Pupil Premium
Our school receives additional funding via the Pupil Premium to help ensure that all groups of children have the opportunity to achieve well.
Pupil Premium information:
The DFE offer the following guidance on how the Pupil Premium is to be spent:
‘In most cases the Pupil Premium is allocated to schools and is clearly identifiable.
It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility…(schools) will be held accountable for how they have used the additional funding to support low income families.’
The purpose of this report is to inform parents, carers and governors how much pupil premium the school received for 2024-2025, how it was spent and the impact at had on pupils’ achievement. This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 academic year) funding to help improve the attainment of our disadvantaged pupils. It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
Thorpepark is located in an area of high social deprivation where 95.6% of our children live in the 10% most disadvantaged homes nationally.
Almost 60.5% of children are regarded as FSM children. As a result Thorpepark receives a significant amount of Pupil Premium funding.
This means that resources and actions put place as a result of the Pupil Premium funding has an impact on all pupils, a significant number of which come from low income and disadvantaged backgrounds.
We are mindful of the importance of not confusing entitlement with ability as the Pupil Premium is an entitlement to ensure that all eligible children make the progress and reach the standards they are capable of.
“Pupils thrive at Thorpepark Academy.”
“Leaders know the pupils, their families and the community very well.”
“Pupils are motivated to learn.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils are well prepared for secondary education.”
“Leaders prioritise pupils’ well-being.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Parents work in partnership with leaders and staff.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“There is a truly inclusive ethos.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils learn about people and places from their local area in all subjects.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils are exposed to a wide range of high-quality books.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Children in the early years get off to a good start.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils love the ‘Thorpepark 50’.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils learn the importance of contributing to their community.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
