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Roman Fields Academy home page

Roman Fields Academy and

Forest House Education Centre

Pupil Premium


The main focus of Roman Fields Academy spending of pupil premium is to improve outcomes for our vulnerable pupils, and therefore narrow the gap between pupils on free school meals and the rest of the school population. To do this we

  • Ensure teaching and learning opportunities meet the needs of all complex vulnerable pupils, who all have an EHCP.

  • Provision is made for all pupils who belong to every vulnerable group, given our small cohort.

  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.

  • We also recognise that not all pupils who are socially disadvantaged are registered, or qualify for, free school meals. We reserve the right to allocate the pupil premium funding to support any pupil, or groups of pupils, the school has legitimately identified as being socially disadvantaged.

  • Pupil premium funding will be allocated following a needs analysis, which will identify priority classes, groups and/or individuals. Limited funding and resources means that not all pupils receiving free school meals will be in receipt of pupil premium intervention at the same time.


How the pupil premium is allocated?

Funding for financial year 2021 to 2022

Schools will receive £955 for pupils in year 7 to year 11.  The pupil premium for 2021 to 2022 will include pupils recorded in the January 2021 school census who have had a recorded period of free school meals (FSM) eligibility since May 2015, as well as those first recorded as eligible at January 2021.


Schools will receive £2,345 for any pupil identified in the January 2021 school census as having left local authority care as a result of:

  • adoption

  • a special guardianship order

  • a child arrangements order (previously known as a residence order)

  • local authority care, for 1 day or more

  • eligibility for FSM in the last 6 years and as result of being looked after (or as having left local authority care)


For pupils who attract the £2,345 rate, the virtual school head will manage the funding.


Academies receive their instalments on:

  • 8 July 2021

  • 8 October 2021

  • 11 January 2022

  • 8 April 2022


Focus for the Pupil Premium Grant (PPG)

We strive to ensure pupils have access to opportunities for learning that inspire them, push their boundaries and engage them in order to develop independence. With high expectations, knowledge and understanding about learning difficulties, deprivation and attachment disorder, we seek to deliver a holistic approach to identifying successful strategies and successful methodologies for improving access to learning for each unique and individual child, accessing the PPG.


We do this:

  • Through an analysis of where pupils are underachieving and why

  • Focus on high quality teaching, supported by integrated with intervention

  • Systematic focus on clear pupil feedback and advice for improving their work within the marking policy

  • Through a deep understanding of the needs of children and their individual and collective barriers to learning.

  • Regular Pupil Progress Meetings and frequent use of achievement data to check the effectiveness of an intervention, where the school adjusts techniques constantly, rather than waiting until after an intervention.

  • Strategies available for improving attendance, behaviour and family links where these are an issue

  • Robust monitoring

  • Effective Performance Appraisals of staff.

  • Analysis of data to understand patterns of under and over achievement.

  • Setting of specific success criteria and the impact of such on learning.

  • Through reviewing our approaches.


Roman Fields seeks to address the holistic learning needs of every pupil, with particular attention to those accessing PPG by:

  • Developing creative programmes to work with PPG pupils in order to ensure strong progress towards their determined EHCP Outcomes.

  • Ensuring ‘Pupil Pathways’ for accreditation success are co-produced.

  • Establishing clear pathways for intervention that are relevant, timely and impact on the pupils’ attainment.

  • Ensuring targets for all pupils including those accessing the PPG remain stretching and benchmarked against national expectations.

  • Staff within the school know the vulnerabilities of all ‘PPG’ pupils and potential barriers to learning whilst regularly reviewing their progress. This is undertaken through additional training of current staff and new starters.

  • Addressing the attendance issues of PPG pupils and tracking intervention to support fuller attendance.

  • Knowing what other vulnerable groups our FSM pupils fall into and enabling the tracking of intervention as a PPG pupil with appropriate and timely strategies.

  • Making appropriate modifications to high quality teaching, including guided work to suit individuals accessing the PPG.

  • 1:1 guidance through coaching, mentoring, counselling and art therapy for those PPG pupils who can access this support.

  • Training staff to ensure pupils have opportunities to apply and consolidate learning in a range of contexts.

  • Facilitating opportunities for sharing with colleague’s successful practices, which raise attainment of vulnerable pupils.

  • Evaluating the impact of the quality of provision for PPG pupils through pupil voice, work scrutiny, data and observations.

  • Enabling children who access the Pupil Premium to participate in a range of events and activities.

Pupil Premium Strategy Statement 2020-2021

This statement details our schools use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil 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.


School Overview



 School name

Roman Fields Academy

Pupils in school


Proportion of disadvantaged pupils


Pupil premium allocation this academic year


Academic year/years that our current pupil premium strategy plan covers

2021-2022 to 2024-2025

(3 year plans are recommended)

Publish date

October 2021

Review date

October 2022

Statement authorised by

Trevor Orchard (Head Teacher)

Pupil premium lead

Mandy Crow

Governor lead

Mark Braley


Funding Overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year



Part A: Pupil Premium Strategy Plan


Statement of Intent

Roman Fields Academy is an Alternative Provision for pupils with severe and complex learning difficulties. All of our pupils have Education Health Care Plans and due to the complexity of their needs, it is not possible to identify the degree to which their achievement is affected by social background.  Barriers to learning are primarily developmental with a focus placed upon enabling pupils to acquire communication and independence skills and socially appropriate behaviours within school, home and the wider community.


Our strategy is underpinned by evidence informed research, with a focus on three main principles of improving outcomes: high quality teaching focussed on areas that our pupils and families require as a priority; removing barriers to learning through targeted support; providing early intervention for pupils and their families.


Although our strategy is focused on the needs of disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching and proven interventions. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers.


