"The school trips are exciting and inspiring." - Kolshuma

"Learning in our school is imaginative and creative." - Salim

"There are brilliant teachers who help boost our learning." - Sidra

"I love the good work assemblies, they make you feel proud." - Aaisha

"We have lots of rewards but the greatest reward is a smile." - Abbas

"We get to use equipment we don't have at home like the iPads." - Kaisar

"I like the clubs because you can learn skills and show off." - Farhat

Our Pupil Premium Spending


                                Greenhill Academy

                        Pupil Premium Report Academic Year 2016-17

Allocation of Funding 2016-17

Funding Allocated to school is £163,035 (£1,320 per eligible pupil).



  • St Mary's ward of Oldham is in the top 10% of the most deprived wards in England (51.8% of pupils in most deprived 3%, 81.1% in the most deprived 5% and 91.2% in the most deprived 10%)
  • Free School Meals is 19% but many parents decide not to take up their entitlement.
  • Percentage of pupils eligible for the deprivation premium is 25% (127 pupils-Nursery to Year Six)
  • Indicators of acute deprivation include - adults without qualifications, health issues, high level of social disadvantage where English is not the functional language.



    Greenhill Academy equips all learners with the motivation, knowledge and skills to

be the best they can beallowing all learners to ‘Believe in themselves, to Achieve their goals and Succeed in life.

At Greenhill we aim to improve both the attainment and achievement of all our pupils regardless of their circumstance. Raising the aspiration, attainment and self-esteem of our least financially advantaged students is a major priority of the school.

We are a school committed to providing high quality inclusive education regardless of faith, ability, ethnicity and gender. Greenhill Academy fosters a love of learning in our children, we value effort and nurture ambition to ensure all children reach their full potential.


Culture and Values

At Greenhill Academy every child achieves and succeeds. Developing well-being and self-esteem is key alongside raising attainment and achievement. We aim to prepare our learners for the opportunities, responsibilities and experiences of life through a balanced high quality education in a nurturing and stimulating environment where our school community is learning and achieving together. We aim to develop lifelong learners with high aspirations for the future.


Barriers to learning

We understand that challenging socio economic circumstances can create additional barriers to success for children. However, we strongly believe that these challenges can be overcome.

Quality first teaching is imperative to improving outcomes for disadvantaged children. Excellent teaching can be achieved by all teachers through high quality professional development and shared outstanding practice. All children need opportunities to enrich their lives through experience and at Greenhill we ensure that where children are unable to access these through home the opportunities are provided for them by school.

Although financial support is provided for schools specifically for children who qualify for pupil premium, outstanding educational outcomes for these children are best achieved through ensuring outstanding practice in classrooms throughout school. In this way all vulnerable children are helped to achieve the best possible outcomes according to their starting points.

In order to overcome educational disadvantage it is important to identify barriers to learning.  At Greenhill barriers to learning include:

Language deficiency – the vast majority of our learners have English as an additional language and many of our learners come from low starting points resulting in gaps in their vocabulary and understanding. Increasing numbers of our learners are being identified as having speech language and communication needs which studies have shown impacts upon their acquisition of early literacy skills.

Emotional wellbeing – Our nursery baseline assessments show that all children start school below age related expectations in 'Making Relationships, Managing Feelings and Behaviours' which can impact on behavior for learning. Also, we have found an increase of children who have been identified as having social, emotional and mental health needs.

Limited cultural capital and enrichment – Both  our Nursery and Reception baseline assessments show that the majority of children start school below age related expectations in 'People & Communities’ and ‘The World', as a result these lack of experiences limits the children's language development and understanding.

Knowledge of the world beyond their community – Many of our children do not attend a regular pre-school before they start Nursery and then continue to only experience the immediate community of Glodwick and Oldham which can lead to a lack of understanding of opportunities outside of Oldham can impact on the aspirations of our children.


Tackling Barriers

At Greenhill Academy we recognise that the primary way to overcome barriers to learning is through quality first teaching.  We have also taken into account research papers by the DFE, The Education Endowment Foundation and OFSTED on how to use funding to raise achievement for disadvantaged pupils.  This has enabled us to consider use of the funding and how to ensure best practice.

Strategies we deploy to overcome barriers for our disadvantaged pupils are:

Rigorous teacher recruitment and retention to ensure that high quality, well-educated staff stay with the school and deliver quality first teaching.


Enhancement of current provision

Intended Impact

Teacher to offer small group for maths and English.

Support offered for children identified as at risk of falling behind peers and not reaching age related expectations.

Children identified as making limited progress to make accelerated progress to close the gap between them and their peers.

Easter School Provision

Support revising in school in preparation for end of KS2 SATS

Raised percentage of children achieving age related targets.




