Pupil Premium Strategy

What is Pupil Premium?

Pupil Premium is a government funding allowance which is additional to main school funding.

It was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years. As a group, children who have been eligible for FSM [free school meals] at any point in time have consistently lower educational attainment than those who have never been eligible for FSM.

It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, they will be held accountable for how they have used the additional funding to support pupils from low-income families.

Find out more about whether your child might be eligible – even if you choose not to have a school dinner, the pupil premium will benefit the pupil and the school. If you wish to discuss this further please do not hesitate to contact us.

Report to Parents


    • We ensure that teaching and learning opportunities meet the needs of all of the pupils;
    • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed;
    • 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 vulnerable or socially disadvantaged;
    • Pupil premium funding will be allocated to priority groups or individuals.


    • Providing small group work focussed on overcoming gaps in learning and extending learning
    • 1:1 support where appropriate
    • Acquiring effective materials aimed at raising standards, particularly in reading, writing and mathematics
    • Funding enriching and inspirational learning experiences that form part of the wider school curriculum to ensure equality of access

  2016-2017  Pupil Premium Funding:

26% of pupils in the school qualify/qualified for free school meals in the past 6 years

          3% of pupils in school are looked after

  0% of pupils are from service families

Funding allocated: £36’220

In School Barriers:

1. poor oral language; 2. gaps in knowledge and understanding of mathematics; 3. gaps in knowledge and understanding of phonics, spelling, grammar and punctuation; 4. breadth and depth of understanding of higher level vocabulary; 5. poor motor skills

External Barriers:

1. poor home learning environment; 2. equal access to curriculum enrichment and opportunities; emotional resilience and poor learning behaviours; 3. attachment issues

Desired Outcomes:

1. improved oral language; 2. secure knowledge, understanding and application of the basic skills of reading, mathematics and spelling and grammar across the curriculum; 3. access to curriculum and cultural learning opportunities; 4. increased awareness and knowledge to support and improve outcomes for pupils with attachment issues

Planned Expenditure:

1. Quality of teaching for all – continued professional development for teachers focused on classroom based research in: mathematical understanding; vocabulary development and inference skills;

2. Targeted Support – mathematics, speech and language, phonics, spelling, grammar and punctuation, emotional resilience and positive learning behaviours

3. Other Approaches – staff development in attachment, emotional resilience and positive behaviour;  ensure access to music lessons and educational visits

2015-2016  Pupil Premium Funding:

26% of pupils in the school qualify/qualified for free school meals in the past 6 years

  2% of pupils in school who were looked after

  0% of pupils were from service families

Funding received: £35.650. This was spent on:

-Intervention – targeted support in phonics, early reading, oral language, fine motor development, basic number

-Targeted Teacher Intervention – gaps and barriers in reading inference, spelling, grammar and punctuation and mathematics

-TA Support for emotional resilience and positive behaviour

-Music Lessons

-Educational visits

-Financial support to ensure participation in school activities

Expenditure Cost Purpose
TA support

Prepare pupils to learn

Encourage social interaction

Boost self-esteem and build emotional resilience

Improve attendance

Support pupils to secure phonics, early reading, speech and language, fine-motor control, basic number skills and mathematical understanding


To support pupils to achieve success in Mathematics and English

1:1 Teacher Intervention

Booster sessions SATS


Educational visits and experiences

Involvement of pupils in extended learning activities, ensured pupils are able to participate and to give pupils the opportunity to experience new and challenging activities.


Whole School Mathematics: [ children receiving Pupil Premium ]

Working Towards Expected Standard   43%

Achieved Expected Standard                  57%

Whole School Reading: [ children receiving Pupil Premium ]

Working Towards Expected Standard   35%

Achieved Expected Standard                  65%

End of Key Stage 1

Mathematics:  67% pupils eligible for the pupil premium made required progress from EYFS GLD

Reading:            100% pupils eligible for the pupil premium made required progress from EYFS GLD

Writing:             100% pupils eligible for the pupil premium made required progress from EYFS GLD

KS2 * Value Added progress score for disadvantaged pupils

All subjects;        2.6    above

Reading;              7.5    significantly+

Writing;              -0.5    above

Mathematics:      0.8    above

Summary: KS2 performed in line with National Expectations in all subjects and above in reading.

KS2 *comparisons of average scaled score to National Expectation of 100

All subjects;                                                      99.93    in line

Reading;                                                          104.8      above

Grammar, Punctuation & Spelling;            103.2      above

Writing;                                                              95.8      below

Mathematics:                                                    99.2      in line

Summary: KS2 performed above and in line with National Expectations except in writing.


By the end of key stage 2 the gap between the new national expectations of 100 is closing and disadvantaged pupils are achieving in line or above in all subjects except writing.

Disadvantaged pupils’ value added exceeds sufficient progress measures.

*comparisons made with non-disadvantaged pupils nationally


Pupil Premium Reports prior to 2015/16