Pupil Premium Strategy 2020 / 2021

What is Pupil Premium Funding?


Beacon Hill School receives an additional allowance from the Government to help address areas such as raising gaps in attainment for our disadvantaged pupils. Evidence shows that children from disadvantaged backgrounds, generally face extra challenges in reaching their full potential at school and often do not perform as well as their peers.


This is called the Pupil Premium (PP) and is in addition to main school funding. This funding is allocated straight to the school and is clearly identifiable in our budget. The premium awarded is in addition to any funding the pupil may receive for their special educational needs. PP is awarded for every pupil who:

  • Is in receipt of a Free School Meal in the current year;

  • Has been in receipt of a Free School Meal in the previous six years (Ever 6 FSM);

  • Has been Looked After by the local authority continuously for the past six months;

  • Is a child in a Services Family

What does Beacon Hill School use Pupil Premium funding for?

At Beacon Hill School, we recognise that not all children eligible for Pupil premium funding will have lower attainment than their peers. In such cases, we strive to ensure that all children’s needs are met regardless as to whether they are perceived as ‘disadvantaged’.

At Beacon Hill School , The headteacher, Senior Leadership team and designated teacher for Pupil premium and Looked after children, spend time discussing key priorities according to the school development plan and current priorities. Planning Pupil Premium spending is under constant review, using an evidence based approach.

Beacon Hill School publish Pupil Premium Strategy each academic year as required by the DFE.

If you would like to apply for Free School Meals please click on the link below


Statement of pupil premium strategy – Beacon Hill School.

1.   Summary information


Beacon Hill School

Type of SEN (eg.PMLD/SLD/MLD etc.)


Academic Year


Total PP budget

PP allocation:

(April 20 - March 21)   £73.915

(Sept 20 - March 21)  £43,117

Key Staff 

Francesca Kennedy

Jenni Scantlebury


Total number of pupils


Number of pupils eligible for PP


Date for the next internal review of this strategy

July 2021

2. End of year attainment 2018-19 (2019-20 unavailable due to Covid-19)



No. of pupils eligible for PP achieving

No. of pupils not eligible for PP achieving










 C & L Awareness



C & L Exploration



C & L Control



C & L Sequence & Pattern





3. Barriers to future progress (for pupils eligible for PP)


Pupils have poor communication/language skills.


A continuing need to improve teaching and for staff to receive meaningful CPD opportunities, in order to develop their teaching and learning skills.


Pupils need opportunities to develop their social and emotional well being through planned activities.

 External barriers


Pupils can’t access in-school and external enrichment activities due to family circumstances or a lack of specific resources or equipment which limits the daily activities PP pupils can experience, skills they can develop and the progress they can make.

4. Desired Outcomes


Desired outcomes and how they will be measured

Success criteria


Additions will be made to the environment to improve access to simulating areas for physical, emotional well being and learning opportunities. This will be measured through the number and level of incident reports.


Improved support for pupil’s emotional literacy and mental health. Sensory outdoor equipment to promote social and emotional well being.


Interventions to develop teaching strategies to improve pupils achievements and outcomes across areas of the curriculum. This will be measured by improved pupil data.

Monitoring, review and coaching, book scrutinies, learning walks and learning talks show consistent high quality teaching is having an impact on pupils' learning and progress.


There will continue to be a number of curricular enhancement opportunities throughout the year to support pupils' development of communication and social wellbeing evidenced in pupils' PLPs.

We will continue to support developing communication skills in different contexts.


No pupil will miss an opportunity in school due to lack of resources and no parent of a child receiving the PP grant will feel a financial pressure from school. This will be measured through the participation of pupils.

Change in how parents are asked for financial contributions, as well as a higher number of pupils accessing all available activities. This will be evidenced in the increase of pupils accessing enrichment activities.

Planned expenditure


Academic year



The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.


    i.    Quality of teaching for all


Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?


To deliver interventions for reading, writing, maths to improve barriers to learning


Teaching specialists from within school in particular areas to work with our staff to upskill in particular areas e.g to focus on reading, fine motor.

The school recognised the need for an increase in interventions for pupil’s barriers to learning. Phonics improves the accuracy of the child's reading but not the comprehension. We need to consider how we  are planning on developing wider literacy skills such as comprehension.

Research  suggests that focussing  on core classroom teaching while recognising that a small number of pupils will require additional support—in the form of high-quality, structured, targeted interventions—to make progress.

Data will show an increase in learning outcomes for specific pupils. Staff to evaluate their impact on  interventions for pupils. 




 Termly data analysis



Leadership time - Communication / ASD 



reading schemes

to support targeted reading  within classrooms.


