Pupil Premium

Pupil Premium Strategy Statement 2015-16


The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM) in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months. Pupil Premium is calculated using the Ever 6 measure which recognises FSM eligibility at any point during the last six years.

Schools are free to spend the Pupil Premium as they see fit in order to remove barriers to learning such as poor attendance, low self-esteem and lack of resources. However we will be held accountable for how we have used the additional funding to support pupils from low-income families. Schools in receipt of Pupil Premium funding must publish details of how the funding is used. This document outlines the ways in which Sunbury Manor School is using Pupil Premium funding to support its pupils during 2015-16.

Our School

There are currently 201 students at Sunbury Manor School for whom the school receives this funding. The school received a Pupil Premium grant of £193,135 in 2015-16. The school supplemented this with funds from the school’s budget to finance initiatives supporting our most disadvantaged.

The impact of the school’s use of this funding can be seen in the significantly improved results for disadvantaged students in 2016.


Current attainment Pupils eligible for PP APS on entry 25.8 Pupils not eligible for PP
APS on entry 26.9
% achieving 5A* - C incl. EM (2015-16 only)    45%    60% 45% 60%
% A* to C in English / Maths 55% (37% in 2015)
79% in English (41% in 2015)
55% in Maths (48% in 2015)
77% in English
67% in Maths
Progress 8 score average – there is a significant closing of the P8 gap in 2015 of -0.5 to –0.11 in 2016. +0.1 +0.21
Progress 8 score average – EBACC subjects +0.5 +0.56
Attainment 8 score average 4.7 5.14



Strategies employed to achieve the above outcomes - 2015/16





One to one tuition

This is where an individual pupil is removed from their class and given intensive remedial tuition, for short, regular sessions (1 hour a week) over a set period of time (10 weeks).

Year 7-11

Specific focus on pupils making less than expected progress in English & Maths.  Particular care has been taken to ensure that those from disadvantaged backgrounds receive intervention.



(This cost excludes the One to One work undertaken by full time teaching staff and only represents the cost of our dedicated One to One  intervention team)

Provision of additional Teaching Assistant in the Nurture Groups

Some of our younger pupils find it extremely difficult to engage appropriately in the classroom and the nurture group provides them with the appropriate skills etc. Three additional teaching assistants are employed to work for 18 hours per week each in years 7, 8 and 9.

Year 7

Year 8

Year 9

(Targeted FSM pupils and several others from low income families)



Improved Home School Liaison

A dedicated member of staff in our social inclusion team works with targeted families to improve attendance at school and provide support and advice to parents.  The team also provides much needed social and emotional support to families in difficulty.  The member of staff also runs a lunchtime club for our most vulnerable pupils.

All year groups depending upon need and targeted intervention.



Provision of school uniform

Uniform provision for families unable to afford school uniform including replacing shoes.

FSM pupils and other disadvantaged children from all year groups depending upon need and targeted intervention.


Subsidisation of school trips

The school has funded places on a number of residential and educational visits for FSM eligible children who would not otherwise be able to attend.

FSM students across the school


Provision of dictionaries to support literacy

Dictionaries have been placed in all classrooms to support literacy.  Identical dictionaries have been purchased for FSM students to aid their work at home. The school has also provided pencil cases for those children that need them. This is a rolling programme of investment in resources for disadvantaged pupils.

Year 7-11



Provision of online resources to support learning and to help pupils prepare for examinations at home.

I am Learning is a game based revision and assessment system which engages learners, making them want to learn both in and outside of school.  This resource allows students to undertake continued study at home without needing to purchase additional resources.  It is particularly easy for us to monitor the use.

Year 7-11


Breakfast  Club

The school provided cereal bars and juice for pupils that have been sent to school without breakfast.  Following feedback from the school council we have worked with our catering company to secure a breakfast club allowing all FSM pupils the opportunity to have a complimentary breakfast between 8 - 8.25am. All students are welcome to attend.


Targeted breakfast for FSM students


All students welcome.


Reading and Handwriting focus groups

Our dedicated team of Learning Support Teachers and Support Staff are working with a number of students from disadvantaged pupils to support them with their reading and handwriting – in before and after school sessions.

Year 7-10


Provision of Homework Support areas

The Library is open before and after school to allow students access to resources and an appropriate learning environment.  This is staffed from 8am until 5pm every day.  Additional support staff have been made available to assist students.

Year 7-11


Surrey CC Education Welfare Service

The school purchases one day per week of additional support from the Surrey County Council Education Welfare Service. The Education Welfare Officer assists the school in supporting students for whom behaviour and attendance issues have the potential to impact negatively on their learning.

At risk students in all year groups


Careers advice and guidance

The school purchases careers guidance, planning and support for our students from Innervate Career Services. This support enables our students to consider and pursue a wide variety of career options upon leaving the school and helps those students most at risk of leaving school without a destination in further education or employment.


The school also funds the cost of transport to college taster days at Strodes and Brooklands Colleges.

