Derby Road, Nottingham, Nottinghamshire, NG9 3GF

0115 9177202

Foxwood Academy

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Pupil Premium Strategy 2020-2021

The Pupil Premium was introduced in April 2011 for children from low-income families who were eligible for free school meals (FSM), looked after children (LAC) and those families with parents in the Armed Forces. Eligibility for the pupil premium from 2012-2013 onwards was extended to pupils who have been eligible for FSM at any point in the last six years. As in previous years this funding is in addition to the school’s budget and represents a major investment in pupils.

At Foxwood Academy we have a tiered approach to Pupil Premium, based on 'The EEF Guide to the Pupil Premium' of Teaching, Targeted Academic Support and Wider Strategies. This tiered approach is helpful in making decisions regarding the allocation of funding, energy, training and time.


'The best available evidence indicates that great teaching is the most important lever schools have to improve outcomes for their pupils. This was true before the Covid-19 pandemic and it will continue to be vital throughout this academic year. Prioritising high quality instruction in the classroom setting has new-found logistical barriers, but the principles of great teaching remain unchanged. Our recent review of the evidence on ‘Special Educational Needs in Mainstream Schools’ found strong evidence that explicit instruction, scaffolding, flexible grouping and cognitive and metacognitive strategies are key components of high-quality teaching and learning for pupils.'

Targeted Academic Support
'High quality teaching is supported by, and inextricably bound to, targeted academic support. Good assessment will reveal that some pupils have lost learning, misunderstood content, or made gains in their knowledge, during the extended period of Covid-19 partial school closures. This may require targeted one to one or small group tuition to address gaps. 
Such interventions are typically maintained over a sustained period and require careful timetabling and associated training so that delivery is consistent for staff and pupils.'

Wider Strategies
'Schools will be deploying a range of wider strategies to support their pupils in this academic year with creativity and commitment. There may be new barriers to success in school, such as reduced attendance, or adaptations to school routines which may affect the behaviour of some pupils. Equally, many pupils will thrive as regular school routines are (re)established and school leaders focus on the social and emotional needs of their pupils.

Regional lockdowns plus self-isolation have continued to disrupt attendance in some schools with a likely disproportionate impact on disadvantaged pupilsAttendance is likely to continue to be  problematic throughout the academic year. It is also likely to have a disproportionate impact on disadvantaged pupils. While there isn’t much high quality evidence to support specific strategies, it is clear that planning to continue to support families and sensitive communication with parents and carers will prove vital.'

– Extract from the EEF Guide to Supporting School Planning: A Tiered Approach to 2021, Published January 2021. 


During the current academic year it is expected that Foxwood Academy will receive almost £59,000 which will be used to raise achievement through a wide range of additional ‘resources’. Our belief is that to truly make an impact on the individual lives of the young people at whom this funding is aimed, we need to know and understand our students’ needs well. Whilst acknowledging that we do have small groups of students who have similar needs and would benefit from ‘pooled’ resources, there are many who require bespoke support and interventions to improve their life chances.

With a brand new curriculum and corresponding assessment model introduced in the 2019-2020 academic year, and the Covid-19 pandemic impacting significantly on our Academy, our focus for the coming year will be to ensure that we minimise any gaps in attainment in all curriculum areas, including Reading, Writing and Mathematics across all Key Stages.

'Assessment (to help identify gaps and ascertain what learning has been remembered/forgotten) was identified as the top priority by headteachers, both primary (32%) and secondary (43%), to support disadvantaged students when schools reopen for all pupils'

– Extract from TeacherTapp, May 2020


Alongside this is the indirect barrier to educational achievement that our eligible students face around what is their ‘local community’. With many student accessing LA transport each day their lives ‘out of school’ may not be enhanced by playing/meeting up with school friends or accessing after school clubs. Our parents too may feel more isolated from each other and the support networks that parents naturally provide, for example daily communication in the playground, for each other simply aren’t formed. Many of our students have additional medical needs which affect attendance and of course their health which again can require additional support from the communities around them. Again, we must recognise  and address the impact of Covid-19 on our children, young people and their families.  Feedback from our parent coffee mornings/afternoons has historically been positive and we will continue to facilitate these events that provide opportunity and a venue for our parents, carers and families to meet each other and share their experiences as soon as we can.

