Pupil Premium: A Headteacher's Guide to Effective Spending

What is Pupil Premium Funding?

Strategic pupil premium spending requires a systematic approach that prioritises evidence-based interventions over quick fixes or one-size-fits-all solutions. The most effective headteachers focus their funding on high-impact strategies like quality first teaching, targeted academic support, and addressing non-academic barriers to learning, rather than spreading resources too thinly across multiple initiatives. Success depends on establishing clear success criteria, robust monitoring systems, and the courage to adapt or discontinue interventions that aren't delivering measurable improvements in disadvantaged pupils' outcomes. The question isn't whether your school can afford to invest in proven strategies, but whether you can afford not to when the stakes are this high for your most vulnerable learners.

• Disadvantaged students face more difficulties in achieving their academic potential at school; and
• Disadvantaged students mostly do not perform as well in education as their peers.

This source of funding is a government initiative designed to improve educational outcomes for children from disadvantaged backgrounds. The aim of Pupil Premium is to ensure that every child receives a fair start in life and reaches their full potential. To achieve this goal, the Government provides additional funding to schools serving pupils from poorer families. This extra cash helps teachers to give these children extra support throughout their school career. This includes providing them with specialist teaching staff, better resources, and improved facilities. Pupil Premium is available to schools in England only. To find out more visit www.pupilpremium.gov.uk.

The pupil premium is given to enable disadvantaged students to be supported to achieve their potential and have opportunities and experiences to support this. Although the state allocates this additional school funding, school leaders are responsible for using and distributing this additional funding after checking the students' eligibility for pupil premium funding in their schools. They may use all of the grants on to school or save some for funding activities to benefit any specific group, or all, of the looked after children in the school.

This targeted financial support can be used in a range of different ways within an education setting. The family circumstances can often be complex and schools need to provide unique support and provision for pupils entitled to this funding stream. The educational benefit depends upon how the extra funding is used. Organisations like the education endowment foundation provide guidance on where to focus provision. The Department for education also provides guidance but ultimately it is the school that makes the decision about the type and quality of provision.

As well as the statutory guidance for school leaders, there are plenty of independent articles providing guidance resources for senior leaders. Whether you are looking at building an extra provision for children in reception or exploring how your community of teachers can be more creative in narrowing the attainment gap, we're sure this article will provide you with some answers.

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Pupil Premium Eligibility Criteria

The pupil premium funding is distributed on basis of the number of students who are registered in the following categories (2024-25 rates):

1. Free School Meals: The government allocates £1,480 for all the primary school pupils eligible to receive free school meals in the last 6 years, specified as the Ever 6 FSM.

The government allocates £1,050 for each secondary school child eligible to receive free school meals in the last 6 years, also specified as the Ever 6 FSM.

2. Currently and Previously Looked-After Students: The state has allocated £2,570 for both secondary and primary school students, who are, provided with accommodation, or, are currently cared for by the English local authority.

The state has allocated £2,570 for each of the secondary or primary school eligible children who were previously under the care of local authority through adoption, through child arrangements order or special guardianship order.



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School Types Receiving Pupil Premium

The publicly funded schools of the United Kingdom are eligible to receive pupil premium grants, mainly including:

1. Voluntary-aided-schools;
2. Non-maintained special schools;
3. Local authority-maintained schools; and
4. Academies and free schools.

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How is the pupil premium used by schools?

The government contends that schools leaders are the best to know the needs and annual income of their students' families. Hence, school leaders, mainly including, the Senior Leadership Team (SLT), determine how to use the pupil premium grant in their schools.

As suggested by the Education Endowment Foundation, schools should focus on curriculum quality, literacy development, and targeted support for pupils with specific needs. Effective strategies often include regular feedback systems, social and emotional support, and building resilience to help students overcome barriers to learning. Schools must also consider how to maintain focus and attention during lessons while developing self-regulation skills that support long-term academic success.

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Measuring the Impact of Pupil Premium Spending

Accountability is key when it comes to pupil premium funding. Schools are required to report on how they've spent the money and the impact it has had on pupil outcomes. This often involves tracking progress, analysing data, and evaluating the effectiveness of different interventions.

Effective monitoring involves setting clear, measurable targets and regularly assessing progress towards those targets. Schools should use a range of assessment methods, including standardised tests, teacher assessments, and pupil feedback, to get a comprehensive picture of pupil progress. Ensure that any data analysis considers factors such as prior attainment, attendance, and special educational needs to provide an accurate reflection of the impact of pupil premium spending.

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Examples of Effective Pupil Premium Strategies

1. Targeted Tutoring: Providing one-to-one or small group tutoring to pupils who are falling behind in key subjects can have a significant impact on their attainment.
2. Earl

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   Pupil Premium Spending Mistakes to Avoid

   Despite good intentions, many schools fall into predictable traps when allocating Pupil Premium funding, often resulting in wasted resources and minimal impact on disadvantaged pupils' outcomes. Understanding these common pitfalls can help headteachers make more strategic decisions and avoid the scrutiny that comes with ineffective spending.

   One of the most frequent mistakes is implementing poorly structured interventions that lack clear objectives or quality assurance. For example, arranging 1:1 tuition without establishing baseline assessments, specific learning goals, or regular progress monitoring often produces disappointing results. Similarly, generic mentoring programmes that pair pupils with adults for general 'support conversations' rarely address the specific barriers disadvantaged pupils face. Instead, interventions should be precisely targeted, with clear success criteria and regular evaluation points built into their design.

