Financial reports: Annual Finance Report, the Pupil Premium Grant and our Value for Money statement

Each year the academy publishes three key reports regarding the funding it receives (Pupil Premium Grant report) and how we make best use of this funding, ensuring value for money for all in terms of our educational provision, additional support and, ultimately, student attainment (Annual Financial Report, Value for Money Statement).

Financial Reports

The academy’s Annual Report and Financial Statement is available to view here

What is the Pupil Premium Grant?

The Pupil Premium Grant (PPG) is additional funding given to schools to raise the attainment of disadvantaged pupils and closing the gap between the highest and lowest achieving pupils nationally. Pupil Premium support is also directed towards supporting children and young people with parents in the regular armed forces. Disadvantaged pupils in years 7 to 11 recorded as Ever 6 FSM receive £935 per pupil. Children adopted from care or who have left care referred to as post-LAC receive £1900 per pupil.

To find out more, visit the Education Funding Agency website on .

Pupil Premium Grant – Strategy

Pupil premium funding is allocated to The City Academy Hackney based on the number of pupils in its secondary year groups who are eligible for deprivation, i.e. Free School Meals (FSM) or Looked After Children (LAC). The 2016-17 per pupil allocation was £935 with a total of 524 pupils eligible bringing the Total Pupil Premium allocation to £489,940.

Main barriers to academic achievement faced by disadvantaged students

The following are the potential barriers preventing the narrowing of the achievement gap between advantaged and disadvantaged pupils.

  • Social Segregation: The Academy is situated in the Homerton ward of hackney which on average measures of deprivation is in the top 5% of most deprived areas in England. It is characterised by high levels of crime, acts of violence or anti-social behaviour and high numbers of lone-parent families compared to national averages. As such approximately 61% of pupils are eligible for FSM.
  • Attendance: Statistically, it has been proven that there is a clear link between poor attendance at school and lower academic achievement. Disadvantaged pupils are closely monitored through the Education Welfare Officer (EWO). The EWO provides support to parents in tackling issues affecting their child’s attendance or punctuality.
  • Parental Engagement: Increasing the range of opportunities for parental involvement in the education of their children often has a positive impact on achievement. Where this is lacking, attainment levels often drop.
  • Effective Feedback to Parents: Feedback needs to be constructively delivered in order to have a positive impact on achievement. The knowledge of what works and what doesn’t often helps to advance to better levels of understanding. Parental feedback when linked to learning objectives is more effective in boosting student engagement.
  • Teaching Quality: The maximisation of the impact of teaching is essential to ensuring that students are able to achieve at their highest potentials. Training interventions for teachers are essential to ensure effective teaching is consistently available to pupils.

Use of Pupil Premium in addressing the barriers (rationale of spend)

The Pupil Premium Grant is utilised through a variety of targeted interventions which aims to improve the learning experiences of disadvantaged pupils.

    • One-to-one Literacy and Numeracy Intervention is designed to ensure that pupils making less than expected progress are able to access support from teaching assistants or specialist staff in developing their attainment levels. The support is consistently refined and revised to ensure that there is a growing understanding of pupil’s needs in making sustainable good progress.
    • Behaviour Mentor Intervention Programme aims to raise the pupil’s self-esteem and develop very positive social interaction skills that may otherwise be lacking. The programme allow mentors work closely with subject leaders, Heads of Departments, class teachers and Looked After Children’s teams to ensure requisite social skills for building positive relationships with peers are developed.
    • Engagement for Student and Families is designed to empower students and parents to play a much more active role within the school community. Some of the programmes include the consultation week during which pupils and parents discuss with teachers the performance and attainment levels and agree improvement strategies towards achieving set learning targets. Personal adviser sessions are also available every Monday morning where mentoring support is available to all pupils in helping to improve learning outcomes.
    • Education Welfare Programme provides required support ensuring our students record good school attendance and are able to make sustainable progress in learning by being taught at school. In addition they are able to develop their interactions and friendships whilst participating in school activities.
    • Lexia Programme is a learning tool targeted at pupils with lower than expected levels of literacy. Students receive personalised learning through fun and engaging on-line activities aimed at developing oral, reading spelling and writing skills.
    • Additional Studies Provision is the offer of extra-curricular activities over two extended days in the week during which students participate in a wide range of enrichment classes before and after school. This includes competitive sport clubs run by the PE Department all year round.
    • Saturday School Intervention Programme offers academic enrichment and revision support to lower attaining pupils. These are specifically aimed at plugging the gaps which have been identified quite early and thereby increase the chances of a better performance for the affected pupils.
    • Half Term and Easter Revision Courses are specifically targeted at pupils who are at risk of underachieving in their exams. They offer coaching in subject areas where pupils are experiencing difficulties.
  • Boarding School and Residential Courses  


  • Offered to pupil premium students who were predicted to achieve grade D in Maths. The residential courses are focussed on topics identified as major student weak areas. Students receive structured intervention and supervised revision every evening. Though the main focus is on Maths, students also receive intervention on other subjects the night before their exams.
  • The Breakfast Revision Course Programme is targeted at lower achieving students who would benefit from revising alone or in groups. The free healthy breakfast helps them to be in the right frame of mind for study.
  • Subsidised Field Trips Abroad is in recognition and response to the increasing number of parents that can no longer afford to pay for school field trips thereby damaging their child’s potential. The Academy offers support in order to ensure that talent is not wasted by pupils missing out on education opportunities that can be life transforming.
  • Subsidised Music Tuition is available on a range of instruments and voice training. These takes place in groups or individually and the tuition cost is subsidised to encourage more pupils to participate. Some other sponsorships are also available for talented pupils to participate in bigger music achievement schemes.

The Impact of the Pupil Premium Grant

The City Academy, Hackney aims to support every student to ensure every child makes outstanding progress and fulfils their potential. The exceptional progress made across the academy, with almost 70% of students achieving 4 levels of progress in Maths and English means that addressing prior slow progress and attainment gaps is extremely challenging. Nevertheless, using the headline measure – the gap between Pupil Premium students’ attainment and the national average – we can see that at The City Academy, Hackney the ‘gap’ is significantly narrowed. By Key Stage 4, our GCSE results are considerably higher than the national average and the attainment gap is just -19% compared with -28% nationally.

In August 2017 the gaps between Pupil Premium students and non-Pupil Premium students are shown in the chart below. It demonstrates that additional one-to-one, home tutoring and Saturday School intervention targeted at students who under performing at this stage helps to raise standards. In summary, the impact our Pupil Premium Grant is clearly evident in the progress made by this group in their final examinations as shown in the chart below.


The strategies employed above has had a significant impact on progress and reducing in-school variation between Pupil Premium and non-Pupil Premium students.