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Pupil Premium

Core beliefs and values

At Chiltern Academy we believe that every pupil has the right to an outstanding education regardless of their background, personal characteristics or circumstances.  Pupils who come from economically and socially disadvantaged backgrounds will make outstanding progress at our school.  Our aim is that pupils in receipt of the pupil premium funding, will make significantly better progress than their non-disadvantaged counterparts nationally.

A review of the academic performance and progress of students in receipt of pupil premium funding nationally will shape our approach to the use of the funding.  National data shows it is clear that there is far greater variance between-schools, than there is within-schools.  Pupils in receipt of pupil premium funding generally make excellent progress when they attend schools where all pupils make excellent progress. 

At Chiltern Academy we believe that pupils in receipt of pupil premium funding will achieve well if they attend an excellent school where all pupils achieve.  Our rationale for all pupil premium spending will be to prioritise that there is an outstanding whole-school culture and ethos where all pupils thrive.  We will prioritise high quality teaching and learning and ensure that the daily experience for all pupils is consistently excellent.

Potential barriers for disadvantaged pupils at Chiltern Academy

Disadvantaged students at Chiltern Academy face many of the same barriers which disadvantaged students do nationally.  There are also some barriers more specific to our pupils.  Whilst every child’s circumstances are different, here are the key barriers to learning we will focus on removing at Chiltern:

  • Behaviour and safety: Recognised nationally as a key barrier for disadvantaged pupils. Luton is a working-class town which can present challenging circumstances for our children.  Many of our pupils are vulnerable to learning poor behaviours
  • Attendance: Recognised nationally as a key barrier for disadvantaged pupils. Due to the specific catchment details of the school, many of our pupils travel very far to attend school.
  • Low aspirations: Recognised nationally as a key barrier for disadvantaged pupils.
  • Limited enrichment and social capital: Many of the children in Luton have very limited exposure to enriching experiences which improve their social capital
  • Low literacy and reading levels: 43% of pupils at Chiltern Academy are EAL. Many of our pupils start secondary school with a reading age below what is expected for their age.  We recognise the importance of improving literacy and reading levels and early intervention to improve access to the wider curriculum.
  • Academic support at home: We are fortunate to have incredibly supportive parents, though we recognise that not all families are able to support their child’s academic progress. We will endeavour to provide as much support in school for pupils in that situation.


As a school we have done thorough research into what are the most effective methods to ensure excellent academic progress and achievement for our disadvantaged pupils.  As well as extensive literature into effective teaching and learning, we have specifically used the following research papers and tools:

Sutton Trust: What makes great teaching

Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys

The EEF Guide to the Pupil Premium

The Education Endowment Fund Toolkit

A Sutton Trust project in 2011 found that "The effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, these pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers. In other words, for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning".

The evidence detailed in the report "Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys", showed that early, phonics based, literacy interventions were key to closing the attainment gap for disadvantaged pupils.

Based on these two pieces of research, high quality teaching and learning will be the highest priority for spending, as well as early intervention literacy strategies.  This means recruiting, developing and retaining quality teaching staff and leaders will be at the forefront, and funding will be used for these purposes as a first priority.

Spend for 2018/2019

Total Pupil Premium funding for 2018/19 was £60, 229.  The priority in our first year was to ensure that we had an excellent curriculum, high quality teaching and learning, and a number of experienced teachers and leaders to establish an excellent ethos at the school.

The Headteacher ensured the school was set up by an experienced group of school leaders; including an experienced Senior Assistant Headteacher, and SLE’s in English, Maths, Science and Engineering (one of the school specialisms).  The school also purchased the time of SLE’s in all subject areas to help with writing the curriculum.

Below are the details of the spend for 2018/19.  The evaluation of the impact of the spending is detailed underneath.






Personal development, behaviour and welfare


Total Spend = £14, 240

Appointment of Attendance and Well-being Officer to promote high levels of attendance


2018/19 spend = £9, 140

Appointment of Year Leader to promote positive behaviour


2018/19 spend = £2, 600

Morning breakfast club to ensure children have a healthy and positive start to the day


2018/19 spend = £2, 500




High quality teaching and learning


Total Spend = £34, 850

CPD trios for all staff for a half term focusing on how to ensure quality feedback


2018/19 spend = £2, 850

Recruitment of high quality staff in key subject areas


Incorporated in whole-staff budgets

Support from Specialist Leaders in Education in curriculum planning and delivery


2018/19 spend = £9, 000

Purchase of Chromebooks available before and after school and lunchtimes for pupils to have internet access and for homework completion


2018/19 spend = £23, 000


Aspiration and enrichment


Total spend = £6, 750

Pupil participation in the Chiltern Challenge 10 mile hike


2018/19 spend = £5, 000


Various educational, enriching and aspirational trips


2018/19 spend = £1, 750


Early intervention literacy and numeracy skills


Total spend = £15, 781

Purchase of library books including those for the Accelerated Reader programme


2018/19 spend = £9, 193

Purchase of the Lexia online literacy programme


2018/19 spend = £1, 238

Purchase of Accelerated Reader programme


2018/19 spend = £5, 000

Workshops from professional author


2018/19 spend = £350




Total spend = £1, 000


Purchase of spare uniform, bags, ties and pupil toolkits


2018/19 spend = £1, 000

Total Spend = £72, 621


These strategies represent an overspend of the budget but we feel it was necessary to ensure pupils in receipt of the funding make excellent progress.

Impact of spending 2019/2019

The main impact of our spending is that our pupils in receipt of Pupil Premium funding all attend a school with a fantastic ethos and culture, where there is a consistently high level of quality teaching.  In line with our rationale and ethos, we feel this is what has the biggest impact on ensuring pupils in receipt of PP funding do well at school.

The data and information below supports the holistic success and progress of our pupils in receipt of Pupil Premium funding:




Academic progress

80% of PP pupils were making good or excellent progress in 9 or more of their subjects by the end of the year.  Pupils took 11 subjects in total.


Based on GL reading assessments, the average SAS score for our PP cohort rose by +0.2


Overall attendance for PP pupils was 96.5%.  This is above the national average.



Conduct and positive attitudes

General behaviour and conduct at the school is excellent.  This is demonstrated by the number of positive conduct points in comparison to negative conduct points.


In 2018/19 pupils in receipt of Pupil Premium achieved the following breakdown of conduct points:


Negative points = 1, 116

Positive points = 7, 073


Intended spend 2019/2020

Our expected grant for 2019/20 is approximately £.  In line with our rationale and ethos of focusing on whole-school culture, high quality teaching and learning, and excellent behaviour, attitudes and ethos from the children; our intentions for spending will focus on the following areas:




High Quality Teaching and Learning

Recruitment of high quality staff in line with the growth of the school


CPD trios and research groups and allowing staff non-contact time to focus on these


Purchase of more chromebooks to give children access to a computer for extended learning




Personal Development

Fulfill our commitment that every child has a taster experience of university by the end of year 9


A comprehensive CEIAG programme

Continued enrichment and opportunities to acquire cultural capital



Behaviour and attitudes

Appointing a behaviour and safeguarding officer.


Continued promotion of rewards and emphasis on positive attitudes







Early intervention for literacy and numeracy

Increased number of Teaching Assistants in the Support for Learning department to support.

Appointment of a transition specialist teacher with KS2 experience.


Continued growth of the intervention programme to support literacy and numeracy catch up


Continued development and growth of the library and reading culture at the school.