Pupil Premium 


Funding Overview


Pupil Premium was introduced in April 2011 for pupils registered as eligible for Free School Meals in Reception to Year 11. It is additional to main school funding and is used at Millwood to provide: support, extra sessions, interventions and resources in order to narrow the gap in Literacy and Numeracy between children who receive Pupil Premium funding and those who do not. In 2012, funding was extended to include pupils who have been eligible for free school meals (FSM) within the last 6 years (Ever 6).  Early Years Pupil Premium grants were introduced in 2014/15. All Schools are accountable for how they use this additional funding to support pupils from lower-income families.


At Millwood we aim to:


  • Use the Pupil Premium funding to provide additional support to improve pupil progress and to raise the standard of achievement in Literacy, Numeracy and Communication for these pupils;
  • Use the funding to narrow the gap between the achievement of these pupils and their peers – focusing on Literacy and Numeracy;
  • To target children who receive Pupil Premium Funding through additional 1:1 and small group sessions planned, delivered and assessed by an experienced teacher, a TA or outside services;
  • To monitor progress in Literacy and Numeracy throughout the year.


As of September 2018, 61 pupils are eligible for Pupil Premium funding: 51 children who receive or have received FSM, 3 CYPIC, 7 children who have been adopted from care.


At Millwood, Pupil Premium funding is used to support these children in reaching their next steps in Communication, Literacy and Numeracy. This is primarily done through:

  • working alongside each child’s class teacher to reduce any current barriers to learning;
  • additional 1:1 and small group sessions planned for, delivered and assessed by a part-time experienced teacher;
  • additional full time 1:1 and class support from a teaching assistant;
  • extra communication and PECs support;
  • outside services;
  • preparing children to learn through sensory integration.


The results of which is tracked and monitored three times a year – November, February and May.