Pupil Premium

1. Introduction

The Pupil Premium is additional funding provided by the Department for Education to enhance the education of social-economically disadvantaged pupils (namely those pupils entitled, or previously entitled, to free school meals (FSM), Looked After Children (LAC) or adopted from care).
Schools are free to decide on how best to allocate the funds for programmes to support its disadvantaged pupils.


In 2018/19, the percentage of pupils eligible for the Pupil Premium is 64% currently (663 eligible pupils). 

The amount of Pupil Premium funds allocated to Platanos College for 2017-2018 was £606,815.

The amount allocated for the 2018-2019 academic year (up until April 2019) is so far at £453,007 (please note that this is due to funds being allocated according to financial year - we therefore do not yet know the allocation beyond April 2019).


2. Our Strategy


2.1  Identifying the barriers to learning

As part of our Pupil Premium strategy to improve our pupils' outcomes, we have identified the potential barriers to educational achievement for disadvantaged pupils. These are outlined via the link below.

Click here for further information (pdf).

2.2  Budget plan to address the identified barriers to learning
Please follow the links below for information on the use of the funds and the planned support.

2.3  A summary of the interventions/provision and the reasons for our approach

The Pupil Premium provision is planned in an integrated and targeted manner for this academic year to ensure that those pupils entitled to the Pupil Premium receive additional support to address the identified barriers. 

Our approach is a multifaceted, layered approach in order to provide bespoke support to pupils to overcome barriers.  The support provided is based on needs analysis, local and individual or specific needs, and drawn from in-house expertise, or where found to be effective in other settings, or from wider sources such as the Sutton Trust-EEF Toolkit.  This flexible, dynamic approach is required to reflect the complex needs of pupils, the changing social factors and trends, and allows us to react accordingly to provide a wholesome level of support.  


In Key Stage 3, the additional programmes of support include the following:

  • Those pupils with low reading ages receive additional support in small groups and where appropriate one-to-one support.  The programmes are managed internally by the Special Educational Needs Co-ordinator (SENCO).  We use a specialist external company to deliver parts of the programme.  Each aspect of the programme is monitored and evaluated. 
  • Identified pupils also benefit from a supported curriculum / nurture group approach in Key Stage 3, which is a primary-like approach aimed at pupils who are taught by one teacher for the majority of the curriculum.  This concentrates on basic skills to enable ‘catch-up’ to take place.
  • Learning Mentors are employed to support a wide range of challenging needs.
  • Our Learning Support Unit (LSU) have different programmes of support, including the ‘School Within A School’ programme which targets under-performing or disengaged pupils.
  • There are also additional classes for individual support, such as booster classes and academic excellence classes.
  • Homework Club.
  • Art and photography.
  • Small group interventions on personal development for pupils to address emotional well-being and to support those at the risk of exclusion.
  • Educational visits.
  • Pastoral, wellbeing, personal development and counselling.


In Key Stage 4, the support programmes include the following:

  • Targeted interventions for those with the greatest need in Years 10 and 11, including revision classes, catch-up classes, one-to-one programmes of study, Saturday school.
  • Careers workshops and advice.
  • Educational visits.
  • Off-site personalised learning courses.
  • Behaviour support.
  • Pastoral, wellbeing, personal development and counselling.


3. How we will measure the effect of the Pupil Premium


We will monitor the effect of the pupil premium through a range of different measures where applicable. This will include:

  • Overall academic progress made by disadvantaged pupils in comparison to 'other' pupils.
  • Wider (extracurricular) achievements.
  • Level of engagement in educational activities, learning, and other wider extracurricular activities.
  • Behaviour and personal skills development.
  • Cognitive or mental health and wellbeing.
  • Attendance/punctuality.
The above will be evaluated through a number of ways. This will include:
  • Tracking and analysis of pupil data and outcomes.
  • Case studies.
  • Feedback evaluation.


4. The impact


The support programmes for our disadvantaged pupils have resulted in a positive impact in the summer 2017 results (the summer 2018 results will be published once available and verified). 

  • The Attainment 8 score (47) for disadvantaged pupils was broadly in line with the score of non-disadvantaged pupils nationally.
  • The Progress 8 score for disadvantaged pupils (0.3) was well above the score of non-disadvantaged pupils nationally and indicated that on average they achieved a third of a grade higher than expected. 
  • The Progress 8 of the English Baccalaureate (EBacc) subject elements for our disadvantaged pupils was 0.5 and also significantly above that of non-disadvantaged pupils nationally.
  • The percentage of disadvantaged pupils achieving the EBacc at Grade 4+ (26%) and 5+ (25%) are in line with the non-disadvantaged pupils nationally.
  • 81% of the school's disadvantaged pupils were entered for the EBacc subjects - approximately double the percentage of pupils nationally.
  • The percentage of sessions missed due to overall absence and the percentage of persistent absentees decreased and these remain below the national averages and the FSM median trendline.
  • Our Key Stage 3 assessment indicates that disadvantaged pupils make comparative progress in comparison to their 'other' peers from their individual starting points.
  • The school was awarded the SSAT Educational Outcomes award 2017 for the achievement of its pupils eligible for the Pupil Premium in comparison to national performance.
  • The school has been previously recognised in the top 100 schools for the progress made by FSM pupils from Key Stage 2 to 4 (as determined by the Schools Minister, David Laws MP, at the Department for Education).
  • Recognised by the Sutton Trust as a top-performing school for pupils eligible for FSM.
  • Top of the Similar Schools Performance Table published in September 2013.



Date of next review of the strategy:  26 July 2019



Note: If parents/carers are not sure whether their child can have free school meals, please contact the school and we will be able to assist you in confidence.

Our GCSE results have shown significant improvement over the last few years and Platanos College is now one of the top-performing schools in the country.