In addition, we are committed to supporting the Summer Term residential experience (subject to the lifting of Covid restrictions), peripatetic music lessons and the majority of our new curriculum activities that have an additional cost to parents.

A percentage of the funding per student is also allocated for tutors / teachers to identify areas where there are ‘gaps’ between an individual pupil and their non-PP(P) peers and request interventions to help narrow/close any gap. This may be in the area of Achievement and Progress, Attendance, Social skills and/or wider achievements. Staff complete a request for funding form stating the intervention/resource identified and what the impact and outcome for the individual will be. As a general rule this has been budgeted for £500 per PP and £1,000 per PPP student this academic year. This does need to be flexible though as some students will need more to be specifically assigned to them.

Each term staff have sight of and update the Intervention Plan which identifies the priority areas to focus on for each individual PP(P) student. This is continually updated and never finished! The priority for all of our PP(P) students is to be on target to reach their end of year / Key Stage target in line with the Foxwood Key Stage End Points (KSEP's) in all curriculum areas in addition to achieving their EHCP outcomes. If any of these are ‘red’ the teacher of the subject will be asked to look at any potential barriers and identify interventions. Our Academy records show an agreed intervention with impact and outcomes measures and summarises the allocation per student.

Other examples of how the Pupil Premium Grant is being allocated to support individuals at Foxwood Academy include:

  • Health and exercise programmes
  • Behaviour strategies
  • Adaptations to curriculum dependent on needs, for example Sensory input
  • Provide access to professional services outside of the Academy, for example Speech and Language or Occupational therapy, Mental Health Service, CASY Counselling
  • Home support for families
  • Enrichment activities for any student whose family is unable to meet the financial costs or access
  • Independent travel
  • Undertake a review of Pupil Premium 

We would encourage all parents and carers who may not have applied for Free School Meals, but may be entitled to them, to do so in order that their Son/Daughter can benefit from some of the great initiatives funded by the Pupil Premium grant.

To find out if you qualify for Free School Meals please telephone the following number in confidence. You will need to supply your name, address and National Insurance Number. The service will let you know straight away if you qualify and will notify us for you. This will help us to ensure that we continue to target our resources at students who need it most.

Tel – 0300 500 8080 or Mini-com - 01623 434 993

Alternatively you can apply online by clicking here

Our Pupil Premium Strategy will be reviewed this term with the outcomes shared on the website by 1st September 2021.



‘Every area of a child’s life is affected by the family.’

‘Unemployment by either or both parents causes financial hardship and social and emotional strain which can disrupt family life.’


Our vision is to:

  • Work in partnership with our pupils and their families
  • Raise aspirations and provide ‘real’ routes into paid employment (Project SEARCH)
  • Close the attainment gap in all areas of our curriculum



With the gap in Attendance closing over the 2017-2018 academic year and down to 1.15%, other priorities for use of Pupil Premium funding were targetted in 2018-2019. However, with the focus moving away from Attendance for this group, this gap has dramatically increased to nearly 6% over the last 2 academic years. Covid-19 has had a significant impact on the Attendance for a significant number of our Pupil Premium cohort, and this will be a focus for the 2020-2021 academic year. Attendance for our Looked After Children continues to be well above the Whole Academy average.



Academic Year 2017-2018

Academic Year 2019-2020

Pupil Premium



Non-Pupil Premium









Whole Academy



Gap between PP and their non-PP peers





With the Covid-19 pandemic, the Government announced that it would not be publishing any school or college level educational performance data based on tests, assessments or exams for 2020. 

