Pupil Premium

Pupil Premium Spending Report for Academic Year 2019-20


School Name:


Academic Year:


Total Pupil Premium Budget


Number on Roll:


Number of pupils eligible for Pupil Premium


Date of Review :

Autumn 2019

Date of next scheduled review

Summer 2020

% PP Pupils





What Is Pupil Premium?

The pupil premium is a grant given by the government to schools in England to decrease the attainment gap for the most disadvantaged children, whether by income or by family upheaval. For each pupil who is eligible for free school meals, their school receives £935. Disadvantaged pupils are those who have been eligible for free school meals for at least 80% percent of their school lives.

Looked after children are those who are in the care of local authorities. Pupil Premium Plus is paid for these pupils by the Local Authority to the School, once it has been agreed which parts of the pupil’s Personal Education Plan (PEP) will be paid for from the Pupil Premium budget.

Service Pupil Premium (SPP) is provided for pupils from families who are serving or who have served in the armed forces. SPP is not connected to disadvantage. It’s paid with the pupil premium

Why do we need to decrease the attainment gap for disadvantaged children?

Research evidence shows that children who are disadvantaged can experience a range of challenging social and economic conditions that include:

  • Living in overcrowded or inhabitable living conditions that can negatively affect personal and cognitive development
  • Unable to access basic nutritional items such as fruit and vegetables that are critical for healthy brain development
  • Greater exposure to unhealthy lifestyles such as drinking and smoking
  • Insecure attachment that leads to pupils having negative views about themselves that leads to worse resilience, behavioural problems and poor school attendance.
  • Adverse childhood experiences that can act as a barrier to concentration and learning
  • Less opportunity to partake in enrichment opportunities and academic support such home computers and tuition
  • May come from families that underestimate the impact they have on their child’s development and therefore learning leading to lower career aspirations

As a result of this, disadvantaged pupils are 18 months to 2 years behind non-disadvantaged children by the time they sit their GCSEs; are four times as likely to have mental health difficulties and over a quarter of pupils eligible for free school meals are identified with special educational needs.

Pupil Premium spending at Glebe School

At Glebe school we are committed to closing this attainment gap that exists as we believe strongly believe that no child should be held back from the circumstances that life has put them in.  Inspired by Sir John Dunford’s recommendations of effective pupil premium spending we ensure that the following takes place.

  • Analysing and breaking down data ensures we can identify what the barriers to learning for Pupil Premium Pupils.
  • Using this to then put in place most appropriate interventions with frequent monitoring of progress
  • That by improving teaching we are creating better life chances for our Pupil Premium pupils
  • Being adaptable and changing interventions where evidence shows progress is slow
  • Addressing School attendance as a priority
  • Every effort is made to engage parents and carers in the education and progress of their child.
  • Evidence is used to decide on which strategies are likely to be most effective in overcoming the barriers to learning 
  • Training all staff on the strategies and interventions that are in place.
  • Complete buy-in from all staff to the importance of the Pupil Premium agenda is essential, with all staff conveying positive and aspirational messages to Pupil Premium-eligible pupils.

Review of Pupil Premium Expenditure 


Objective /Desired outcome

Intended Success



Pastoral Support Teaching Assistants

1 to 1 support for students in core subjects in order to raise achievement. The support offers focus and resilience to succeed to the student.

  • Closing the gap in the core subjects for vulnerable students.




LAC Teaching Assistants

Employment of a staff member responsible for the personal, emotional and academic support of Looked After Children.

  • LAC pupils have improved attendance, wellbeing, attitudes to learning and attainment.
  • Improved communication of best practice disseminated with staff.



Speech & Language Therapy

Targeted language support for very low cognitive age learners.

  • Improved vocabulary and able to articulate emotions.
  • Pupils understand week, month cycle.



Music Technician

Small group support for pupils using a range of musical instruments.

  • Greater amount of pupils appreciating music and learning to play an instrument.



Occupational Therapy

Bespoke intervention packages to deliver interventions as outlined in EHCPs and to develop skills within school to integrate a supportive approach to students’ learning.

