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Samuel Whitbread Academy

Pupil Premium

Pupil Premium Government Grant

We receive a grant from the government every year which we use in order to meet these key objectives

  • Raise progress and narrow and close the gap between the achievement of these students and their peers (measured in gap between PP and non-PP, particularly in English and Maths)
  • Increase social mobility, add cultural capital and address any underlying inequalities between children eligible for pupil premium and others, improving engagement with education. So that we make a significant impact on students’ education and lives.

We get the grant from the government for children who are in one of these categories:

  • If you get free school meals, either at the moment or at any point in the last six years.
  • If you are a Looked After Child.
  • If you are adopted from care or have left care on a special guardianship order or child arrangements order (previously known as a residence order).
  • If you are a service child, or have a parent who were in the services from January 2011.

Mr Graves is the member of staff in school who oversees the way in which we use this money. If you have any questions about this, please email him at

If you think you may be entitled to free school meals, please contact your local authority.





If you would like to access support, please contact Mr Graves via or drop into school. In order to request support, your child must be eligible for the Pupil Premium.




How we plan to spend the money to improve outcomes for our children and young people. 

How much money we expect to receive:

In 2023-2024 we expect to receive £204,553.60.

Barriers to educational achievement faced by disadvantaged students at our school and how we are addressing them:

The barriers to learning for our students are many and varied, and we aim to use the money to remove them. 

We believe that the very best way to improve the outcomes for all of our young people is to provide them with outstanding teachers who can help them to excel in their learning and make excellent progress.  That is why we spend the vast majority of the grant on improving the quality of teaching and leadership.

We believe that leadership is critical to success in our school too, we have chosen to spend some of the grant so that excellent leaders can develop the skills required in all of our staff to enable our young people to achieve brilliant results.

We also recognise that some students have gaps in their learning due to having attended a number of schools, they may also need additional support to raise their aspirations and achieve the very best that they can.  We invest in additional teachers and tutors in Maths and English to support in this area, and spend a significant amount of our time and energy ensuring that the quality of teaching is excellent in all areas. 

We expect teaching staff to positively discriminate for our disadvantaged pupils so that the gap can be narrowed and so that they can secure as good, if not better outcomes than their peers.

We want to challenge low levels of motivation and aspiration, when they exist, by providing access to some excellent speakers who enthuse and motivate young people to be successful.  We also use positive behaviour management and physical exercise interventions to support those for whom that is needed.

Some students need support overcoming social mobility barriers, and we spend some of our grant supporting with things like uniform, educational visits and providing educational resources, such as books, revision guides and learning materials.

As a school with a rural catchment, transport can be an issue for some students in attending out of hours learning, so we support in this way as needed.

Academic target setting

Students in receipt of the Pupil premium will achieve in line with their FFT5 targets. We use previous school data and GL assessment updates to re-evaluate target grades for each student that joins us. This uplift is to help reduce the learning and progress gaps that may have emerged over recent years.

How will this all be measured:

We are currently working with Challenging Education to immerse Raising Attainment for Disadvantaged Youngsters (RADY). Proven RADY strategies are interwoven into all of our development areas so that all leaders in school contribute to the success of RADY. It is the golden thread that appears in all plans, be that whole school, phase, department and does not appear as a standalone development area.

As part of our normal process of self-evaluation, we will evaluate the impact of our work in this area throughout the year.  We do this by looking at the outcomes that the children get in their work and assessments.  We also look at students’ work and speak to students to find out whether the gaps are narrowing and that they are achieving in line with, or better than their peers.