Pupil Premium

Pupil Premium is additional funding from central Government targeted at those students, for whom social disadvantage could lead to academic under performance or to disengagement with school, thereby closing the attainment gap between them and their peers.

The Wellington Academy is situated between the garrison towns of Tidworth and Ludgershall meaning over 40% of our students are from Military families and are therefore entitled to the lower rate of pupil premium funding. 14% of our KS3 & KS4 students have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’) and are entitled to the full Pupil Premium funding.

Key aims and objectives

To narrow the achievement gap for children and young people, including children in care, by ensuring increased opportunities and improved outcomes in-line with the DFE Equal opportunities policy.

FSM Students

To close the disadvantaged attainment gap by providing additional targeted resources for those students who are in low-income families.

Service Family Students

To provide additional, support including pastoral for students from service families, students are not necessarily underachieving but it is recognised that their family situations can from time to time mean that they are not always able to fully focus on their learning.

Strategies to Achieve our Aims and Objectives

Our main priority is to ensure outstanding quality teaching throughout the school. This will benefit all students, including those who are in receipt of PP. The primary provision for PP students is via the classroom teacher. Therefore, all staff are:

  • Aware of which students are in receipt of PP - both Military and FSM
  • Aware of the individual needs of all students, including those in receipt of the PP Military and FSM
  • Are able to request additional support and interventions for PP students where required

In addition there are a range of targeted support strategies resulting in every student, regardless of their background, being able to:

  • Improve their levels of attainment and progress
  • Close attainment gaps relative to school averages
  • Have full access to our curriculum
  • Access our extra-curricular provision

FSM6 Results Summary 2015-16

  • 38% achieved 5A*-C including maths and English
  • Attainment gap narrowed to 15%
  • 3 students achieved A*-B in all subjects

Cohort profile

Number of students

% of cohort









  • 39.5% achieved 5A*-C including maths and English
  • Attainment gap narrowed to 11.5%
  • 6 students achieved A*-B in at least 5 subjects


Attainment category

% of students who achieved in this category

5 A*-B
5 A*-C incl. English & maths
A*-C maths
A -C English



Detailed attainment data

Average Attainment 8 score per disadvantaged pupil 38.05
Average Attainment 8 score per disadvantaged pupil - English 8.16
Average Attainment 8 score per disadvantaged pupil - English Baccalaureate slots 8.90
Average Attainment 8 score per disadvantaged pupil - Open slots 13.18
Average Attainment 8 score per disadvantaged pupil - Open slots - GCSE only 9.10
Average Attainment 8 score per disadvantaged pupil - Open slots - non GCSE 4.08

Progress figures

Progress 8 score -0.80
Progress 8 score - English -0.87
Progress 8 score - maths -0.58
Progress 8 score - English Baccalaureate slots -1.15
Progress 8 score - Open slots -0.55

How we spent the funding

The full strategy document for 2016/17 will be available shortly, along with a full review of the 2015/16 spend. Below is an overview of some of the key activities.

Teaching, Learning and Assessment

Literacy Coordinator

Students reading ages increase and gap is closed so that all students are able to access the main curriculum, working with the Librarian to engage students in a range of initiatives.

Librarian/learning resource coordinator

The role of the librarian/learning resource coordinator is fundamental in ensuring students are able to engage in a range of additional schemes and activities to support their Literacy, the role also provides support for the teaching and delivery of literacy classes.

One-to-one Maths tutoring for GCSE AMA students

10 week Intensive support for higher level GCSE Maths in the run up to the examinations.

Student travel to support attendance at revision sessions

To assist students/parents with the costs associated with attending after school/weekend revision activities.

Lap-top loan scheme

IT is a vital resource for students a number of families are unable to provide the most up to date technology a loan scheme that enables those who need it to borrow equipment will enable all students to complete their homework/revision.

Teacher for integrated maths groups

Small groups for the core subjects enable the teacher to deliver focused teaching that raises student’s attainment.

Specific TA support for mentoring in tutor time and supporting Aspire classes

Focused TA support to work with students who have a significant attainment gap primarily in English, maths and science. The TA will also provide emotional support, and one-to-one time where needed by being allocated a tutor group.

Student’s Personal Development

Mentoring programme

Each student will be assigned a mentor who will meet with them at least termly to provide support and advice as identified as well as meeting regularly with parents/carers.

Support to enable students to take part in Wellington Diploma activities/AMA activities

To be able to attend courses/educational visits including residential as well as purchase additional text books/learning materials which can be costly and not doing so may prevent students from maximizing their potential.

Outward Bound Trust – 5 day residential activity

Every child should have the opportunity to take part in a residential activity, to increase their confidence and give them an experience that will develop their character, by providing funding to support such activity means all students are able to access these opportunities.

Staff training and wider development

Staff training for mentoring and supporting Aspire classes

Quality first teaching will ensure all students are able to learn to the best of their ability and make if not exceed minimum progress. By ensuring staff are supported and trained as appropriate to work with students both in lessons and through mentoring programmes will enable this to happen.

Leadership and Management

Progress Leaders - social and emotional intervention leads

A major focus for the progress leaders (formally HoY) is proactive work with our disadvantaged learners; including classroom visits to monitor the progress of students as well as monitoring and tracking progress, attainment and attendance, and where necessary support through social and emotional learning.

Military Students Results 2015-2016

Cohort profile

Number of students

% of cohort








Attainment category

% of students who achieved in this category

5 A*-B
5 A*-C incl. English & maths
5 A* - C not incl. English & maths
A*-C maths
A -C English




How we Spend the Funding

The full strategy document for 2015/16 can be viewed here.

Click here to view the End of Year Review of the Budget 2015/16.