Year 11







Additional targeted careers support for FSM (Ever 6) students

1:1 careers interviews with Innervate for all FSM (Ever 6) students in Years 9, 10 and 11.

FSM students in Years 9, 10 & 11


Additional GCSE revision support for FSM (Ever 6)

Provision of mentors to all FSM (Ever 6) students in Year 11.


FSM students in Year 11


Provision of revision packs

Provision of subject revision packs to all Year 10 and 11 FSM students.

FSM students in Year 10 & 11




Pupil Premium Strategy review meeting September 2016

  • The school holds an annual Pupil premium strategy review meeting in September looking at the success of the strategies implemented the previous year, reviewing in detail the GCSE outcomes and progress across all other year groups.
  • Discussed were the external and internal barriers to achievement of disadvantaged students which inform the section of the new two year development plan shown below.
  • The school uses I Surrey data analysis for key groups and the Sutton report on outcomes for disadvantaged students as well as our detailed knowledge of the community.

The most successful strategies were highlighted:


One to one intervention in English and Maths. This has had the following impact:

Disadvantaged Students (Figures in brackets relate to FSM students)

Year Group

No of Students

No of students receiving Intervention


% No of students receiving Intervention sessions


38 (19)

15 (9)

39% (47%)


52 (22)

36 (12)

70% (55%)


28 (14)

24 (13)

86% (93%)


49 (10)

25 (4)

51% 40%)


37 (16)

32 (13)

86% (81%)


204 (81)

132 (51)

65% (63%)



There has been a significant increase in the % of disadvantaged students on good or better progress across all year group

Year 7: From 40.4% to 76.3%.
Year 8:  From 50% to 68.4%.
Year 9:  From 9.1% to 80.8%
Year 10:  From 30.6% to 55%


There has been a significant increase in the % of disadvantaged students making good or better progress across all year groups

Year 7: From 50% to 68.4%
Year 8: From 51.7% to 58.5%
Year 9: From 36.4% to 66.7%
Year 10: From 68.1% to 72.5%


Mentoring of Year 11 students not on track to make appropriate progress after the mock examination.  Students in this programme improved on average at least half a grade across all subjects between the mocks and the final examinations.

Careers intervention

100% of disadvantaged students from Year 11 2016 have progressed to college and appropriate apprenticeships as a result of 1 to 1 Careers interviews, drop in sessions and follow up work after leaving the school and the NEET programmes.

Attendance and home school liaison

Through the school’s work with targeted families and the provision of directed EWO time the gap between the attendance of disadvantaged and non-disadvantaged students has decreased significantly.   This is to be an area of significant increase in staffing in 2016 – 17.


There has been a significant drop in the numbers of disadvantaged students receiving sanctions for incorrect uniform and equipment.

The strategy for which the impact represented the least value for money was the provision of nurture groups with additional TA time in all lessons in Year 8 and 9.  This has subsequently been reviewed and there will now only be a Nurture group in Year 7 and staff have been redeployed.


Sunbury Manor School Development Plan – June 2016-18

The first key strand of the school’s SDP for the coming two years focuses on the achievement of disadvantaged students.

A: To close further the gap between the achievement of disadvantaged students and others at SMS and nationally



ACTIONS (Tick off)




KPI (To be RAG rated)

1) Ensure school readiness and improve attendance by identifying & removing potential barriers

Attendance of disadvantaged students to become the primary focus of the EWO with support from VCO.  DGA to contact disadvantaged poor attenders before school each morning.

Use the most improved attendance Early lunch pass system to rewards disadvantaged students.


A Paikes

1 day a week EWO:


Sep 2016-18

Termly check points to show clear reduction in the gap between attendance of disadvantaged students and others.


Termly check points show clear reduction in numbers of negatives for disadvantaged students for lack of equipment.


All subject areas identified and completed 3 key actions to reduce cultural poverty.


Student feedback shows all teachers offer hard copies of HW as well as IT based HW.


HOY monitoring shows increased use of school IT resources by disadvantaged students without nightly access to IT resources.


Increase the % of parents of disadvantaged students being in contact with the school about their child’s progress.

Provide uniform grant via Sanco vouchers for Y7 FSM students.



Sep 2016

Sep 2017

Equipment packs, dictionaries and revision guides to be provided for all FSM students.



Sep 2016

Sep 2017

Key INSET session to be delivered in Sept to raise staff awareness of plans.   Subject areas to agree 3 key action points to reduce cultural poverty.  Follow up session to share good practice across subject areas.




Sep 2016


March 2017

Closing the gap to be a key strand in all subject, year and aspect development plans.



Oct 2016

Conduct survey to find out how many students have nightly access to a PC or laptop and the internet so they can complete their homework.    Ask a focus group of students how the school could further support them.  From the findings, ensure that all students can access the curriculum and the resources they need to complete homework.




Time and resources

Sept 2016

Ensure we ask parents of disadvantaged students who are unable to attend Parents’ Evenings if there is a more convenient opportunity to talk about their child’s progress.




