Pupil Premium

Pupil Premium

What is the Pupil Premium?

The aim of the Pupil Premium is to reduce underlying inequalities for Looked After Children (LAC) and those on Free School Meals (FSM).  Nationally there is often a disparity between the attainment of LAC and FSM students and other students.
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The draft allocation for 2020-21 is £138,475

We intend to use the Pupil Premium in the following ways:

Extra-Curricular Activities

All Pupil Premium students will have financial support to ensure that they can fully take part in any activities during SMSC days, if they are running, and other activities throughout the year.

Pupil Premium will also pay a contribution for qualifying students to take part in all School trips if and when we are able to deliver them where parental contributions may be required.

Contribution to the award-winning Patch smallholding provides vital learning experiences for all students and especially disadvantaged students and those following vocational courses.

The Premium will continue to fund clubs, societies, competitions, theatre group visits and streaming etc. including our prize-winning STEM club which we hope to re-boot in January 21.

Small Group and Individual tuition.

We are further developing the roles of our intervention staff to support vulnerable students who are well below their expected reading, spelling and numeracy levels on entry in Year 7 or continue to find accessing the curriculum difficult in Year 8 and beyond. Also, the Learning Support Unit and the Student Management teams are crucial assets for PP students who may find aspects of the curriculum and everyday school life challenging. For example, a discrete support worker works with students in the LSU on craft activities at lunchtimes.

Year 7 transition is an ongoing focus for us at SHS and the programme benefits from PP funding which enriches the experience of disadvantaged students who have discrete transition events in technology and science for example.

Pupil Premium students in Years 10 and Y11 will continue to have targeted support to prepare for their GCSE exams and their equivalents such as revision guides and licenses to electronic media such as GCSE Pod. Aspects of remote learning platforms are effective for all students but especially those who might struggle for access from home.

School Counsellors/ Careers

Two school counsellors continue to be employed to provide an extremely valuable resource for vulnerable students while, unlike many schools, Sheringham is committed to employing Careers specialists who contribute to our excellent destinations record. We will extend the counselling offer at this most difficult time and have employed another colleague with specific and targeted skills.

Support materials and books.

We will continue to support students with their school work in more innovative ways. All Pupil Premium students will still be:

  • regularly issued with a study materials, including paper, folders and pens should they require them;
  • issued with materials which might include core texts, a set of revision guides and/or an English dictionary, Thesaurus and a French or German dictionary;
  • given access to specifically ordered novels in the library and access to the Author In Residence programme to encourage students’ interest in, and love of, literature. But the school has further extending and developed the Catch-up programme for Year 7s entering with low levels in either English or Maths, extended funding aspects of the Scholarship Programme to enhance the experience of all students, and refined the intervention strategies for all year groups in core subjects.

Supporting the costs of transport, tuition and externally provided courses.

We will continue to contribute to Pupil Premium students’ transport costs to enable their participation in extra-curricular activities, well-being experiences and after-school revision sessions when they can be offered. Similarly, we will continue to contribute to music and sporting tuition enabling students to access courses put on by other providers (where applicable).

September 2020 onwards; intervention update Nov 20

Literacy interventions began in November with 5 students in year 7 and 8 students in year 8.  They have been working in small groups for 2 hours per week, engaging in Lexia and Dockside. 50% of the students who received literacy intervention in year 7 have continued with the same programme of intervention this year.

  • 10 new laptops have been purchased for the SEN department; these have been allocated to students on the SEN register who require special educational provision, and/or those who are PP, to enable them to work more independently. They are supported by the year group TA. Teachers have reported a marked improvement in output and presentation.
  • We have installed speech recognition software onto laptops and purchased appropriate hardware, which is currently being trialled by a student in year 7 with the aim to use this for other students who struggle to write independently. This has had a positive impact on the student's confidence and output.
  • We continue to identify students with dyslexic traits using our Lucid programme and use the SEN/PP budget to provide coloured overlays and exercise books to students who benefit from them.
  • We continue to purchase equipment (e.g. ergonomic pens and grips, Numicon, fidget toys) to support SEN/PP in class.



Sheringham High School uses its experience of what works to improve the learning atmosphere and uses research as part of the  decision making process as regards the curriculum. We believe that a great school does well by all its students but we are keen to ensure that our students entitled to PP are our focus.

Our GCSE results in 2019 showed the impact of our interventions on disadvantaged students while the gap further narrowed in 2020 at most difficult time.

The allocation for 2019-20 was £144,925

We used the Pupil Premium in the following ways:

Extra-Curricular Activities

It was essential that each student, regardless of his/her family’s financial circumstances, could fully access the School’s extra-curricular programme including SMSC days. We could only offer one of these last year, of course, but the impact was positive. Pupil Premium students had financial support to ensure that they could fully take part in their activity or activities.

Small Group and Individual tuition

We further developed the roles of our intervention staff to support vulnerable students who are well below their expected reading and spelling levels on entry in Year 7 or continue to find accessing the curriculum difficult in Year 8 and beyond. Trained staff, materials, transport costs for enrichment visits and TA intervention staffing all are funded from PP. The PP also part-funds our ‘Author in Residence’ programme which saw star author and film-maker Alexander Gordon Smith continue to visit the school pre-lockdown to work with students who needed a boost with their reading habits, choices and techniques. The PP also continued to play a part in the development of the STEM club and the Scholarship Programme (whose scope is being broadened to involve all students) and continues to provide books and resources for our lower-school Reading Challenge students who are mentored by Year 10s and continue to make an average of 2 years RA progress in the one year.

