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.
For further information on the Pupil Premium click on this link >>


The draft allocation for 2019-20 is £144,925. 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 and other activities throughout the year.

Pupil Premium will also pay a contribution for qualifying students to take part in all School trips 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 etc. including our prize-winning STEM club.

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 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.

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.

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, at funding aspects of the Scholarship Programme to enhance the experience of all students, and at refining 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. Similarly, we will continue to contribute to music and sporting tuition enabling students to access courses put on by other providers (where applicable).


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 show the impact of our interventions on disadvantaged students. For example, 24% of Year 11 students were identified as disadvantaged. Almost half of these students were entered for and completed EBACC. Almost a third of all disadvantaged students achieved EBACC at grade 5+. It is also worth noting that this ‘gap’ between disadvantaged students and non-disadvantaged students has narrowed as a trend over the last 5 years by strategic use of PP funding. It is especially pleasing that the P8 value added score for disadvantaged students in 2019 was +0.36; only 0.11 below the whole cohort’s outstanding +0.47 VA, placing the school in the top 3 schools in the County. Disadvantaged student VA shows that they add over a third of grade per subject more than expectation and was positive in English, Maths and Ebacc elements.

The allocation for 2018-19 was £146,732.76

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 and SMSC Week in July 2019. In this period, Pupil Premium students had financial support to ensure that they could fully take part in their activity or activities of choice.

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 sees star author and film-maker Alexander Gordon Smith continue to visit the school 7 times in the year to work with students who need 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; evening revision sessions, GCSE pod and other help if required.

School Counsellors

School counselling services (partly funded by PP) are provided which are an extremely valuable resource for vulnerable students. 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.

Uses of Pupil Premium      

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.


Carry forward



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 2018-19 had a positive impact on students who were identified for the discrete programmes delivered in Maths and English.

The School received just over £12,000 Catch Up funding for 2018-19 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 30 weeks provided 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 £11,500 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

Increased whole school awareness of literacy and numeracy; see lesson observations and student voice.

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

Intervention sessions impacted positively across Yr 7 & 8 in relation to their reading ages. Reading age in Year 7 was assessed at 3 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.

In Numeracy, 12 students in Year 7 were identified for small group support for 1 hour per week with a Maths trained TA to focus on weak areas identified in baseline testing and KS2 QLA. A catch-up programme was tailor made to the group and included focus on times tables, multiplying using the grid method, subtraction, fractions and percentages, dividing and worded problems. Students were assessed on entry and exit in NC levels. All 12 made progress on NC levels and, between March and July, 11 made further progress on the Sandwell scale. Further students were identified for Maths support intervention 3 hours per week to focus on improving familiarity with the 4 operations and developing problem solving skills. Students were assessed on entry and exit in NC levels.

Increased engagement in reading across the whole school; see library footfall increase by 8% this year.

Increase in reading level progress across Year 7 Reading Challenge intervention group.

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 have 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 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.




 Kooth Poster (11-25)



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