Pupil Premium

Pupil Premium Strategies & Evaluations

2017-2018 Pupil Premium Strategy

2016-2017 Pupil Premium Strategy & Evaluation

2015-2016 Pupil Premium Review

What is Pupil Premium funding?

Pupil Premium funding (PPF) was introduced by the government in April 2011 as a means of addressing underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It has since been supplemented by funding for any looked after child (CLA) and for children of personnel in the British armed forces. The funding may be spent by schools how they wish. However, schools need to demonstrate that the performance of those pupils for whom the grant was allocated is improving and is moving towards the performance of non-pupil premium students nationally.

How is the funding allocated?

Funding was initially allocated according to the January 2011 school census figures for pupils registered for FSM. In 2012, the Government extended the funding to pupils who have been eligible for free school meals at any point in the last 6 years, calling this measure ‘Ever 6’.

  • My time at Beacon Hill provided a massive range of opportunities which have proved valuable not only whilst studying at sixth form and when applying to university, but also in everyday life.
    Former student, 12 A*-C grade GCSEs
  • When I left Beacon Hill I had a career path in mind; I wanted to teach. This was down to 5 brilliant years at the school. I was inspired by my teachers who encouraged and supported me to believe in myself and my abilities.
    Former Student
  • We are impressed with how both of our children have settled in and are progressing though the school. We find staff understanding & helpful.
    Parent Survey
  • Progress is tracked effectively and extra help given quickly to students who need it.
  • The school has developed a really positive culture for learning, as a result of high expectations of both staff and pupils.
    Local Authority
  • The curriculum meets the needs of individual students particularly well [providing] a balance of academic and vocational courses for students to study at GCSE.
  • Students have good attitudes to learning and are keen to succeed.
  • Evidence from pupil interviews, work scrutinies and HMI visit indicates that the Stage not Age curriculum is impacting positively on the quality of learning in the school.
    Local Authority
  • Students benefit from a very wide range of activities which enrich the curriculum… a wealth of field trips, sporting activities and drama productions
  • Teachers know their students extremely well and work is closely tailored to students’ individual needs.