Pupil Premium students in Years 10 and Y11 had targeted support to prepare for their GCSE exams from November to February; evening revision sessions, GCSE pod and other help if required despite the exams being cancelled.

School Counsellors

School counselling services (partly funded by PP) were provided throughout lockdown which are an extremely valuable resource for vulnerable students at this difficult time. Some also continued to benefit by financing activities provided by the Holt Youth Project schemes.

Support materials and books

Pupil Premium students were;

  • issued with a study materials, including paper, folders, GCSE Pod subscriptions and pens;
  • issued with art materials such as art pencils and sketch books.
  • given access to specifically ordered materials in the library to encourage students’ interest in and love of literature.
  • Support costs of transport, tuition, uniform and externally provided courses

We continued to pay contributions to Pupil Premium students’ costs to enable their participation in extra-curricular activities, well-being experiences and after-school revision sessions. Similarly, we continued to pay for uniform, music tuition including drums, singing, guitar, and enabled students to access courses offered by other providers.

Craft club TA in LSU


Library support/ Author




Attendance Support


Individual and small group intervention


Catch-up programmes


Specialist schooling, support and counselling


Uniform and specialist clothing 


Support and guidance   


Music tuition


Careers support






School trips and activities


Books, stationery, equipment etc.




Catch-up Funding

The Department for Education (DfE) provided additional funding for all students in Year 7 from 2012 onwards, who achieved below their age-related expectations at the end of KS2. This additional funding is to be used by schools/academies to provide literacy and numeracy catch-up support for Year 7 students. It is designed to help students catch up as quickly as possible. 

The Catch-up funding allocation for 2019-20 had a positive impact on students who were identified for the discrete programmes delivered in Maths and English.

The School received £11,131. Catch Up funding for 2019-20 and this sum is supplemented from Pupil Premium in order to offer sustained catch-up provision.


Our Aims:

At Sheringham the Catch Up funding is being used to work towards achieving the following aims:

  • To further build upon success with reading in previous years.
  • To look to refine the tracking system for targeted interventions and schemes such as Lexia and Dockside.
  • To develop handwriting and reading intervention strategies.
  • To combine with Pupil Premium targeting to develop strategies to enhance reading comprehension skills and the enjoyment of reading for pleasure through the Reading Challenge scheme.
  • To focus on SPAG literacy strategies to support all subjects.
  • To further raise whole school literacy and numeracy awareness.
  • To promote a culture of reading and increase the number of students using the library.
  • To improve mental maths strategies.

Deployment of Funding

Specifically this has involved targeting individual literacy and numeracy needs through specialist-led interventions over as many weeks as the Covid year allowed in either 1:1 or small groups to support the development of a range of skills including: fine and gross motor skills development; letter and number recognition, writing sentences; organising ideas in writing; and, early literacy. Typically, interventions might involve 2-3 hours per week for each student divided into various blocks of time. Of the total funding, around £10,500 is set aside specifically for the teaching hours for intervention at an average hourly rate while resources account for the remainder including specific catchup scheme books, packs or apparatus. Funding can also be allocated for enrichment activities such as library projects or author visits to improve creative writing and confidence.

Impact of Funding

Intervention sessions impacted positively across Yr 7 & 8 in relation to their reading ages. Reading age in Year 7 was assessed at 2 points in the year. Positive impacts seen in reading age.

At Sheringham we look to sustain this intervention too and over 50% of those on the year 7 catchup programme in either or both core subjects continued in interventions into Year 8.

Increased whole school awareness of literacy and numeracy; see lesson observations and student voice as part of the Department Review process.

Increased confidence in reading and storytelling; lesson obs and student voice.


27 students in years 7 and 8, made up of SEN/PP/Catch up students, were identified for intervention in October 2019, following the year group 'Literacy Online' testing.  From November 2019, these students received a diet of Dockside, Trugs, and Lexia for an hour each week for approximately 12 weeks.  Students were retested using the 'Literacy Online' tests in January 2020 and almost 60% of them showed an increased reading age, confirming the positive impact of their intervention.


11 year 7 students were identified for intervention in September 2019 and they received small group intervention until the end of February 2020.  Students were retested in the spring term and 90% of these students showed an increased score on the Sandwell scale, compared to their entry score in the autumn term.


5 students from a range of year groups engaged in a handwriting programme with a TA from October 2019 - February 2020. Teaching staff confirmed that the impact of this was the improved legibility and accuracy of their work.

Increased engagement in reading across the whole school; see library footfall increase before March lockdown.

The gap in progress in English and Maths is closing for these students and their learning behaviour assessments show positive impacts.(ATL averages increasing).

Writing workshops, despite being curtailed by Covid and lockdowns, enabled students to positively engage in the learning, develop greater confidence and further build upon their ability to use descriptive language.

Maths resources which set the subject in a practical context have been purchased, renewed and used effectively.

Future Deployment

We intend to further develop and build upon current successes through the Literacy and Numeracy Intervention provisions by targeted spending on teaching time and resources such as embedding Accelerated Reader, Lexia and Dockside provision


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