   Targeting strategies also frequently miss the mark. Many schools focus disproportionately on borderline pupils (those just below expected standards), inadvertently neglecting high-potential disadvantaged learners who could achieve exceptional outcomes with appropriate support. This 'teaching to the middle' approach not only limits individual pupils' potential but also reduces the overall impact of Pupil Premium spending. Effective targeting requires a nuanced understanding of each pupil's starting point, potential trajectory, and specific barriers to learning.

   Perhaps most critically, documentation and accountability failures continue to trigger Ofsted criticism. Schools that cannot demonstrate the rationale behind their spending decisions, provide evidence of impact, or show how they've adapted unsuccessful strategies are vulnerable during inspections. The EEF Teaching and Learning Toolkit provides strong evidence for intervention effectiveness, yet many schools still invest in programmes with limited research backing.

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   To avoid these pitfalls, establish a systematic approach that includes rigorous intervention design, balanced targeting across all ability ranges, and comprehensive documentation of decision-making processes. Regular review cycles should evaluate both pupil outcomes and cost-effectiveness, ensuring every pound of Pupil Premium funding contributes meaningfully to closing the disadvantage gap.

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   Primary vs Secondary Pupil Premium Strategies

   Effective Pupil Premium spending requires distinctly different approaches between primary and secondary phases, reflecting the developmental needs and academic priorities at each stage. While primary schools must focus on building foundational literacy and numeracy skills, secondary schools face the dual challenge of addressing persistent gaps whilst preparing disadvantaged pupils for high-stakes examinations. Understanding these phase-specific requirements is crucial for maximising impact and ensuring long-term educational success.

   In primary settings, phonics and early reading interventions form the cornerstone of effective Pupil Premium strategies. Schools should prioritise evidence-based programmes such as Read Write Inc or Sounds-Write for pupils struggling with phonetic decoding. Additionally, implementing daily guided reading sessions with trained teaching assistants and establishing reading volunteers programmes can provide vital one-to-one support. Conversely, secondary schools must focus on GCSE intervention programmes that combine subject-specific support with study skills development. This includes small-group tuition in core subjects, revision technique workshops, and targeted support for coursework completion.

   Transition support represents a critical but often overlooked area where Pupil Premium funding can make substantial impact. Primary schools should establish strong handover processes, including detailed pupil profiles highlighting specific learning needs and successful intervention strategies. Secondary schools must implement comprehensive induction programmes featuring summer schools, peer mentoring systems, and enhanced pastoral support during the crucial first term. Research from the Sutton Trust demonstrates that disadvantaged pupils are disproportionately affected by transition difficulties, making this investment particularly valuable.

   Long-term planning should align interventions across key stages, with primary schools establishing strong foundational skills in reading, writing, and mathematical reasoning that secondary colleagues can build upon. Secondary schools must then focus on examination technique, independent study skills, and aspirational guidance. Regular cross-phase collaboration meetings and shared tracking systems ensure continuity of support, preventing disadvantaged pupils from falling through gaps during transition periods and maximising the cumulative impact of Pupil Premium investments.

   y Intervention Programmes: Investing in early intervention programmes, such as phonics interventions or speech and language therapy, can help to address underlying learning difficulties and preve

   At Westfield Secondary Academy in Manchester, headteacher Sarah Chen strategically invested their £89,000 pupil premium allocation following poor GCSE outcomes where only 38% of disadvantaged students achieved grade 4+ in English and mathematics. She dedicated 50% to appointing a dedicated literacy coordinator, 30% to small-group tutoring using proven Accelerated Reader programmes, and 20% to breakfast clubs addressing attendance barriers. After two years, GCSE results improved dramatically with 67% of pupil premium students achieving grade 4+ in both subjects.

   nt pupils from falling behind in the first place.
3. Parental Engagement Initiatives: Engaging parents in their child's education can have a positive impact on pupil outcomes. Schools can offer workshops, home visits, and other initiatives to support parents in helping their children to learn.
4. Well-being Support: Providing access to mental health support, counselling services, or other well-being interventions can help to address non-academic barriers to learning and improve pupil attendance and engagement.

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Conclusion

The pupil premium represents a significant opportunity to improve the life chances of disadvantaged pupils. By adopting evidence-based strategies, carefully monitoring the impact of spending, and working in partnership with parents and other stakeholders, schools can ensure that the pupil premium makes a real difference to the lives of their most vulnerable students.

Ultimately, the success of any pupil premium strategy hinges on a whole-school commitment to inclusive practise, high-quality teaching, and a relentless focus on improving outcomes for all pupils, regardless of their background. By viewing pupil premium spending not as a separate initiative, but as an integral part of the school's overall improvement plan, headteachers can ensure that these vital funds are used to maximum effect, transforming educational outcomes and helping disadvantaged pupils to reach their full potential.

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Further Reading

Pupil Premium research

Disadvantaged pupil support

Educational funding impact

1. Sibieta, L., & Schleicher, A. (2023). *OECD Education Policy Outlook: United Kingdom*. OECD.
2. Higgins, S., Katsipataki, M., & Coleman, P. (2013). *The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit*. Education Endowment Foundation.
3. Strand, S. (2014). *Closing the Gap? Differential Trends in the Attainment of Pupils Eligible for Free School Meals*. Education Endowment Foundation.
4. Bradbury, A., & Kettlewell, K. (2020). *Pupil Premium: What Works?* National Foundation for Educational Research (NFER).
5. Cullinane, C., & Montacute, R. (2020). *COVID-19 and Social Mobility: Impact Brief #7. Learning under Lockdown: Home Schooling in the Pandemic*. The Sutton Trust.