Pupil Premium and Free School Meals

Free School Meals

Which pupils qualify For free school meals?

Your child may be eligible for free school meals if you receive any of the following:

  • Income Support
  • Income-based Jobseeker’s Allowance or Employment and Support Allowance
  • Support under part VI of the Immigration and Asylum Act 1999
  • The guaranteed element of State Pension Credit
  • Child Tax Credit (as long as you are not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
  • Working Tax Credit run-on
  • Universal Credit

What are the benefits of claiming free school meals?

School meals are a good way to ensure that your child eats well at lunchtime and by enabling your child to have a free school meal, if they are eligible for one, you will save yourself both time and money.

In addition to this, being in receipt of a free school meal, also means that your child will qualify for ‘pupil premium’ and this will also bring with it some additional benefits for your child.

How do I apply for Free school Meals?

Click on the link to see if you are eligible for Free School Meals


Pupil Premium

What is the pupil premium?

The pupil premium grant is funding provided to schools to help all pupils reach their full potential, regardless of their background or financial situation.

Pupils may be eligible if they:
  • Every child currently registered as eligible for free school meals (FSM)
  • Every child who has been eligible for free school meals at any point in the last 6 years
  • Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority
  • Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order
  • Children who have a parent currently serving in the armed forces

How is the pupil premium funding used?

Pupil premium funding is paid directly to the school and we decide how it is used to meet our students’ needs. We also produce documentation to show how we plan to spend the monies and why we have chosen to spend them in this way. We use the pupil premium to make sure that those in receipt of the funding continue to have high attainment, continue to make excellent progress and to ensure that there is no gap between them and their non-pupil premium peers.

How do our pupil premium students do within the school?

Grades 9-4 in English and Maths


School (All)

School (PP)

National (All)

National (PP)


























Attainment 8 Score

School (All)

School (PP)

National (All)

National (non-PP)


























Progress 8 Score

School (All)

School (PP)

National (All)

National (non-PP)

























NB. Detailed National 2020 data will not be published by the DfE.

Pupil Premium Report 2019/2020

How do we plan to spend the monies?




Total number of students on roll


% of students in receipt of PP


Amount of money received per student


Total amount of PP monies received


The Pupil Premium is additional funding that is given to raise the attainment of disadvantaged students and to close the gap between them and their peers.

Sale Grammar School Pupil Premium Objectives for 2020-23 are as follows:

  1. To continue to ensure that the attainment and achievement of students in receipt of Pupil Premium across all year groups is at least as high as non-pupil premium students, ensuring that no gaps emerge across P8, A8 and the basics measure.

  2. To ensure that students who require additional social and emotional and behavioural support receive the necessary interventions within a timely manner.
  3. To raise the attendance of students in receipt of Pupil Premium across all year groups in order to decrease the proportion of students who are PA in this category and ensure that attendance for these students is above 97%.
  4. To further increase students’ aspirations, enabling them to participate in a wide range of extra-curricular activities. These increased aspirations will ensure that all PPY students secure a positive Post-16 destination.


The Pupil Premium is additional funding that should be used to tackle disadvantage. It is up to schools to decide how the Pupil Premium should be spent as they are best placed to assess the additional provision that is necessary for students in their school, as they are aware of their backgrounds, needs and experiences.

A child is eligible for Pupil Premium funding if they qualify for FSM or if they have been in continuous care for more than six months, or if they have met either of these criteria at any point in the last six years. They are also eligible if they are adopted or if they have parent(s) in the armed forces.


The objectives above are focused around the main barriers and gaps that are seen with our Pupil Premium students. The main barriers lie within the areas of raising attainment and achievement, SEMH support, levels of cultural capital, raising aspirations post-16 and raising attitudes to learning and attendance. It must be noted that these barriers do not exist universally for all Pupil Premium students within the school, but are barriers faced by a higher proportion of our Pupil Premium students, (following data analysis), or are strategies that we know can support Pupil Premium students in other areas. All strategies that are used are underpinned by our values of aspire, act, achieve


Responsibility for Pupil Premium

Leadership Team Members

All members of the Leadership team have a key responsibility for raising the attainment, achievement and aspirations of all students and Pupil Premium students. Key members have responsibility to ensure that these students make rapid and sustained progress in all subjects over time. To raise the aspirations of students, inspiring them to achieve excellence will enable them to become exceptionally well prepared for the next stages in their education. In addition to this, other key members of the team have direct responsibility for the behaviour, attitudes to learning, safety, SEND, attendance and personal wellbeing of these students. They must ensure that the attendance for this group is at least in line with the attendance of all students, that their SEND needs are being met (should this be applicable) and that they are not receiving significantly more sanctions than other students. Within these areas we work towards ensuring that there are no gaps between Pupil Premium students and non Pupil Premium students.  

