What is Pupil Premium?

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Schools are free to spend the Pupil Premium as they see fit. At The Marton Academy we carefully identify where to spend this funding to ensure that it has a positive impact on the emotional well-being and progress and attainment of the children it is intended for. Its impact is carefully monitored and measured to ensure it is making a positive difference.

Find out more about whether your child might be eligible – even if you choose not to have a school dinner, the pupil premium will benefit the pupil and the school. If you wish to discuss this further please do not hesitate to contact us.

Pupil Premium 2017-18

2016-2017  Pupil Premium Strategy Report

26% of pupils in the school qualify/qualified for free school meals in the past 6 years

3% of pupils in school are looked after

0% of pupils are from service families

Funding allocated: £36’220

In School Barriers:

  1. Poor oral language
  2. Gaps in knowledge and understanding of mathematics
  3. Gaps in knowledge and understanding of phonics, spelling, grammar and punctuation
  4. Breadth and depth of understanding of higher-level vocabulary
  5. Poor motor skills

External Barriers:

  1. Poor home learning environment
  2. Equal access to curriculum enrichment and opportunities; emotional resilience and poor learning behaviours
  3. Attachment issues

Desired Outcomes:

  1. Improved oral language
  2. Secure knowledge, understanding and application of the basic skills of reading, mathematics and spelling and grammar across the curriculum
  3. Access to curriculum and cultural learning opportunities
  4. Increased awareness and knowledge to support and improve outcomes for pupils with attachment issues

Planned Expenditure:

  1. Quality of teaching for all

Continued professional development for teachers focused on classroom based research in:

  1. Mathematical understanding
  2. Vocabulary development and inference skills
  1. Targeted Support

Mathematics, Speech and Language, Phonics, Spelling, Grammar and Punctuation, Emotional Resilience and Positive Learning Behaviours

  1. Other Approaches

Staff Development in Attachment, Emotional Resilience and Positive Behaviour

Ensure access to music lessons and educational visits

Expenditure Cost Purpose
Targeted Support – mathematics, speech and language, phonics, spelling, grammar and punctuation, emotional resilience and positive learning behaviours £24’862




Develop positive mindsets;

Support pupils to secure phonics, early reading, speech and language, fine-motor control, basic number skills and mathematical understanding.

Boost self-esteem and build emotional resilience – targeted counselling

Quality of teaching for all – continued professional development for teachers focused on classroom based research in: mathematical understanding; vocabulary development and inference skills £5’261



To support pupils to achieve success in Mathematics and English

1:1 Teacher Intervention

Booster sessions SATS

Research / Training

Other Approaches – staff development in attachment, emotional resilience and positive behaviour; ensure access to music lessons and educational visits £1’802


Involvement of pupils in music lessons and educational visits.

Staff development in attachment


Whole School Mathematics: [ children receiving Pupil Premium ]
Working Towards Expected Standard 17%
Achieved Expected Standard 83% (+26% from 2016)
Whole School Reading: [ children receiving Pupil Premium ]
Working Towards Expected Standard 39%
Achieved Expected Standard 61% (-4% from 2016)
KS2 Outcomes * Value Added progress score for disadvantaged pupils
All subjects 3.17    above
Reading 0.63   in-line
Writing 6.24   sig+
Mathematics 2.59   in-line
Summary: KS2 performed in line with National Expectations in all subjects and above in writing

 KS2 *comparisons of average scaled score to National Expectation of 100

All subjects 106    above
Reading 103    in-line
Grammar, Punctuation & Spelling 105    in-line
Writing 105    above
Mathematics 105   above
Summary: KS2 performed above and in line with National Expectations



By the end of key stage 2 the gap between the national expectation of 100 is closing and disadvantaged pupils are achieving in line or above in all subjects.

Disadvantaged pupils’ value added exceeds sufficient progress measures.

Disadvantaged pupils perform as well as all pupils nationally at this school.

*comparisons made with non-disadvantaged pupils nationally


Pupil Premium Reports prior to 2016/17