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Pupil Premium

At Amesbury Archer, we want all our children to ‘Aim High’.  We create a culture where all children know they have the potential to achieve. Our pupil premium policy focuses on supporting the disadvantaged learners to have high aspirations and experience success by removing barriers. We help them to make good progress from their starting points and broaden their horizons. We challenge everyone to go beyond what they thought possible and truly reach their potential.

High Quality teaching is at the heart of what we do and has been shown to have the greatest impact on the progress of all pupils.  We invest in high quality CPD for all our staff which is based upon research and appropriate for our school. We also make use of specialist teachers to deliver the necessary expertise. This is backed up by precision teaching and targeted interventions which quickly addresses pupils’ needs.     

Our teaching is underpinned by a broad and detailed curriculum which opens children’s eyes to the world around them. We provide experiences which enrich learning and bring purpose. With our support and guidance, we enable pupils to be knowledgeable, responsible and caring citizens, who understand the local community and the wider world.     

Implicit in the intended outcomes detailed below is the intention that the gap between non-disadvantaged pupils’ attainment and progress and disadvantaged pupils’ attainment and progress will continue to narrow. Our approach will be responsive to common challenges and individual needs and rooted in assessment. To ensure they are effective we:

  • ensure disadvantaged pupils are challenged in the work that they’re set;
  • act early to intervene at the point any need is identified;
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve.

Please click the link to see how the EEF (Education Endowment Foundation) recommend that the Pupil Premium is used so that children get the best education and maximise their learning opportunities to ‘narrow the gap.’

 Ofsted (June 2021)

"Learning to read is at the heart of the school’s work. The teaching of phonics is well organised from the moment children start in Reception. There are high expectations that all pupils will be confident and fluent readers. Staff make useful checks on pupils’ progress. They ensure that pupils at risk of falling behind receive the precise support they need to keep up. Leaders’ investments in books that will enhance pupils’ vocabulary, and in reading resources, are developing a love of reading. As a result, pupils become increasingly confident and fluent readers as they move through the school."

"Leaders have thought carefully about the design of the curriculum. Subject plans are ambitious and detailed. They specify what pupils need to know and do in each year group. Relevant training is helping to build staff confidence and subject knowledge. Where subjects have received greater attention, pupils learn new knowledge well. In mathematics, for example, staff revisit meaningful learning so that pupils can recall number facts when working out calculations. Pupils do well in writing. In Reception, most children can write simple words and sentences using the correct punctuation."

"Trustees and local governors are committed and well informed of the school’s priorities. They understand how the quality of education is improving. Governors hold leaders to account. For example, they scrutinise how additional funding for disadvantaged pupils is making a difference to their learning."

UIFSM v FSM - The Difference

Click here to read our Pupil Premium Strategy for 2023 - 2024 (evaluated December 2023)

Click here to read our Pupil Premium Strategy for 2021 - 2024 (evaluated 2021-22)

Click here to read our Pupil Premium Strategy for year 2021 - 2022

Click here to read our evaluated Pupil Premium Strategy for 2020 - 2021

Click here to read our evaluated Pupil Premium Strategy for 2019 - 2020

Click here to read our evaluated Pupil Premium Strategy from 2018 - 2019

MLP Recovery Premium Statement

   Is your child eligible for Pupil Premium?

Pupil Premium Eligibility            

Dear Parents,

Families who receive certain benefits may be eligible for Pupil Premium funding. By applying for Free School Meals (whether your child decides to have them or not), school will receive £1,385 per year additional funding in the form of Pupil Premium for your child. This is an invaluable source of income to school in times when budgets are being drastically reduced.

If your child is in Reception, Year 1 or Year 2, you must still apply online for school to receive the Pupil Premium funding, even though your child receives Universal Free School Meals.

Last year, our Pupil Premium funding meant that we could employ additional adults to support children’s learning and social/emotional needs. We can also provide your child with a FREE jumper, book bag and PE top from Kids Klobber.

If you are in receipt of one of the following benefits, please complete the slip below and we will support you with your application:

  • Universal Credit with an annual net earned income of no more than £7,400
  • Income Support
  • Income-based Jobseeker’s Allowance
  • Income-related Employment and Support Allowance
  • Support under Part 6 of the Immigration and Asylum Act 1999
  • The guarantee element of Pension Credit
  • Working Tax Credit run-on (paid for the four weeks after you stop qualifying for Working Tax Credit)
  • Child Tax Credit (with no Working Tax Credit) with an annual income of no more than £16,190

To  find out more, please visit or apply


   How did our "Disadvantaged Learners" perform in 2019?*

We are incredibly proud of our end of Key Stage 2 outcomes for pupils currently or previously eligible for Free School Meals (FSM/Ever 6/Disadvantaged Learners).  Pupils reaching the expected standard was significantly above National in reading, maths and combined scores and the same as National in Writing.

Our focus moving forwards is on increasing the number of pupils achieving the higher standard of "greater depth" in all areas,  particularly in writing.  

Amesbury Archer Disadvantaged Pupils National Disadvantaged Pupils
Reading 89% expected standard
11% with greater depth

62% expected standard

17% with greater depth


67% expected standard

0% with greater depth

68% expected standard

11% with greater depth


89% expected standard

11% with greater depth

68% expected standard

15% with greater depth

Combined (Re, Wr and Ma)

67% expected standard

0% with greater depth

52% expected standard

5% with greater depth

 *Last published 2019