Pupil Premium

Pupil premium was introduced to increase the attainment and aspiration of pupils from disadvantaged backgrounds including families eligible for Free School Meals.

In 2011-12 the Government launched its Pupil Premium funding strategy. This money was originally sent to schools based upon the number of pupils in the school who were eligible for Free School Meals (FSM). Since the beginning of the academic year 2013-14, the remit of this funding stream broadened and now includes all children who have been eligible for FSM within the last 6 years. In addition, children whose parents work in the armed forces, children who have been adopted and children who are in care of the local authority – Looked After Children – are supported by this funding. The term ‘disadvantaged’ can now apply to FSM-eligible pupils, ever-6 FSM eligible pupils and Pupil Premium pupils. Pupil Premium funding must be used by schools to ensure that eligible pupils have every opportunity to reach their full potential, academically, emotionally and socially.

Measuring the impact of the pupil premium

These tables detail the KS2 outcomes 2018-2019 for disadvantaged pupils in relation to disadvantaged pupils nationally and their peers nationally for the expected standard.


Whole CohortCEJA Disadvantaged pupils compared to National CEJA disadvantaged pupils compared to National Disadvantaged


Whole CohortCEJA Disadvantaged pupils compared to National CEJA Disadvantaged pupils compared to National Disadvantaged


Whole CohortCEJA Disadvantaged pupils compared to National CEJA Disadvantaged pupils compared to National Disadvantaged


RWM Combined
Whole CohortCEJA Disadvantaged pupils compared to National CEJA Disadvantaged pupils compared to National Disadvantaged


From this, it is clear to see that in reading and writing the gap for our disadvantaged pupils was reversed. However, in maths, for disadvantaged pupils there is still a gap. Maths is a priority in our 2019-2020 School Development Plan.

Attendance figures for disadvantaged children.

  • CEJA 96.3% (current), National 92.7% (2018-19).


The particular barriers of our disadvantaged children and desired outcomes

 From the KS2 outcomes and our Self-Evaluation Summary (SES), we have identified the particular barriers for our disadvantaged children in school and out of school:

  1. Maths – pupils lack confidence and agility in number, times table and number bonds. Pupils need more support with reasoning and problem solving.
  2. English – pupils have weak de-coding and comprehension skills and limited reading opportunities beyond school. Many disadvantaged children have limited vocabulary and life experiences.
  3. Social and emotional – many of our disadvantaged pupils experience emotional barriers to learning due to out of school issues.
  4. Wellbeing – family welfare issues impact upon school life.
Desired outcomesSuccess criteria
A.      Diminished differences between disadvantaged and non-disadvantaged pupils’ outcomes in maths.Impact of maths boosters and intervention, in class support from TA, Times Table Rockstars, Mathletics, Rapid Maths.

Tracking will show the gap has narrowed with peers.

B.      Diminished differences between disadvantaged and non-disadvantaged pupils’ outcomes in English reading.Impact of reading boosters and intervention, whole-school vocabulary focus, accelerated reader, daily reading in school, regular reading to an adult and Speech and Language Therapist interventions.

Tracking will show the gap has narrowed with peers.

C.      Reduced emotional barriers to learning for disadvantaged pupils.TA support, Play Therapist, PHSE programme, ‘Wellness week’.


Pupil Premium Funding 2019-2020

  • For the financial Year September 2019 to August 2020, the amount expected to be given to Chapel End Junior Academy for Pupil Premium is £172,918.
  • Based upon the positive impact our provision had upon outcomes for pupils eligible for Pupil Premium last year, we have planned to spend our funding in much the same way. We will continue to provide specialist additional teaching staff and practitioners to provide targeted support.

Over the coming year, we will continue to develop our maths curriculum and learning to ensure that outcomes for maths are improved.  This priority is outlined in our School Development Plan.   We will continue to demonstrate high expectations and aspirations for our Chapel End Junior Academy Community. ‘Pupils have the opportunity to study a wide range of subjects that stimulate their interests and their creativity.’ (Ofsted 2019)

Forecast Pupil Premium Expenditure- For 2019/20  
Continued commitment to high quality specialist training for TAs and Class Teachers in differentiation and inclusion.
Employment of a Play Therapist five days per week.
Purchase of additional resources for use as a ‘lending library’ for parents/carers of pupils with SEND needs to use at home to support learning.
Parent support and advice sessions led by SENCO and Speech and Language Therapist. The sessions are aimed at ensuring that parents and carers feel confident when supporting their child’s learning at home.
Purchase of specialist learning materials & books.
Purchase of additional support days from our Educational Psychologist.
Purchase of additional reading books for the school library, all class libraries and for home reading use.
Employment of a specialist additional Literacy EAL teacher.
Employment of a specialist additional Maths teacher.
Employment of a Schools Direct student.
Employment of a team of TAs who lead on 1:1 and small group interventions across the school.
Training for and use of precision teaching intervention.
Subscription to Mathletics, Accelerated Reader and Times Table Rockstars to improve maths, times table and reading learning and enjoyment.
Employment of a sports coach to ensure positive behaviour and enjoyment during lunchtimes.
Free booster classes during school, before school and after school for pupils in all year groups. Pupil premium children are specifically targeted for these.
Home school diary/communication log.
Employment of a specialist Speech & Language Therapist two days per week.
After school homework clubs.
Extra-Curricular activities/whole school Enrichment programme (Pantomime, Sports day, International Event, Summer Fete).
Development of a ‘Wellness week’ in the summer term.
Establishment of a free after school cookery club.
Increased access to opportunities and experiences for pupils through subsidising day trips, residential trip and music lessons.
Subsidised places at after school sports clubs
Free school uniform for families in need.


  • Provision for pupils eligible for Pupil Premium is reviewed on a half termly basis during pupil progress meetings- more frequently as individual need demands.