From Sept 2016

Tutors to carry out daily equipment checks and provide it wherever necessary


Equipment packs


2) Ensure academic achievement of those falling behind their non-disadvantaged peers of a similar PA by providing access to tailored intervention

Carry out a detailed analysis of the profile of our disadvantaged cohort and target intervention according to need.



June 2016;

Then Feb & July of each year

No disadvantaged students are without education or training destinations at the end of KS4.

Disadvantaged students maintaining their education or training destination after 2 years is at least national average.


Clear reduction in disadvantaged students not accessing practical work and completing HW requiring additional resources to a good standard.


Each data check shows a clear narrowing of the gap in the attainment of disadvantaged students compared with the attainment of those with similar PA who are not disadvantaged, with the impact of intervention clearly highlighted.

Provide materials and ingredients for disadvantaged students so they can access the curriculum, complete projects to a good standard and participate in practical work and HW.  Resources for HW projects to be held centrally in the library – subjects to inform JB of required equipment.  Letter to parents of disadvantaged to inform of the availability of resources.


Heads of Subject




Monitor the academic achievement of disadvantaged students at each collection point and measure their performance against the achievement of others in the school and against the inherited gap for each cohort at KS2.




Half yearly at data collection points.

Conduct detailed provision mapping of intervention to boost academic achievement.



June 2016;

Then Feb & July of each year

Provide 1 to1 careers interview for all disadvantaged students at KS4.



On-going throughout the year.

A round of lesson observations with specific focus on the progress of disadvantaged students

All staff


Autumn 2016

Day monitoring visit by SIP to measure impact of SDP Year 1 on attendance and progress of disadvantaged students




May 2017

3) Develop enrichment through access to curricular visits and cultural experiences

Provide access to all field trip work and visits necessary for curricular development.


Monitor extra-currricular and trip attendance to ensure disadvantaged students are taking part through a redesigned EV attendance form.

Heads of subject




Ongoing throughout the year – monitored termly

Analysis of trip participation shows all disadvantaged students accessing all curricular visits and a range of visits designed to reduce cultural poverty.

Implement a programme of visits designed to reduce cultural poverty and ensure participation of disadvantaged students.

Ongoing – monitored termly.

4) Provide strategies for social, emotional and behavioural development

Conduct detailed provision mapping of all intervention to support behavioural and emotional development



Ongoing with termly reports to LT

Continued East to West offer secured for 2017 – 18.


Provision mapping and impact reports show clear impact of a wide range of interventions to support disadvantaged students in school, through improved attendance and behaviour.

Continue to provide East to West sessions with the prime focus on disadvantaged students.

Work with East to West to support applications for external funding.



£3500 2016/7.


Unknown for 2017/8

Ongoing with impact report from East to West

Continue to reach out to parents even when we feel they are being unresponsive, by ensuring at least two phone calls or messages are made per week by each teacher to report good news.




Phone calls/Post cards




Ongoing successful strategies from 2015/6 to be continued in 2016/17


Estimated Cost

One to one tuition


Provision of additional Teaching Assistant in the Nurture Group – Year 7 only


Provision of dictionaries to support literacy


Breakfast  Club


Reading and Handwriting focus groups


Provision of Homework Support areas


Additional targeted careers support for FSM (Ever 6) students


Additional GCSE mentor support for FSM (Ever 6) students


Provision of revision packs




Impact of the use of Pupil Premium funding at Sunbury Manor 2015 - 2016

GCSE results in 2016 demonstrate the clear impact of the range of measures the school puts in place to support disadvantaged students.

Provisional results for 2016 are better for disadvantaged students at Sunbury Manor than the results for disadvantaged students nationally.

Most importantly in 2016 the school has made significant progress in closing the gap between the attainment of disadvantaged students and those who are not disadvantaged with similar starting points, using both the new success measures for 2016 and the old measures used until 2015.

New success measures for 2016

  • In 2016 the provisional Progress 8 score for disadvantaged students is +0.21.  This compares with a provisional progress measure for non-disadvantaged students of +0.35.  This represents a very significant closing of the gap, from -0.5 in 2015 to -0.14 in 2016.  Until the release of the coefficients for 2016, the only method to work out the provisional score is using the coefficients from 2015 and comparing the performance with the previous cohort.
  • The provisional progress 8 scores for disadvantaged students in EBacc subjects is +0.91.
  • 54% of disadvantaged students achieved the threshold measure of A* to C in both English and Maths.  This is a significant improvement from 2015 when 37% of disadvantaged students achieved this measure.
  • 76% of disadvantaged students achieved A* to C in English and 54% in Maths, up from 41% in English and 48% in Maths in 2015.

Old success measures

  • In 2016 46% of disadvantaged students achieved 5 A* to C with English and Maths, a significant improvement on the results of 2015 of 36%.  This represents a very significant closing of the gap, reducing the gap from 21% points to 11% points.
  • In 2016 100% of disadvantaged students achieved 5 A* to G grades, compared with 87% in 2016.