Students have access to the National Tutoring Programme to support within lessons.

Teachers from NTP support within the classroom to give more targeted support within lessons.

The school recognised the need for an increase in interventions for pupil’s barriers to learning and that 1:1 individual  support  away from thor peers is not always effective.  School need to consider planning and using  more support for students within their class based cohorts and groupings.

 Data will show an increase in learning outcomes for  specific pupils. Staff to evaluate impact of extra support within cohorts in specific areas.


Termly Data analysis

NTP Protocol

40 x 15 hours



Total budgeted cost


   ii.   Targeted support


Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?


Improve pupil achievements and outcomes in Maths, Literacy reading and writing

Interventions, specialist staff to model teaching strategies and develop pedagogy to enhance learning.

High-quality, structured teaching strategies are key to supporting pupils who need additional support to learn.

There will be certain pupils highlighted initially and key staff identified to receive specific CPD to develop their skills.


 Through school monitoring and improvement. e.g walkthrus , book scrutinies , learning talks

Leadership time

for data analysis



Leadership time

walk thrus  £ 2000

Beginning to implement SCERTS to support pupil’s emotional literacy and mental health and social  emotional well being.


Whole staff CPD

purchasing of outdoor equipment/sensory equipment

OT advice

SCERTS trainers to lead

The SCERTS model provides a framework for educational teams and families to select interpersonal and learning supports to support progress in the most critical domains for individuals with ASC, i.e., Social Communication and Emotional Regulation.  Furthermore, specific guidance is provided for individualising supports to the unique strengths and needs of a child.

CPD training for all staff on SCERTS

SCERTS audit assessment to take place for all students

SCERTS to be incorporated in medium term planning

SCERTS to be incorporated into PLP’s. 


Through school monitoring and improvement.


Outdoor equipment +  installation £65,000


Fencing £8000


Leadership time ASC/ SCERTS Lead





To develop and extend pupils in their understanding and pre communicative skills.

Train staff member as Total Trainer Elklan  to allow upskilling of staff within school

To enhance learning and communication skills within school .

CPD to train staff member to be total trainer for Eklan

CPD timetabled to upskill staff within school


Review following the training of staff member.

Termly review of pupil progress.

Total trainer course


£800 cover

 AAC course  £230

£200 Cover

Pupils take part in enriched PHSE weekly.

Development of PSHE/ RSE curriculum guidance

Staff audit around knowledge and skills within the subject and competence in delivering the subject.  To be able to deliver and assess appropriately and sensitively so that all students can access the subject.

Assessment of PSHE

monitoring of planning

Book scrutinies

Pupil Voice


Moderation internally

June  21

leadership time PSHE Lead


Improved outdoor play and learning environment improves pupils social interaction, independence and problem solving skills.

Key supervisors employed for lunchtime play. OPAL play development group meet regularly to monitor progress. Further development of outdoor play areas.

Pupils spend more than 20% of their school day outdoors, thus a stimulating, creative learning environment will support the development of pupils’ social interaction, independence and problem solving skills.

Monthly meetings of the outdoor learning/OPAL play group. Pupil voice.



Opal Play £6000


Staffing £1000


Total budgeted cost


  iii.   Other approaches (including links to personal, social and emotional wellbeing)


Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?


Schools will adapt practices so that families of pupils receiving the PP grant feel supported and no additional financial pressure. 

£4000- support to class resources such as motivators for communication.

School recognises that by asking for additional money for things such as specific motivators or snacks in class, could add to pressure on families. The impact of this may mean poor attendance or pupils not progressing effectively in areas such as communication.

Staff will closely monitor within class meetings and evidence the impact of PP grants on pupils.


half termly

£4000 resources - motivators / snacks

PP pupils in each year group will have access to specific equipment/ uniform,to enable them to fully take part in all curriculum activities and as many as their non-PP peers.

£3000 Money for swimming kits/ hygiene products, outdoor equipment, waterproofs as needed.



In some situations pupils are unable to fully access the curriculum if home is unable to provide correct equipment or resources, this money will ensure no PP pupils misses out on an opportunity due to lack of equipment.

School recognises the changing needs of pupils who receive the PP grant and sometimes there are unforeseen circumstances, which this money will help support as needed.

Money will be allocated to classes/ year groups in line with needs of the pupils and proof of needs. Spending will be monitored and impact tracked, to ensure all pupils are able to participate and  gaps in participation are closed.


Half termly.

£3000 for hygiene products  waterproofs for outdoor learning

 swimming kits


Total budgeted cost


Total cost 2020- 2021 = £113,174                    

Total Budget = (April 20 - March 21)   £73.915

                                    (Sept 20 - March 21)  £43,117

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