Our strategy is integral to wider school plans for education recovery, notably through engagement of parents and provision for enhanced family support.


Our strategy will be driven by the needs and strengths of each pupil, based on formal and informal assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant skills and experience they require to achieve greater independence and to prepare them for the next stage of their learning journey.


The details the key challenges to achievement that we have identified among out disadvantaged pupils.

Challenge Number

Details of Challenge


Social, emotional and educational learning needs of pupils are severe and complex, as evidenced through assessments and observations and as detailed in Education Health Care Plans.


Assessments and observations show that, due to their significant diverse learning needs, our pupils ability to communicate and express their needs – non-verbal, limited language and understanding, social interaction difficulties – are significantly lesser than their peers.


Assessments and observations show that, due to their significant diverse learning needs, our pupils generally have greater challenges around attention, concentration and motivation to learn.


Through regular discussions, we have identified that our families require additional support for their children re issues with anxiety, attachment, sleep, eating, communication and behaviour.


Our assessments, observations and discussions with pupils and families demonstrate that the education, wellbeing and wider aspects of development of many of our disadvantaged pupils have been impacted by the pandemic to a greater extent than for other pupils. These findings are backed up by several national studies.


Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

Improved attainment and progress for disadvantaged pupils in all areas of learning and development, relative to their starting points as identified through baseline and ongoing assessments.

Demonstrated by our end of year assessments, observations and detailed pupil progress records at the end of our strategy in 2024/25.  Staff provide high quality teaching evidenced through lesson observations, learning walks, and pupil progress data, measured over time from their individual starting points and as identified through assessments and achievement of EHCP termly outcomes.

To achieve and sustain improved well-being for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of well-being demonstrated by:

  • reduced incidents of inappropriate behaviours;

  • reduced periods of anxiety;

  • increased attention, co-operation and motivation to learn; evidenced through discussions with pupils and families, behaviour logs, observations and integration programmes.

Disadvantaged pupils have reduced anxieties, greater confidence, independence and self-help skills to help them engage more with the wider community and prepare for adulthood.

Through observations and discussions with pupils and their families.

Targeted support and interventions enable pupils to use a range of communication systems to aid their understanding and to develop expressive communication skills and be successful in their learning.

Through achievement of EHC plan termly outcomes. Pupils are safe, happy and secure; are resilient to change; able to communicate; make choices; and are mentally healthy.



Activity in this academic year (2021/2022)

This details how we intend to spend our pupil premium (and recovery pupil premium funding) this academic year to address challenges listed above.


Teaching (for example: CPD, recruitment and retention)


Activity 1

Evidence that supports this approach

Budgeted Cost

Challenge number(s) addressed

Staff Debrief and learning walks

Staff Debrief held at the end of the day to share strategies which are minuted. Learning walks to share best practice and discussions between staff with ’even better if’ in mind.


1, 2 & 3

Weekly Case Management Meetings

Analysis of pupil progress made from individual starting points, evidenced through learning logs, school reports, assessment data, monitoring of EHCP termly outcomes and through observations of teaching and learning.


1, 2, 3 & 4

Bespoke Training opportunities

  • Individualised inset days
  • Staff training logs
  • Performance Management 


1, 2 & 3

Early Career Teacher Programme

ECT completes induction training and meets Teachers Standards, evidenced through progress meetings and formal assessment. 

1 & 2


Targeted academic support (for example, tutoring, one-to-one support structured interventions)


Activity 2

Evidence that supports this approach

Budgeted Cost

Challenge number(s) addressed


Each pupil has a mentor that liaised with both the pupil and the family to provide wrap around support.


1 ,2 & 3

Bespoke Timetables

All pupils have bespoke timetables that are re-evaluated regularly to ensure it is meeting the needs of the pupil.


1 ,2 & 3

Integration and Transition

We have an Integrations Manager that works closely with the pupils and their families to integrate them into our provision and back into education. At the end of their journey our experienced Careers Lead will support the pupil with their next steps. 


1 ,2, 3, 4 & 5

Dedicated Behaviour Lead

Provide support and structured intervention around pupils’ behaviour choices on a daily basis.


1 ,2, 3, 4 & 5

Additional Art Sessions

Using the NTP funding supported with the PPG deliver Art Sessions over Easter to provide support around GCSE art exams.




Wider strategies (for example, related to attendance, behaviour, wellbeing)


Activity 3

Evidence that supports this approach

Budgeted Cost

Challenge number(s) addressed

Weekly rewards for excellent attendance and most improved attendance.

Certificates and vouchers are provided not only to the pupil, but to the families where most improved attendance has occurred. Attendance cards are provided to pupils to build up stamps to support them in achieving an overall reward.


1 ,2, 3, 4 & 5

Well-Being ‘Feel Good Week’

We are hoping that pupils understand through the activities the importance of feeling emotionally and physically well. Body positivity (which is the focus of this week) is a result of working on our pupils’ confidence, self-esteem and state of mind.  


1 ,2, 3, 4 & 5

Support for families including Parent Support Groups run by Teen & Parent Solutions and/or provide targeted individual family support.

Provide support for families as well as the pupils and through Parent Support Groups, provide opportunities to meet other families that have gone through similar situations.

£1,440 2 x Family Workers @ £150 per session

4 & 5

Health & wellbeing of pupils is improved due to consistency and continuity between home and school.

Pupils are able to transfer learning and skills, and to extend knowledge within their home and the community.


4 & 5

Remote Learning through Microsoft Teams

Provide an online learning platform to support those impacted by the pandemic to keep communication and learning ongoing




Part B: Review of outcomes in the previous academic year

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Roman Fields Academy,

11 Box Lane, Hemel

Hempstead, HP3 0DF




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