Pupil premium

Pupil premium

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

Strategies to Raise the Attainment of Pupils supported by the Pupil Premium Funding

2019/20 Pupil Premium Allocation: £230,945

Hermitage Academy has had a pupil premium grant allocation of £230,945 for the academic year 2019-20. This funding is given with a specific remit of diminishing any differences between disadvantaged students and those who are not disadvantaged.  Hermitage Academy is working to support disadvantaged students in all areas of their education from the moment that they arrive in school. Our aim is that every disadvantaged student will achieve at least as well as their peers and have every opportunity to excel. 

Some disadvantaged students face many and complex barriers during their education which make effective learning very difficult. Other students have very specific needs and still others, have few barriers at all. Below are some of the main difficulties faced, although it must also be said that the difficulties encountered are not unique to those who are disadvantaged. 

The main barriers faced by eligible students in 2019-2020 are: 

  1. Some struggle to attend regularly and of these some are persistently absent.
  2. Some students struggle to manage their behaviour. 
  3. Some students need extensive pastoral support for a variety of reasons.
  4. Some students struggle with the increased complexity of organisation with a secondary environment and increased demands for independent work.
  5. Some students face significant challenges in their lives and have social, emotional and mental health needs that prevent them from learning. 
  6. Some students need additional adult support to help to enable them to fully achieve their potential both during the school day and after school with managing homework.
  7. Some students need individual tuition and/or teaching in small groups to enable them to achieve. 
  8. Some students have little aspiration for the future and are in need of additional adult support and additional careers guidance so that they do not limit their own potential. 
  9. Some students have low levels of literacy and numeracy which impedes their learning and their confidence. 
  10. Some students lack access to the internet and the use of computers to support their studies.
  11. Some students lack space to study with adult support. 
  12. Some students need to experience a wealth of enrichment experiences in-order to widen their horizons and unlock future opportunities. 
  13. School uniform can cause significant challenges for some families.
  14. Some students do not have access to a healthy diet which impacts on their general well-being. Some do not participate regularly in sports and need proactive, individual support in order to overcome barriers. 
  15. All pupils need the highest quality of teaching in every classroom.

Pupil Premium strategic plan for expenditure received 2019- 2020 

In light of the above data and understanding of barriers to learning, the total allocation to support pupils for 2018-19 will be spent as follows:

The list below of overall spending categories is not exhaustive. Exact details of pupil premium spending may be so specific to one student’s needs, that this cannot be published here. For this reason, a summary of overall spending in different areas is provided. 

Cost Area


Estimated cost

The Laurea Centre (Areas 1,3,4,5,6,11)

The ‘Laurea Centre’ is a place of safety, support and challenge. All pupils are welcome to the centre. The purpose of the centre is to enable pupils to gain confidence and to access learning. There is a clear focus on increasing the resilience of pupils, building their self-esteem and also enabling them to develop those skills that will enable them to learn effectively in the classroom environment.   

The Assistant Headteacher (Pastoral Care) leads a team of trained staff in the support of pupils with social and emotional needs. They work individually with pupils and design therapeutic intervention to support their needs and build resilience and self-esteem. 

A school counsellor works onsite for 3.5 days per week, providing a bespoke Social, Emotional, Behavioural & Welfare Programme which includes 1-1 & small group support and professional development for staff.  This is further enhanced with the addition of a specialist counsellor from the local authority who works onsite for one day per week.     

The specialist attendance officer works closely as part of the Laurea team and with Heads of Year in supporting families to ensure their children attend well. 

£ 79,000

Behaviour Management – (Area 2)

For a whole range of reasons some pupils struggle to accept boundaries and manage their own behaviour. Extensive support is provided by multi-disciplinary teams led by the Deputy Headteacher for behaviour.

Bespoke support, mentoring and guidance is provided to those who have particularly challenging social and emotional needs.

£ 49,000

Curriculum Programmes – (Areas 6, 7, 9)

Mentoring by senior staff is provided for pupils who need this additional guidance on a regular basis in order to engage effectively with learning. 

The academy seeks to provide 1 to 1 tuition in all subjects where this is an identified need. For some pupils this is planned on a regular basis and for others, it is managed by each department according to needs as they arise during the year. 