  • Using an outcome based approach to recognise the impact of interventions in terms of impairment, activity, participation and well-being.



Dame Kelly Holmes Project

Increase protective factors for pupils facing lack of access community activities, future opportunities, low self-esteem. Specifically improving girls' attitudes to learning and positive wellbeing.

  • Pupils have developed skills to manage self and leading others.
  • Have raised aspirations, increased confidence, self-esteem and resilience.
  • Increased levels of attendance, progress in lessons and reduced behavioural incidences.



Bromley Beacon Academy sport course

To support/engage pupil at high risk of becoming NEET. To attend BBA sport course two days a week.

  • Improved self- esteem, attitude to learning and better attendance to lessons when in school.



ASD support for target students and their families.


Individual plans approaches established to support transition. Training for staff in meeting the needs of students.

  • Focus on new Year 7 to support transition to Glebe.
  • Attendance in this cohort the highest across the school.



Residential trips, visits and learning outside the classroom

Provide outdoor adventure learning experiences that pupils have not had. To develop a resilience and independence.

  • Pupils have a greater sense of adventure and appreciation of outdoors living.
  • Improved coping strategies for independent living and working as a team to complete a challenge.



Speaking Up Group

To assist students in gaining confidence to speak up about their needs and wishes and to stand up for their rights within the community.

  • Improved self-esteem and confidence within the community



Swimming Lessons

To improve participation in healthy living and sporting activities.

Providing enrichment opportunities and life survival skills.

Ensuring that all non-swimmers are water safe.

  • Closing the gap of our goal for all pupils to enjoy exercise.
  • Teaching pupils a critical life skill.
  • Increasing the amount of pupils able to swim unaided.



Breakfast Club and Fruit each morning

Providing toast and cereal before school and fruit during registration.

  • To provide a welcoming start to the day and provide nutritional foods that support the wellbeing of pupils.




Social Skills Group/Peer Mentoring

To support vulnerable students by equipping them with the skills to make and maintain positive peer and adult relationships.


  • Students to feel more comfortable, confident and happy at both school and home.
  • To see our pupils being more supportive and compassionate amongst their peers.
  • To see our pupils leading in groups and role modelling positive behaviours.



Cross Curricular Learning

A themed week that provides pupils to learn in a variety of ways on topics of their interest.

  • Pupils able to make cross curricular links and to work in a collaborative way.
  • Greater sense of importance of teamwork and coming together.



Music & Art Therapy

To improve the emotional wellbeing of targeted pupils.

  • Improved communication with adults.
  • Improved attitudes to schooling and learning evidenced through the MIME tracker.



Accelerated Reader

To raise the reading level of all disadvantaged pupils in KS3.


  • Disadvantaged pupils, including boys, will read more and read books that are at age appropriate reading levels.



Mathletics/My Maths

Further numeracy support for pupils through on-line maths programmes.



  • Pupils to make expected levels of Glebe progress.
  • Greater personalisation of maths ensures pupils enjoyment and engagement.



Attachment Training

Training for staff to better understand attachment behaviours.

  • Staff able to recognise early signs of pupil distress and provide support as required.



iHeart learning

Introduce a programme to support pupils’ mental health.

  • Pupils have a greater awareness of mental health issues, resilience and as a result greater coping strategies and confidence in approaching staff with issues.
  • To see parity between girls and boys attendance.



Uniform and equipment

Provide pupil with sports uniform for BBA.

  • Greater sense of belonging and pride in appearance helps support pupil complete the course



Down Syndrome Training

Deliver training to better equip teachers to support the learning and needs of children with Down syndrome

  • Staff are able to prioritise the needs of Down syndrome pupils and are equipped with strategies to support this.









Department of Education - Articles and advice for children and young people

Glebe School Hawes Lane, West Wickham
Bromley, Kent, BR4 9AE
Email: admin@glebe.bromley.sch.uk
Telephone Number: 020 8777 4540
Receptionist: Ms. Warford For more information please do contact us. Contact Us