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Committed to excellent standards of teaching in partnership with a variety of local and national organisations contributing towards system-wide improvement.

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Pupil Premium

Core beliefs and values

At Chiltern Academy we believe that every pupil has the right to an outstanding education regardless of their background, personal characteristics or circumstances.

Pupils who come from economically and socially disadvantaged backgrounds will make outstanding progress at our school.  Our aim is that pupils in receipt of the pupil premium funding, will make significantly better progress than their non-disadvantaged counterparts nationally.

A review of the academic performance and progress of students in receipt of pupil premium funding nationally will shape our approach to the use of the funding.  It is clear that there is far greater variance between-schools, than there is within-schools.  Pupils in receipt of pupil premium funding make excellent progress when they attend schools where all pupils make excellent progress.  Pupils in receipt of pupil premium funding make less than expected progress when all pupils make less than expected progress.

At Chiltern Academy we believe that pupils in receipt of pupil premium funding will achieve well if they attend an excellent school where all pupils achieve.  Our rationale for all pupil premium spending will be to prioritise that there is an outstanding whole-school culture and ethos where all pupils thrive.  We will prioritise high quality teaching and learning and ensure that the daily experience for all pupils is consistently excellent.

Potential barriers for disadvantaged pupils at Chiltern Academy

Disadvantaged students at Chiltern Academy face many of the same barriers which disadvantaged students do nationally.

There are also some barriers more specific to our pupils.

Whilst every child’s circumstances are different, here are the key barriers to learning we will focus on removing at Chiltern:

  • Behaviour and safety: Recognised nationally as a key barrier for disadvantaged pupils. Luton is a working-class town which can present challenging circumstances for our children.  Many of our pupils are vulnerable to learning poor behaviours
  • Attendance: Recognised nationally as a key barrier for disadvantaged pupils. Due to the specific catchment details of the school, many of our pupils travel very far to attend school.
  • Low aspirations: Recognised nationally as a key barrier for disadvantaged pupils.
  • Limited enrichment and social capital: Many of the children in Luton have very limited exposure to enriching experiences which improve their social capital
  • Low literacy and reading levels: 43% of pupils at Chiltern Academy are EAL. Many of our pupils start secondary school with a reading age below what is expected for their age.  We recognise the importance of improving literacy and reading levels and early intervention to improve access to the wider curriculum.
  • Academic support at home: We are fortunate to have incredibly supportive parents, though we recognise that not all families are able to support their child’s academic progress. We will endeavour to provide as much support in school for pupils in that situation.


As a school we have done thorough research into what are the most effective methods to ensure excellent academic progress and achievement for our disadvantaged pupils.

As well as extensive literature into effective teaching and learning, we have specifically used the following research papers and tools:

Sutton Trust: What makes great teaching

Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys

The Education Endowment Fund Toolkit

A Sutton Trust project in 2011 found that "The effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, these pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers. In other words, for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning".

The evidence detailed in the report "Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys", showed that early, phonics based, literacy interventions were key to closing the attainment gap for disadvantaged pupils.

Based on these two pieces of research, high quality teaching and learning will be the highest priority for spending, as well as early intervention literacy strategies.

Intended spend 2018/19

As of November 2018 we are yet to know definite figures of Pupil Premium funding for the school, but indicative figures are that the school will receive approximately £70, 920 for this academic year.

Below are the details of intended spend for 2018/19.  A finalised spending report will be shared at the end of the 2018/19 academic year.






Personal development, behaviour and welfare

Appointment of Attendance and Well-being Officer to promote high levels of attendance

Appointment of Year Leader to promote positive behaviour

Morning breakfast club to ensure children have a healthy and positive start to the day




High quality teaching and learning

CPD trios for all staff for a half term focusing on how to ensure quality feedback

Recruitment of high quality staff in key subject areas

Support from Specialist Leaders in Education in curriculum planning and delivery

Purchase of Chromebooks available before and after school and lunchtimes for pupils to have internet access and for homework completion


Aspiration and enrichment

Pupil participation in the Chiltern Challenge 10 mile hike


Various educational, enriching and aspirational trips


Early intervention literacy and numeracy skills

Purchase of library books including those for the Accelerated Reader programme

Purchase of the Lexia online literacy programme

Purchase of Accelerated Reader programme

Workshops from professional author




Purchase of spare uniform, bags, ties and pupil toolkits