Small group support to focus on addressing specific needs of pupils is planned where needed in different subject areas.

Bespoke Year 11 revision support is provided in all subject areas and is tailored to the individual needs of the students. 


High Quality Teaching and Learning - (Areas 9, 15)

This is essential for every student and especially for those who are disadvantaged. To this end, the school invests significant time in developing staff through individual coaching and whole staff training. All teachers and departments have plans for development which specifically identify the needs of individual pupils (supported by the pupil premium). They use strategies where there is a firm research base of positive impact (EEF -Education Endowment Foundation - Teachers Toolkit). 

All teachers focus on language and literacy development. Word banks are commonly used and new language carefully introduced. Enriching and extending the wealth of language used by students is a key focus for staff, understanding that this will provide a route to access learning and a wider range of future career options.  

Drama lessons enhance development and use of the English language and use of expressive language.

Development of speech and language, since being removed from GCSE English, has not had the focus it needs. A whole school programme had been developed throughout the curriculum to enhance students’ verbal communication skills, vocabulary, memory and recall skills. Whilst this will benefit all pupils it will provide significant benefit to disadvantaged pupils. 

Additional staff provide support in lessons and tailor interventions to individual academic needs.

£ 40,000

Careers, Information, Advice and Guidance - (Area 8)

Whole school staff training on embedding careers into the curriculum has been a priority this year, ensuring careers are present within learning across all key stages to raise and support aspirations.

All pupils receive careers information, individual advice and guidance so that they have high aspirations and are well prepared for the next stage in their education.

For some pupils, careers visits are planned into their learning programs so that they are able to experience, first-hand, the wide range of opportunities available to them. This also develops and understanding of the requirements to enter different career routes.

The specific work for individuals is complemented by a wide range of careers development that takes place from Year 7 through to post-16

£ 20,000

Homework and Study Support - (Areas 6, 10, 11)

Staffed areas are available every day at lunchtime and after school for students to complete homework, access adult support, class textbooks and also the internet.

£ 10,000

Enrichment Programmes – beyond the curriculum - (Area 12,14)

School Trips / Theatre Visits / Outward Bounds / Duke of Edinburgh / Citizenship Programmes are all available to pupils with a focus on raising aspirations, widening experiences and enriching pupils’ lives. 

Our sports coaching programme - works with all pupils to provide coaching in a range of sports every lunchtime and after-school. The purpose is to encourage pupils engage with sports and make active choices towards healthy lifestyles. Our sports coach also undertakes therapeutic work and works closely with the Laurea Centre team in developing in our young people, team building skills and building qualities of resilience and determination. 

Sport: access to enrichment through sport with financial support to provide access and equipment.

Music: provision of instrument based tuition.

The school will provide financial assistance so that pupils can engage with these activities. They are seen as essential and sometimes life changing. Cost is a very real reason why some cannot access these activities. 

Funding to support trips abroad is limited due to the high cost and contributions will only be made to purely educational visits, for example, the Belgium Battlefields visit & European language visits.

 £ 15, 000

Family & Community Programme  - (Areas 13, 14)

School uniform - support with cost.

Re -development of cooking in the curriculum in years 7/8/9 including 1-1 sessions where therapeutic care appropriate.

 £ 7,945

 Estimated total expenditure


Reviews of Impact

The impact of our actions above are reviewed termly and in every meeting with the Local Academy Council. Some of the impact is qualitative (e.g. the impact of theatre trips) but some is quantitative (e.g. numbers of behavioural incidents, achievement data, attendance figures). This data is gathered during regular meetings with senior staff and the Laurea Centre staff and through analysing the data at key data input points. 

Individual students are monitored daily where needed, to ensure actions to support them are taken swiftly.

Clearly the over-arching impact of this work is to raise the standards reached by disadvantaged students and prepare them for the next stage of their education/employment or training. 

We adapt our support and our plans for further work in the light of this evaluation.  

Ultimately, the impact of our actions over time are seen as pupils reach the end of Key Stage 4. The impact for each child at an individual level is monitored carefully during each academic year as they progress towards their external examinations. 

Some provision is highly specific to the needs of an individual and cannot be published here.