Winterbourne Boys' Academy Winterbourne Boys' Academy

Winterbourne Boys’ Academy

A Platanos Trust School

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 to free school meals (FSM) and '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 September 2019, the percentage of pupils eligible for the Pupil Premium (including pupils previously registered for FSM within the last six years, known as 'FSM Ever-6') at the school is currently 30.5% (76 eligible pupils).

The amount of Pupil Premium funding allocated to the school for the 2018-2019 academic year was £154,770. 

The amount allocated for the 2019-2020 academic year (up until April 2020) is so far at £99,000 (please note that this is due to funds being allocated according to financial year - we therefore do not yet know the allocation beyond April 2020).


2.  Our Strategy

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 our disadvantaged pupils. These are outlined via the link below.

Click here for further information (pdf).


Action plan to address the identified barriers to learning 2019-2020

Click here for the 2019-2020 budget, action plan and intended outcomes (pdf). 

This is a working document and may be updated/refined during the course of the academic year.


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 both through academic and pastoral support. This involves senior staff, middle leaders monitoring and taking responsibility for specific year groups, and driven by both teaching and non-teaching staff and external professionals. 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.

A summary of the planned provision and support strategies for 2019/2020 to address the identified barriers:

  1. Additional specialist teaching staff to run booster sessions and interventions for groups of pupils.
  2. Designated teaching staff to run targeted interventions (including phonics, reading, mathematics) through booster classes and catch up classes after school and Saturdays.
  3. Small group tuition and nurturing to support pupils with specific needs.
  4. Coaching/mentoring or counselling for individuals (including behaviour).
  5. One-to-one booster reading support.
  6. Read Write Inc phonics programme to target eligible pupils. 
  7. Bespoke reading resources.
  8. Outdoor adventure learning and educational trips linked to curriculum areas to raise the level of engagement and enthusiasm, particularly for those who are underachieving.
  9. Extracurricular clubs: for example, sports clubs, ICT clubs, games clubs linked to the curriculum, dance and music.  These aim to broaden the curriculum and increase motivation and enjoyment.
  10. Challenge programme of workshops and trips for the most able disadvantaged pupils.
  11. Breakfast Club and Homework Club.
  12. Staff training on improving feedback for pupils with a focus on precision feedback around progress in writing and mathematics. This aims to accelerate the progress of pupils through clear, consistent feedback.
  13. Parental liaison and workshops to improve behaviour for learning and home-school links.
  14. Key Stage 1 to 2 transition sessions for pupils.
  15. Key Stage 2 to 3 transition sessions for pupils.


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 from our intervention programmes has had a positive impact on our pupils' Key Stage 2 results.  

In 2019: 

  1. Click here for the 2018-2019 summary of funds spent and summary outcomes (pdf).
  2. The percentage of disadvantaged pupils achieving the expected standard in reading, writing and maths increased by 11% from the last year - well above the national average for their group and narrowing the gap significantly to 'other' pupils nationally.
  3. Disadvantaged pupils made more progress in their reading (4.14), writing (4.09) and maths (6.08) than their group nationally and 'other' pupils nationally.
  4. The percentage of disadvantaged pupils 'achieving at a high standard' (7%) increased and is above the average for their group and comparable to 'other' pupils nationally. 
  5. The average scores for disadvantaged pupils in reading (104) and maths (106) is above the national average for their group and comparable to 'other' pupils nationally.


Date of next review of the strategy:  24th July 2020