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Pupil Premium

Pupil Premium Policy

Odyssey Educational Trust - Pupil Premium Policy

Vision Statement

Where learning is for life!

At Odyssey Educational Trust we believe that all children should be challenged and
encouraged to reach their full potential and have their achievements celebrated.
We work in partnership as a learning community to create a learning environment where
everyone is valued, cared for and happy. We believe that by offering our children a creative
and stimulating curriculum based on first hand learning experiences makes learning fun
and challenging for all. By building confidence, independence and encouraging risk taking,
we are developing important life skills, a lifelong love of learning and success for all. We
have high expectations of all our children.

We believe staff, volunteers and students who are well supported and confident in roles
will help achieve this more successfully.


The PPG is in addition to the Schools main funding and is allocated to children from
low-income families who are currently known to be eligible for Free School Meals and
children who have been looked after continuously for more than six months. Eligibility for
the Pupil Premium, from April 2012, was extended to pupils who have been eligible for free
school meals at any point in the last six years (known as the Ever 6 Free School Meals


Within Odyssey Educational Trust, we believe that every child should be supported to
achieve success academically, socially and physically, no matter what their background.

The Trust works hard to foster a climate of success for all and maintains the highest
expectations of all our children.
We recognise that the pupil premium funding is allocated to children in receipt of free
school meals and is a means of addressing some of the issues associated with social
disadvantage and in particular, in narrowing and hopefully eventually closing any gap in
attainment where this exists. In making appropriate provision for this we also acknowledge
that not all pupils in receipt of free school meals are socially disadvantaged.


1.To ensure consistency in our approach to supporting children who are eligible for the
2.To outline the outcomes we expect so that these can be closely monitored and evaluated



● We ensure that teaching and learning is adapted to meet the needs of all pupils
● We ensure that appropriate provision is made for pupils who belong to vulnerable
groups, this includes ensuring that the needs of socially disadvantaged pupils are
adequately assessed and addressed
● In making provision for socially disadvantaged pupils, we recognise that not all
pupils who receive free school meals will be socially disadvantaged. We also
recognise that not all pupils who are socially disadvantaged are registered or qualify
for free school meals.
● We reserve the right to allocate the Pupil Premium funding to support any pupil, or
groups of pupils, the school has legitimately identified as being socially
● Pupil premium funding will be allocated following a needs analysis which will identify
priority classes, groups or individuals, or activities.
● Limited funding and resources means that not all children receiving free school
meals will be in receipt of pupil premium interventions at one time, or receive exactly
the same amount of funding.
● All our work through the pupil premium will be aimed at accelerating progress to
ensure that children achieve to their full potential.
● Robust performance management and pupil progress systems for teachers and
teaching assistants will include discussions about pupils eligible for the Pupil
Premium in performance and focus on their progress and any identified intervention


The Executive Head Teacher in partnership with the Senior Leadership Team, academy
governors/directors will ensure that appropriate provision is made for pupils who belong to
vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils
are adequately assessed and addressed. This may include the following or any other
strategies deemed appropriate.

● Reducing group sizes, thus improving opportunities for targeted support and
learning and leading to accelerated progress
● Providing individual / small group work with an experienced teacher assistant or
teacher, focused on overcoming gaps or other barriers to learning
● Additional teaching and learning opportunities provided through additional adult
support e.g. academic coaching, 1-1 coaching, catch up programs, phonics
support, Numicon sessions, grammar groups , social and emotional support etc.
● Providing additional resources e.g. I-pads, laptops, Kindles, revision guides for use
at home, specialist teachers and specialist services.
● Funding for trips / clubs/ residential and other extra-curricular activities which boost
social skills, confidence and provide meaningful enrichment experiences
● Access to a trained counsellor or behaviour mentor or other programs which provide
social and emotional support for targeted pupils
● Mini-bus usage for sporting & extra-curricular activities to boost confidence, team
building, social skills and enhance the quality and range of learning opportunities of
disadvantaged pupils
● Particular strategies that research, e.g. Sutton Trust, have been found to be
affective e.g. peer mentoring, meta –learning, effective feedback etc.

Rationale for Decisions about Provision

Pupil Premium Funding will be used in the first instance to support the learning needs of
the children in receipt of free school meals who need extra support, and those included
in the ‘Ever 6’ measures. However, this provision may well also include other children
who have been identified as ‘vulnerable’.

The school’s leadership team will monitor the attainment and progress of all pupils and
decide which pupils need additional provision and what this provision will be. Ongoing
and fixed point assessments will be used to identify children’s learning needs and plan
next steps in teaching. A range of additional support may be provided that is felt to best
meet the child’s needs at the time.

Odyssey Educational Trust always seeks to provide quality first teaching for all pupils.
Timely, precision teaching intervention is also used to maximize pupils’ progress and

Monitoring and Evaluating the Impact of Provision

Additional provision is monitored in the short term, by those staff providing support. This
information should be discussed with class teachers/ team leaders and if appropriate
members of the SLT. The overall effectiveness and impact is also evaluated termly usually
through pupil progress meetings and meetings to review the impact of interventions. In
evaluating effectiveness, a range of evidence is used including:

● attainment and progress outcomes;
● feedback from staff, the child, parents and other professionals who may be involved;
● examples of learning through photographs, recorded learning, pupils books
● evidence relating to improved confidence, wellbeing, attitude, participation in class,
behaviour, attendance etc.
The academy directors/ governors will have a monitoring oversight of the effective use of
Pupil Premium Funding and the provision it supports.


It will be the responsibility of the Executive Headteacher / Heads of School to report to
Academy Directors and the full governing body about the following

● the progress made towards narrowing the gap in attainment and progress for
socially disadvantaged pupils
● an outline of the provision that was made since the last report
● an evaluation of the cost effectiveness, in terms of the progress made by the pupils
and the impact on learning for those pupils receiving particular provision, compared
with other forms of support
● comparison of the performance of those entitled to Pupil Premium (FSM data)
funding to that of all pupils/ groups

Using the school tracking data, teachers are expected to know which pupils in their classes
are entitled to pupil premium funding and to take responsibility for accelerating their
progress. Team and subject leaders are expected to know who the target children are for
the pupil premium finding and how funding is spent within their areas/subjects/
The Governors of the school will ensure that there is an annual statement to parents on
how the Pupil Premium Grant has been used to address the issue of ‘narrowing the gap’,
for socially disadvantaged pupils. This will be included on the school website.

Intended Outcomes

1. Narrowing the gaps for both attainment and progress.
2. Accelerated progress of those children identified
3. All socially disadvantaged children will take a full part in the school’s curriculum including
educational visits


Any appeals against this policy will be through the Trust complaints procedure

Date: January 2018
Review Date: January 2020