Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Pupil Premium

An Academy Governor is responsible for monitoring the Pupil Premium Strategy. She visits the Academy each term and receives an update on the impact of funding. She also meets with children and the Faculty Director in charge of PP and producing a report and feedback for the wider Governing Body.  

Attendance is monitored weekly and the attendance team produce a weekly report that is discussed at the Academy Leadership Group meeting.  Academic performance is monitored each term and impact reports are produced and shared with the Governing Body. Attendance at Enrichment activities, Academic Lectures and during LRC sessions is monitored weekly to ensure that PP students are benefiting from the extended curriculum, as much as those who are not PP.

Planned expenditure for Pupil Premium 2016-17

The Principal holds the budget for PP and authorises all expenditure from PP funding. PP funding is currently targeted at three aspects of student development; teaching and learning, attendance and behaviour. The Principal holds the budget and authorises all use of PP funding.

Key barriers for learning for disadvantaged students joining the Academy centre around attendance, levels of literacy and behaviour. The Academies use of PP funding focusses on successfully addressing these issues to ensure that no student is left behind.




  • Develop targeted extension activities for Able PP students to ensure that they attend Academic Lectures, are part of Harris Experience and Bromley Experience, and have targeted interventions during half terms, on Saturdays and via residential trips; 

To ensure that the Academy bucks the national trend with High Ability PP students performing as well as others; 


  • Dedicated CPD for teachers on teaching High Ability PP students and proportion of most able lead salary;

As above;


  • Appointment of Assistant EWO and additional attendance officer to provide targeted support, arrange multi agency meetings, home visits, parental meetings to ensure that a multi-agency strategy maintains the highest levels of PP attendance;

PP attendance has been lower than non-PP attendance historically and the gap is now reducing and above national averages;   


  • Trip to Jamie’s Farm for vulnerable PP students

To re-engage them in learning and better understand PP students;  


  • Two mentors to work with students and families to ensure greater access to lessons, continued reduction in exclusion rates and greater engagement in learning;

Exclusion rates of PP students have in the predecessor school been very high and are now massively reduced;


  • Appointment of a SENCO to work alongside PP students who are more likely to be SEN than others;

55% of SEN students are PP;


  • Department to bid for additional funding to support PP students in their subject areas;

Progress 8 of PP students to be in line with others and above 0.6;


  • Speech and Language therapy to be increased to 3 days per week and to include intensive focus on PP students;

Significant number of PP student have S+L issues and SALT is having significant impact on progress and achievement;


  • Residential for Y11 students in Maths who are PP and underperforming;

Pupil Premium progress of 0.6+ in Maths;  


  • Residential for  underperforming PP students in Y10 for Maths, English and Science;

Pupil Premium students achieving progress 8 scores of 0.6+ in all year groups; 


  • Appointment of Maths/Science graduate to work alongside PP students in lessons and to provide outside Academy hours intervention;

Pupil Premium students achieving progress 8 scores of 0.6+ in all year groups; 


  • Develop a one to one mentoring programme for PP students who are currently underperforming students in Y10 and targeted intervention to improve attendance and progress; use of subject specialists and HLTA;

As above;


  • Use of alternative provision for students who are finding mainstream education challenging; for temporary placements with a view to re-integration into mainstream;

There are a small number of students who are at alternative provision;


  • Work with Future Leaders to better engage PP students with University aspirations;

Increase aspirations of PP students;




Literacy catch up.

This year, the Academy received £4,500 in funding to support students who joined with a Key Stage average score below 4. This funding was used to reduce the size of English classes, create an additional 2 ‘literacy’ lessons each week for Year 7 and Year 8, buy in additional Speech and Language Therapy sessions and provide additional literacy sessions with a specialist HLTA. Lucid testing and GL assessments are in place to ensure that students receiving support make progress and this is tracked very carefully.

Numeracy catch up.

We have employed two dedicated Maths Support Assistants who work with students in and out of lessons. There is dedicated individual tutorial time, for students who are finding Maths difficult and this is tracked and monitored closely. Our strongest Maths teachers, teach the lower sets to ensure that they achieve the best possible support.

There is a numeracy section in the students’ planners, which the students have out in all lessons to help them in all their subjects. During Maths lessons we ensure our strongest teachers are with the students who need more support with basic numeracy. We have employed two dedicated Maths HLTA’s who provide support in and out of lessons and use the ‘catch up’ up funding to pay a proportion of their salaries.

In 2015-16, there were eight Year 7 students who arrived at the Academy with a Key Stage 2 fine score below 4; all are making expected progress in English and seven are making expected progress in maths. Progress 8 for LAP students was 0.65 and current predictions are that next years’ Y11 will out-perform that.


Pupil Premium - Year Ending 2016


During the year, Harris Girls' Academy Bromley will have received approximately £290,000 Pupil Premium funding to accommodate the students eligible for FSM. Approximately 45% of the students in the Academy are Pupil Premium for 2015/16.

The funding was and will be deployed in many innovative ways and some are listed below:

  • Increased opening hours for the library.
  • Residential revision trips being subsidised heavily.
  • Saturday Classes & after school interventions.
  • Compulsory extra‐curricular sessions for year 10 and year 11 students to lift achievement levels in the Core curriculum.
  • A number of specialist, alternative provisions are in place for PP students, focusing on learning activities that aim to help pupils that have hitherto fallen behind to catch up with their peers.
  • We offer academic activities to all students during holiday periods and target PP students by offering transport to encourage their attendance at the programme.
  • PP pupils’ food technology ingredients are purchased from PPG funding.


The direct finances allocated are approximately:

Pupil Premium funding is used to pay proportions of staffing cost for all, such as; teaching assistants, HTLAs, fully trained SENCO staff, a dedicated Educational Welfare Officer, Pastoral and SIC staff. These are estimated to be in line with the following:

Offsite provision


Student Information Centre


Educational Welfare Officer and Councillor


Teacher Assistants ( incl HTLA)


Behaviour Zone


Library (additional hours)




Residential to support students in Maths/English  (including PP)


Speech and Language Therapy


Science subject tutors


Ingredients for Food Tech


Peripatetic Teachers 






Additional Materials (EAL)