2019-2020 has been the first full academic year using our own assessment data, based on Key Stage End Points in all curriculum areas. On analysis of the data in all 16 curriculum areas (17 at KS3), there is no obvious evidence to suggest that there is a significant gap between our pupil premium and non-Pupil Premium cohorts either by Key Stage or Pathway.

EEF Guide to the Pupil Premium

Pupil Premium 2019-2020

The Foxwood Academy allocation of Pupil Premium funding for 2019-2020 was just over £50,000.

This was used to support the 49 children eligible in the following ways:





Curriculum Resourcing Reading


With the Covid-19 pandemic, the Government announced that it would not be publishing any school or college level educational performance data based on tests, assessments or exams for 2020.

2019-2020 has been the first full academic year using our own assessment data, based on Key Stage End Points in all curriculum areas. On analysis of the data in all 16 curriculum areas (17 at KS3), there is no obvious evidence to suggest that there is a significant gap between our pupil premium and non-Pupil Premium cohorts either by Key Stage or Pathway.

Curriculum Resourcing



Curriculum Resourcing



Curriculum Resourcing Sensory


Improved levels of concentration and engagement. Access to appropriate sensory curriculum, sensory stories and sensory play opportunities increased.

Curriculum Resourcing Play-based


Increased engagement in core areas of the curriculum.


PfA Community


Demonstrated good table manners, social skills and etiquette at meal times. Access and participation in Community visits that have developed self-awareness, self-confidence and self-esteem.


PfA Independence


Independent living skills developed – preparing simple meals. Eating, drinking and related social skills developed using adapted cutlery/crockery. Independent travel and timekeeping.


PfA Health


Provided opportunities to become involved in physical activity. Engaged and practicing physical activity within a social group. Health improved. Increase in positive mental health and well-being; reduced anxiety for students and their families.




Enjoyment, improved co-ordination, balance and muscle tone, feeling of independence, self-achievement and self-confidence. Improved physical and social skills. Opportunities for all students to access appropriate and targeted after school clubs, regardless of where they live. Safe travel home.



75% of students targeted (6 out of 8) improved their attendance from the Autumn Term 2019 to the Spring Term 2020 (March 2020 Covid-19).

Positive Behaviour

Social Emotional Skills


Access to specialist services increased in Autumn 2019 to March 2020 CASY/Power-Play counsellors. Ceased completely in the summer term 2020 due to Covid-19 so this will be developed into the 2020-2021 academic year.


Enrichment at home


Government data published during lockdown stated that 'disadvantaged children are now becoming more disadvantaged due to being at home during the COVID-19 Pandemic'.  Foxwood Academy offered all PP children something that they can do at home whilst they are not attending school. This really didn’t need to be academic, in fact something more social may well be more needed. (April 2020)


Safeguarding during the Easter break


Foxwood Academy remained ‘open’ to key vulnerable children during the Easter holidays to provide a safe environment during the break.

Peripatetic Music Lessons


Pupils enjoy and achieved in music. 91% of students on target to meet specific music targets prior to Covid-19 stopping peripatetic lessons in March 2020.



Individuals feel part of the Academy and ‘fit-in’ with their peer group, the majority of whom wear uniform. Increased confidence and self-esteem. Sense of belonging for individuals within the Academy.

Staff Training



Barriers to learning removed with happy and confident children and young people attending Foxwood (deferred to Autumn Term 2020 due to Covid-19)


Family Liaison Officer


Support for parents and families in place where relationships between home and school are now strong. Increased parental attendance at a range of Academy meetings, for example student’s medicals and review meetings. Support to transport students home safely if they become ill during the day. Appropriate full training in Safeguarding, EHAF and Child protection.


Intervention Tutor


1:1 independent travel to and from school for targeted individuals.

Core, non-core and Preparing for Adulthood intervention programmes in place and running until March 2020 (Covid-19).

 Behaviour intervention programme in place and running until March 2020 (Covid-19).


Intervention Strategy – Phase Leaders


Barriers identified and intervention in place for individual students across all 3 phases to ensure successful outcomes in Attendance, Behaviour and Learning.