Heads of Faculty and Heads of Department

Heads of Department and Heads of Faculty complete progress monitoring and QA of teaching and learning so that effective tracking of student progress and appropriate intervention can be put in place to maximise achievement and close any attainment gaps of key cohorts. It is expected that they will track the progress of students who are entitled to Pupil Premium to ensure that timely and appropriate strategies are in place to raise attainment. It is also expected that the distribution of these cohorts in different groupings across the school will also be focused upon to ensure that these students are not being artificially selected. They will work closely with the SENDCO (where relevant), to alert them of any additional concerns that staff may have regarding students’ progress which may be as a result of an additional need.

Heads of Progress and Learning

Heads of Progress and Learning will track and monitor their students’ progress and in addition their behavior, attendance and other measures of wellbeing and safety in order that they can close any gaps that exist by putting in appropriate strategies. This also includes close liaison with other key staff, for example working with the SENDCO to support the identification of SEMH needs or additional support that may be required following analysis of the available data holistically.


All teachers are expected to use data that is made available to them including the data in ‘Steps to Success’, and through regular quality assurance procedures, formative assessments, marking and feedback, ensuring that lesson planning is effective in order to meet the needs of all learners. They are expected to have identified students who belong to key groups so that initiatives can be appropriately targeted and to liaise regularly with the SEND team, ensuring that planning for students who require additional support is well prepared and that additional adults are used well within the classroom. They are also expected to ensure that feedback is consistently used to improve student outcomes and to accelerate progress.

Identifying any Gaps

Student progress data is entered into SIMS according to the assessment calendar and Steps to Success data is analysed for key cohorts. Students are monitored through this so that intervention that may be necessary can be identified and actioned in order to close any attainment gaps. Line management meetings with the Senior Team and Department meetings also provide opportunities to highlight students who are underachieving and possible intervention strategies to be actioned. Teaching Assistants work with a key cohort of students so that they can monitor their progress of their students as well as their social and emotional wellbeing.

In addition to this, attendance and behaviour data is being tracked in order to identify students who are causing concern so that appropriate interventions can be actioned and those who are succeeding can be celebrated. Attendance is also tracked and monitored. Key student discussions and safeguarding meetings are also in place to discuss any specific needs or necessary actions. The school has strong relationships with outside agencies which they work with to provide additional support for students. In addition to this, the school also has an additional in-house offer of support.

The Assistant Headteacher Curriculum has overall responsibility for monitoring the progress of all students including those who are Pupil Premium. A Pupil Premium governor is also in place to ensure that monies are being spent in a way which results in impact for our Pupil Premium students.

Interventions and Provisions included in the Plan

Appendix one outlines the research which has been used to inform the spending plan. It also includes some information on how this research has been tailored and adjusted for our own setting based on previous impact achieved. Below is a summary of some of the interventions that we use, however, the detail of the research behind why and how we use these can also be seen in the appendix table.

It is critical that the school offers quality first teaching and learning as the EEF research indicates that this will have the biggest impact on those students in receipt of the PP funding. Other targeted in-class interventions may also be used such as smaller group teaching and pre-teaching which can all be used to accelerate progress. Year 11 students receive bespoke additional support sessions to further support their learning, regardless of whether they are below national expectations or not. Additional classes are also made available so that students can develop skills in subjects which are not directly taught within the curriculum e.g. astronomy.

At KS3, students who are underachieving are also invited to additional support sessions and can access academic support from sixth form students. Parents/carers of students whose progress may require intervention can access further conversations with key staff and there are opportunities during parents’ evenings for PP students to receive advice and guidance and additional study resources, should this be required. Homework is a strong focus and specific sessions to introduce parents/carers to our homework procedures are available. Should PP students require additional resources with which to complete their homework, then these can be accessed. Homework is set online and a survey takes place to ensure that students do have access to a suitable device and Wi-Fi.

