher than all pupils of similar ability nationally. This achievement is all the more notable however when compared with the 2019 national average P8 score for disadvantaged pupils, of -0.41, and also the 2019 national average P8 score for all other (non-disadvantaged) pupils of +0.13. So disadvantaged pupils at DCA perform above their non-disadvantaged peers nationally and significantly well above those disadvantaged nationally.



Funding at Djanogly City Academy 2018/19

Approximately 40% of our pupil body are eligible for pupil premium funding.

For the academic year 2018/19 we received funding of £276 158.


Our pupil premium framework provides for early identification of need and delivers targeted support. We monitor progress through a whole-school tracking system, class tests and discussions with individual pupils and staff. With results rising and the achievement gap closing rapidly we have continued to seek out further areas for development and completed a second external pupil premium review in January 2018. Both this and previous Ofsted reports highlight that the funding is used wisely and effectively to support the academic progress and pastoral support of disadvantaged pupils and a wide range of tailored interventions have brought about a significant and positive effect upon overall performance.

With this in mind we are continuing to extend our interventions to target literacy and numeracy. This remains a critical element within our teaching at the academy to enable our disadvantaged cohort to access and engage fully in all areas of the curriculum and continue to raise their performance to close the gap fully on all measures.


Working with departments across the academy our senior leaders have used the pupil premium fund to bring about positive impact across the year groups and some of these interventions are summarised below.


  • Further qualification opportunities to support pupils in achieving 5 or more good grades/scores at GCSE
  • Small group and 1-2-1 tuition in both core and foundation subjects
  • Saturday and holiday schools to support ‘keep-up’ and ‘catch-up’ sessions after absence slow progress
  • Attendance and student welfare officer support to ensure pupils are in school and ready to learn
  • Resource support to ensure pupils have the materials and equipment they need to allow them to access all aspects of the curriculum and perform to their best.


A summary of the 2018/19 spend


Chosen action/ approach


Structured curriculum time for revision and intervention across all year groups

£5 600

Attendance team awareness and monitoring systems

£43 000

1:1 tutoring

£28 700

Structured curriculum (vocab) time and Foundation Learning Group classes to allow for the development of core literacy skills (including for new EAL arrivals)

£80 000

Safeguarding team, dedicated to supporting vulnerable families and scholars

£35 000

Tiered approach to rewards and sanctions

£12 000

Inclusion Provision

£55 000

Supported uniform


Supported trips

£4 500

Translation for EAL families


Breakfast club

£1 500

Laptop and dongle support

£5 300

Tutoring in home language exams; exam entry fees


Total Spend

£278 550


Some of the areas listed above represent the total spend for the academy in that area, while others represent the contribution made by the pupil premium fund as part payment for services and interventions taken up by PP and non-PP pupils, as all our intervention platforms are open to use by any pupil in need of that support.


Funding at Djanogly City Academy 2019/20

We are tracking interventions made and impact upon performance continuously to ensure that each intervention has a positive effect.

This year we are further developing an enhanced central record to address the development points to come from the most recent review. Where interventions are identified as not effective, we are taking steps to adjust or change our strategies for individuals or groups. We continue to be determined to provide a high quality education provision for all pupils at the academy.

We are mindful of the performance of all our pupils and will not allow personal circumstance to disadvantage our young people. We will continue to develop our rapidly evolving systems within this area and will look to develop our support further, not just for improved performance now, but also for their longer term personal development needs, so that all pupils become successful citizens, grow in confidence and make good choices for their futures.

The main barriers to educational achievement faced by eligible pupils at the school:

  • Low language levels – 75% of our pupils have language delay or difficulties when they arrive, according to prior data, which may be as a result of prior performance and/or EAL needs. This leads to social communication difficulties, and issues with reading and writing
  • Special educational needs and disabilities
  • Frequent moves of country and school – some families have no recourse to public funds
  • Broken family structures and family stress, leading to low resilience and effecting poor parental support for children’s learning
  • Socio-economic disadvantage - i.e. poverty, meaning limited life experiences with many children struggling to access texts and relate to the wider curriculum
  • Housing issues - i.e. massive overcrowding, temporary poor quality accommodation and friction with other members of the community
  • Poor health and diet, high levels of medical needs, and low levels of attendance



Education Endowment Foundation

We continue to use the Sutton Trusts Educational Endowment Foundation research and guidance to help us evaluate, reflect and plan further to ensure the gap between our disadvantaged pupils and those non-disadvantaged pupils continues to close.

Further information can be found on their website at the following link:


Using this research resource has allowed us to make well informed decisions and target specific interventions in each year group to help maximise impact without the need for conducting our own longitudinal research. Strategies such as MyTutor use in years 11 and 10 have in part been based upon evidence that 1-2-1 tuition over a period of time has significant impact when coupled with quality first teaching. Similarly, our literacy interventions early in years 7 and 8 using pupil premium and our year 7 catch-up premium are best placed here to support the building block pupils need as they then progress through GCSE courses in years 9, 10 and 11.

Projected Spend 2019-20

In 2019/20, 295 pupils are eligible for the pupil premium grant. This means that our projected funding for this year is £275 825.

Our projected spend in each of the key areas is listed in the table below.

Attendance and Safeguarding personnel

£57 000

Staff training on high quality feedback and checking for understanding

£12 500

Teaching/Support and additional non-contact time

£68 000

Year 7 literacy coach to support Catch-Up sessions

£7 000

Attendance support contribution

£24 000

External Tutoring and Mentoring

£54 000



Integration Manager and Provision

£60 000

Breakfast Club

£1 000

Additional educational courses

£8 000


£1 000

Extra-curricular opportunities and raising aspiration

£10 000

Curriculum Support & Subject specific resources

£6 000

Fully funded Duke of Edinburgh

£25 000

Roma working party; Parenting Programme

£5 000

Reading lessons; vocab lessons; library lessons

£6 000

Total Spend

£345 000

Year 7 Catch-up Premium

In addition, some pupils enter in to year 7 with literacy and numeracy catch-up premium due to their below target attainment at primary school.

This additional funding gives secondary schools greater ability to support year 7 pupils who did not achieve to national expectation in reading or maths at the end of key stage 2 (KS2) and now need to bridge an achievement gap between themselves and their peers.

In 2018/19 the academy received £20 500 total funding in this area.

Funding for 2019/20 is expected to be maintained at the same levels.


Literacy and Numeracy licence renewal contributions & consultancy

£1 700

Reading books and printed materials

£3 800

Additional curriculum area equipment and resources

£2 500

Extra-Curricular and Educational activities and travel


Reading and comprehension intervention, 1-2-1 and small group intervention 

£12 300

Total Spend

£20 500

We have teaching staff working with small groups in class and during library sessions to nurture and support pupils within this group. We use the accelerated reader programme for one lesson per week to test reading levels, set targets and support reading and comprehension in addition to their English lessons and in mathematics we have lessons devoted to numeracy intervention supported by regular assessment. Progress in these groups is now being monitored through the accelerated maths programme. Going forward, we are looking to support our primary feeder schools with those pupils at risk of achieving below target by providing cross-phase collaborative planning sessions and booster lessons using our maths and English teams.

Please refer to relevant sections of Pupil Premium Strategy Statement for impact measures.


Updated Jan 2020