High quality Early Years Provision with smaller class sizes.


Enhancement of current provision

Intended Impact

Extra teacher in Reception to allow 3 classes.

Reduce class sizes in Reception to 20 per class.

To develop Language and basic skills, raise attainment at end of EYFS


Cultural enrichment opportunities trips, visitors, artists, sports coaches and music practitioners.


Enhancement of current provision

Intended Impact

Steel Pan tutor for More Able and target children

Nurturing and extending the skills of more able children and target children in music

Developing more able children’s skills in music.

Subsidised residential trip for Year 6 children to Robin Wood Outdoor Pursuits Centre

Providing first hand experiences unlikely to receive outside of school as well as nurturing talent, supporting children to make progress.

Improved collaborative skills, self-esteem, confidence and widened  experiences outside the local community

Improve Extra-curricular offer, engage with Oldham Children’s University

Encourage and celebrate learning outside the school hours

Children encouraged to explore new skills and develop new talents leading to improved self-esteem and confidence supporting the children to make progress.

Brass lessons for More Able pupil premium children

Nurturing and extending the skills of more able children in brass.

Developing more able children’s skills in brass.

Dance specialist to run dance club

Nurturing and extending the skills in Dance

Developing confidence, team work skills and ability in dance. Allowing children opportunities for success in other areas to improve self-esteem.


Parental involvement/ engagement: Parents are encouraged to share their children’s learning during the first 30 minutes of the day. Classes are held to support parents in developing their knowledge and understanding of how to support their children’s learning at home. Additional bespoke days are created throughout the year to encourage parental involvement (such as Speech and Language, demonstration lessons, E- safety)


Enhancement of current provision

Intended Impact

Dedicated Family Support Worker (0.6)

Provision of classes which develop understanding of and spoken English, strategies to support their children in school and develop social support networks

Increased parental support at home for children and confidence in parents to ask questions and become involved in their child’s education.


A language rich curriculum to allow all children the access to high quality, challenging language through talk for writing, drama, reading projects and cross curricular links.


Enhancement of current provision

Intended Impact

Early Intervention programmes such as Talk Boost

Early identification of raising levels of speech and language communication difficulties – supporting children to develop early literacy skills that underpin reading and writing

Developments in speech and language, improved attainment in reading and writing.



Emotional wellbeing is developed through the use of learning mentors who equip children with the strategies to monitor and regulate their feelings and improve self-esteem and confidence. A PSHE & Citizenship enriched curriculum that supports and develops the whole child to his or hers full potential.


Enhancement of current provision

Intended Impact

3 Learning Mentors (portion)

Learning Mentors implemented to boost confidence, raise self-esteem and attainment. Also to monitor and improve attendance and punctuality

Improved attendance and punctuality across school. Target children’s confidence, self-esteem and attainment raised.

Improve attainment and progress of identified children.

Develop social skills and support emotional needs.

Mindfulness classes –INNA Place (pupil programme delivery)

Target mental wellbeing and supporting children to manage their emotions.

Children to be provided with strategies to support mental wellbeing thus decreasing levels of children with behaviour difficulties linked to mental health difficulties.


Readiness for learning and the busy school day through the provision of basic equipment, food and nutrient where and when required.


Enhancement of current provision

Intended Impact

Free Wake ‘n’ Shake and Breakfast Club provision

Ensure children are awake and ready to learn at the start of the day.  Learning Mentors target children to attend and are encouraged to participate in an active activity before eating.

Improved attention in class and improved attainment.

Free Tuck Shop provided for pupil premium children

Ensure children are able to have access to fruit and vegetables to provide them with energy boost in the gap between breakfast and lunch.

Improved attention in class and improved attainment.

Free jumper and book bag per academic year

Children to attend school in correct uniform and be able to take a book home from school daily.

Improved attainment in reading.

Free CPG Revision Books for Year 6 pupil premium pupils

Support revising at home in preparation for end of KS2 SATS

Raised percentage of children achieving age related targets.


Monitoring and Impact Evaluation

As part of our commitment to ensuring impact accountability we undertake regular monitoring and evaluation as set out below

  • Data analysis
  • Pupil progress meetings
  • Regular moderated assessment
  • Learning walks
  • Learning discussions with pupils who show their learning.
  • Support and challenge for individual teachers
  • Regular, rigorous SLT meetings to assess the impact of actions
  • Listening to the views of all children to hear about their learning and experiences of school
  • Regular external review.


As a school, we provide frequent, evidence based professional development opportunities that focus sharply on the learning needs of pupils, particularly those from disadvantaged backgrounds.



If you would like more information, please contact Mrs Eccles at the academy.

Click here to download our full pupil premium report


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