Extra-curricular opportunities are offered to students, including trips and visits, in order to broaden horizons, develop cultural capital and to enable students to succeed in other areas outside the classroom. There is an increased cultural offer for our students, for example, all KS4 Geographers attend two field trip study days to enhance their learning and students who are studying Music or Drama will have the opportunity to see live performances.

Careers advice and guidance is given to all students at the school and work experience is also offered to KS4 students, however, additional opportunities are also afforded to our PP students, as necessary. This may include target groups having the opportunity to visit post-16 education establishments or work places, as well as opportunities within the school to access CEIAG and support.

Additional Behavioural and SEMH support is also offered to students through a range of sources. The Heads of Progress and Learning are responsible for liaising with departments to ensure that our students are supported academically regarding catching up work missed prior. The School employs a counselling service and a school nurse and art therapy is also available. Additional training has been undertaken by staff and this area is being strengthened during this academic year, such as the mental health first aid training – where two members of the SLT will be trained within the school. The school also invests in a strong ‘skills for life’ curriculum with additional support provided as necessary.

All interventions are tracked so that we can ensure that all students who qualify for funding do receive additional support through the variety of interventions that are on offer. We use our internal ‘steps to success’ tracking system, alongside our behaviour and attendance scorecards to support this tracking.

The School’s Rewards system is focused around further improvement to attitudes to learning across the School with all staff able to award achievements points after every lesson/ around the School. The School is committed to being able to identify students whose achievements need to be celebrated and students who are identified as working well also receive rewards at our regular assemblies and in rewards events.


The school has carried out research in order to inform the best use of monies in order that it can have the highest impact (see appendix one). Research has been cascaded throughout the school through training sessions on interventions and how best to deepen and accelerate learning. The EEF research has been of particular focus when deciding on the strategies that the school will employ and take forward. This research looks at the impact of initiatives and their cost effectiveness, but has also looks at how the research is relevant to our own setting. In addition to this, the Headteacher has attended Pupil Premium ‘train the trainer’ course and a Pupil Premium governor has also been selected to ensure that the school is being challenged on the spending going forward. The Headteacher has carried out Pupil Premium reviews at other schools, making the school well placed to ensure that our own provision is maximising benefit to our learners.


The above information provides you with a summary of some of the overall approaches used by the School, however, there are other strategies being used to enable us to close gaps and improve the educational outcomes for our Pupil Premium students. The action plan is monitored on a termly basis by all key staff completing an impact analysis. This enables the Assistant Headteacher overseeing the Pupil Premium to understand if the interventions that are being used are having the desired impact, and if not, adjustments can be made. Interventions that last for shorter time periods are also tracked as part of this. An impact summary is submitted to the Headteacher and discussed in leadership team meetings, and with the Pupil Premium link governor.


Responsible Person

Completion Date

Monitoring / Reporting

Success Criteria


1) Cohorts of PP students established and communicated to staff and identified on seating plans including the more able, together with those who may also fall into other cohorts e.g. SEND and EAL



September 2020


To be updated each half term or as necessary by the teacher.

Ensure up to date lists are available. Training of all staff on ‘steps to success’.

Line managers to ensure that PP students are identified by teachers so that meaningful discussions can take place

Lists available to staff and all staff fully aware of their PP students

No cost

2) Promote the awareness of parents/carers to the application of FSM


Each Term

To ensure that communication is up to date for parents/carers through a variety of means e.g. letters, website etc.

Relevant parent/carer leaflet to be produced and given out to parents/carers as part of their introductory pack.

Number of students on PP is correct and all students who are eligible are in receipt of the PP funding.

Increase in the number of FSM students who are accessing FSM

No cost

3) Analyse Pupil Premium distribution in each teaching group across each year group and where possible, put strategies in place to minimise the evolution of gaps


Start of the academic year

LKH to check the distribution of PP in each group


Data team and LKH to oversee provision of gap data at each analysis and HOD/HOF to discuss with staff with action points from this.


Ensure that best practice in terms of groupings is shared across the school.

