Pupil Premium
What is the Pupil Premium?
The pupil premium grant is an allocation of funding provided to schools to support children who may be vulnerable to underachievement. The amount received is dependent on the number of children:
- who have been in receipt of free school meals (FSM) at any point in the past 6 years (£1,345 per primary aged child)
- who have been continuously looked after for the past six months (£2,345 per child)
- who are adopted from care under the Adoption and Children Act 2002 1 or who have left care under a Special Guardianship or Residence Order (£2,345)
- for children whose parents are currently serving in the armed forces, or whose parent /guardian is in receipt of a pension from the MoD (£310 per child)
Why is there a Pupil Premium?
Students who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible. In 2009-10 GCSE statistics showed that around a third of students who have been on Free School Meals in the previous six years achieved five or more A*- C grades, compared to more than two thirds of their fellow students.
Our Principles
1. High‑quality teaching sits at the heart of our strategy
Research and guidance consistently show that excellent teaching is the most effective lever for improving outcomes for disadvantaged pupils. We therefore prioritise approaches that strengthen classroom practice, deepen subject knowledge, and ensure lessons are adaptive, inclusive, and well‑scaffolded. Our aim is for all pupils—including those supported through Pupil Premium—to benefit from a curriculum that is ambitious, carefully sequenced, and delivered with expertise. [assets.pub...ice.gov.uk], [educatione...ion.org.uk]
2. Support is targeted, thoughtful, and evidence‑informed
When additional help is needed, we use robust assessment and teacher insight to identify specific barriers to learning. This may include gaps in prior knowledge, challenges with language development, social and emotional needs, or reduced access to enrichment experiences. Targeted interventions and structured tutoring are chosen because they align with research evidence and meet the real needs of our pupils—not because they are generic “extras.” [assets.pub...ice.gov.uk], [educatione...ion.org.uk]
3. We look at the whole child, not just academic outcomes
We recognise that learning is inseparable from wellbeing. Attendance, confidence, emotional security and a sense of belonging all shape how well pupils engage with education. Wider strategies—such as pastoral support, extracurricular opportunities, and family engagement—play an essential role in removing barriers and helping children thrive. This aligns with the DfE and EEF guidance, which highlight the importance of addressing non‑academic obstacles to learning. [assets.pub...ice.gov.uk], [educatione...ion.org.uk]
4. Equity and inclusion are shared responsibilities
Every adult in our school plays a part in ensuring disadvantaged pupils feel valued, supported and challenged. We maintain high expectations for all pupils and foster an environment where success is celebrated and every child’s potential is recognised. National guidance stresses the importance of a whole‑school commitment to raising outcomes for disadvantaged pupils, which fully reflects the culture at Boasley Cross. [assets.pub...ice.gov.uk], [educatione...ion.org.uk]