Distribution of PP within the groupings is not artificially creating gaps

Achievement of PP students is being monitored by HOD/HOF and interventions put in place to reduce gaps which is both timely and effective

No cost

4) QA of books of PP to be included in the sample during work sampling and in lesson visits





Each QA cycle

HOD/HOF identify any specific need that might exist as a result alongside the sharing of good practice


Training to be given on the importance of marking and feedback throughout the year by TBR/SJB

Books of all students to demonstrate at least the same rates of progress / accelerated progress for PP students

No cost

5) Transition projects to be run to bridge the gap between primary and secondary

See Outreach work plan (SJB). The School is also involved in a local Transition project with a cluster of primary schools.


6) To provide resource packs for revision for all PP students and a reading book for all PP students at KS3, upon request.


Provided for the parent/carer evenings

Packs ready to give out

Packs to contain key materials to support with learning at home.

Additional “stretch and challenge” workbooks to be provided to “more able” PP students

Books to be taken home by students in Years 7&8 to encourage reading for pleasure

Packs given out

Analysis/Review of packs with students demonstrates that these were well received and utilized through student voice activities.

£ 6000


7) Small Intervention groups available for SEND students who are also PP and adequate screening in place




Tracking of SEND with sessions being run in areas that have been identified for further development.



Progress of SEND students who are also PP continues to accelerate. Feedback from students and parents/carers is positive.


8) A range of strategies are employed to ensure PPY students are not over-represented in behaviour data and are no more likely to reach intervention stages compared to PPN students.





Heads of Progress and Learning




Regular data reviews and half termly data pulls/reports



Delivery of programmes to support SEMH and student wellbeing (also see safeguarding curriculum overview) and relevant training for staff.


Heads of Progress and Learning work to identify and intervene early with repeat patterns.  


Vulnerable students are supported and support is put in place at curriculum / pastoral level. 


Exploration of suitable identification strategies that can be used to support early identification

PPY students to have low levels of behavior points. Where this is identified as an issue, support is swiftly put in place to address this. at all levels as shown in data that is collated.


Evaluation of any support programmes demonstrate impact.



Planning for training of key staff on areas such as ACEs




9) A range of resources are available to students to support SEMH and promote positive mental health of students




Half Termly

Specialist counselling provision are available to support students. Support is also available from the school nurse. PP students are prioritized for this.


Attendance on mental health training / other related courses has impact within the school e.g. mental health ambassadors / resources used with students (also see SDP)



Impact data from counselling students demonstrates that the range of services on offer have been effective and students’ attendance/engagement/behaviour/progress improve over time, and/or additional provision is identified as needed.


10) The engagement of parents in school is improving year on year allowing greater communication, engagement and cooperation.



At least 95% of Parents of PP students attend a range of events including Parents Evenings, focused meetings and Year specific events.


The school makes contact with parents/carers who are unable to attend parent/carer evenings due to other factors e.g. working patterns

Resources to support clear communications with parents/carers is in place and there is no difference between the attendance at key events by PPY and PPN students

No cost

11) Homework completion rates are increased and students are supported to complete homework and poor completion rates are addressed early with swift action being put in place.

Heads of Progress and Learning

Heads of Faculty/Department




Staffing is in place to support after school homework club provision with resources to support home learning also available.



Clear strategies in place (beyond detentions) that support students with their organisational skills in relation to homework

Diminishing gaps between PPY and PPN students on rates of completion of homework with completion rates for homework increasing across the school and sanctions decreasing.

Registers indicate that PPY students are making use of resources available, should these be required.






12) Provision of Uniform and other sundries so that PPY students can feel an active part of the school life

Heads of Progress and Learning



Approval of PP funds for uniform within the protocol.


Heads of Progress and Learning & Safeguarding lead to raise awareness with families as necessary

All students in correct uniform – equality


Reduction in sanctions given for incorrect uniform


13) A range of strategies are employed to increase arts participation for PPY students.

Music lessons offered to PPY students

Head of Music




Head of Music to ensure all PPY students are aware of the provision of free music lessons


Increased opportunities for students to perform across the academic year in assembly/concerts etc.


Subsidise Arts based visits e.g. theatre.

Good uptake of music lessons by

PPY students and students taking up other arts-based subjects is strong.


Feedback of students in student questionnaire regarding engagement etc.


Improved results at GCSE, especially within the performance section, of these subjects.



14) Raising Aspirations initiatives e.g. CEIAG events, enrichment activities, and Speaker




Locate different opportunities for raising aspirations


See CEIAG Plan for Y7-11


Greater awareness of post-16 courses and support with the application process.

Increased uptake of PPY on these visits


Destination measures for PPY students are at least in line with PPN students and remain high.


15) Extra Curricular activities to support the enrichment of the offer for PPY students

All middle leaders






Locate different opportunities and promote these across the curriculum.


Target PPY students to attend, ensuring that there are activities on at different times of the day.


The PSHE and Safeguarding curriculum (delivered through Skills for Life) provides key opportunities to expand cultural, social and creative capital for students. The curriculum also engages students and provides them with experiences which expand their horizons.

Increased engagement in EC activities for PPY students across a range of activities is indicated from registers. PPY students to be accessing EC activities at least at the same rate as PPN.


Wide range of events on offer with positive engagement data within these.



16) Attendance initiatives continue to employ a range of strategies to ensure that PPY students are attending school and learning


Heads of Progress and Learning






Attendance data ensures that attendance is both praised and challenged. Effective 1:1 meeting for students whose attendance is causing concern are held and attendance is tracked and monitored.


Attendance clinics are held with parents/carers of those whose child has lower attendance and strategies for support, including use of outside agencies, are discussed and implemented


1:1 coaching/e-mentoring/ use of other support e.g. school counsellor/outside agencies used to ensure students attend the school

Ensure students attendance shows no gaps in any year group between PPY and PPN students


PPY students are not over represented in PA and on track to PA data



17) Sports enrichment initiatives to raise the aspirations of PPY students eg, coaching, opportunities to represent the school in competitions / support for students competing at a higher level

Head of PE





Ensure that the school can achieve at least the silver sports award.


Ensure that the school contributes teams and opportunities across a range of sports and that PPY students are encouraged to attend.


Ensure that coaching sessions are attended by PPY students as these help to develop active and healthy students, as well as contributing to positive mental health strategies.

Increased /equal participation in sport by PPY students and opportunities to watch sport or be coached in sport.




18) Trips and Visits are made available and staff ensure that PPY students participate in these.





Support trips and visits (educational) for PPY students including HABLS

Equal participation in educational visits for PPY students



19) Promotion of academic coaching and leadership models to ensure that all PPY students achieve the highest attainment and progress that they can.





Key cohort students having designated academic mentor. Learning conversations to take place which are targeted and enabling students to understand their individual learning needs. In addition, the approach will use a ‘mastery learning’ approach (see research). Data demonstrates improved outcomes for these students at all levels.


Leadership opportunities throughout the school are in place. These all have PPY students over-represented on them.

Improved leadership and coaching opportunities will improve effort and engagement of targeted PP students

Improvements in outcomes for PP to ensure that PPY outcomes remain at least in line with PPN students

Increased numbers of PP students with leadership roles


20) Additional assessments/ support through EP /SALT/art therapist in order to provide a greater understanding of students’ needs and relevant training for staff on these areas. In addition to this, counselling services are also available across the school





Regular review of data identifies relevant students who require further intervention from EP/SALT/Art Therapist. Impact data indicates improvements in key areas for these students, and where this is not evidenced, escalation to the next stage is implemented.


Counsellors employed by the school and the school nurse. Data from these initiatives help to inform the school’s safeguarding/PSHE (Skills for life) curriculum as well as demonstrate effective impact for students across a variety of different measures.



Increased number of assessments for vulnerable students in order to provide a greater understanding of any underlying needs


Decrease in numbers of PPY students with behavioural incidents/escalation occurring


LAC - See separate EPEPs




Leadership Team

Key members of the leadership team have direct responsibility for improving standards for those children who qualify for the Pupil Premium. A notional percentage of salary costs is included in this total figure. Their roles include the raising achievement of our PP students, overseeing the raising of literacy levels of these students and improvement of their behaviour and attendance.


Heads of Progress and Learning

A nominal proportion of salaries is included here due to the support they provide to students in areas of behaviour, attitudes, attendance and the programmes that they support for students, as well as monitoring and tracking their progress.




Total Expenditure


The Pupil Premium strategy is reviewed annually, some long-standing elements are reviewed every three years. 

Page Documents Date  
Pupil Premium Report 2019 20th Oct 2020 Download