The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
The Pupil Premium 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 (known as ‘Ever 6 FSM’).
Schools also receive funding for children who have been looked after by the local authority continuously for more than six months, and children of service personnel.
The government requires all schools to report on the amount of funding received, how it will be allocated/spent and the effect of this expenditure on pupil attainment
|Pupil Premium Plan 2019-2020|
|Desired Outcome||Strategy||Rationale for Chosen Strategy||Cost|
|A||Continue to work at improving levels of speech and language.|
Continue to narrow gap between proportions of PP and non-PP children achieving GLD.
Aim is for percentage of PP children achieving GLD to be within 10% of non PP children.
|Additional TA in class in order to release experienced TA to run small group interventions||EEF teaching and learning toolkit – review of evidence of impact of oral language interventions |
Moderate impact based on extensive evidence (+5)
|B||Aim to at least maintain 80%+ in year 1 Phonics. Aim to at least maintain % of disadvantaged pupils achieving phonic standard in 2019 (75%).||Additional TA support available in order to create 2 additional phonic groups each morning in KS1.|
1:1 additional support for pupils as necessary.
|EEF teaching and learning toolkit – review of evidence of impact of high-quality additional adult feedback. |
High impact for very low cost based on moderate evidence (+8)
|C||Higher % of PP children achieving Exp+ in KS2 Reading|
Aim is for 60% of PP children to reach expected in 2020.
|Additional TA led group running 4 times per week to develop reading fluency and comprehension.||EEF teaching and learning toolkit – review of evidence of impact of reading comprehension strategies: |
Moderate impact based on extensive evidence (+5)
|D||Continue to foster positive attitudes toward reading with a particular focus on PP boys.||Accelerated Reader - Non -fiction book boxes in breakfast club and portable selections to take to classes.|
Purchase new fiction resources with PP boys as the key target group.
|Evidence from the EEF indicates that this is an effective catch up intervention for weaker readers. This also enables pupils to read for pleasure and develop links with parents.||£3,000 fiction, non-fiction and storage|
|E||Improved emotional well-being and academic achievement for children experiencing social and emotional barriers to learning allowing them full access to the curriculum and improved achievement. |
Increase academic resilience of pupils so that they are better equipped to 'bounce back' from events that impact on their lives - Children identified as 'highest need' are supported to make the same level of progress as those identified as 'low need' children.
|Nurture group in place 3 afternoons a week run by two TAs – addressing attachment and other issues impacting on progress.|
TA time to deliver small group interventions including the ‘Listening matters’ Programme
Staff CPD to help identify levels of need within each class and the school as a whole. Variety of approaches will be used including social skills, groups, mentoring and self-esteem work
|Systems are now embedded in school and have a positive impact on pupil performance across all areas of school life. We have had no fixed term exclusions in both the 2017/18 and 2018/19 academic years and feel this is strongly related to the higher levels of social and emotional support which we now provide||£20,000|
|F||All children to access a range of educational visits and experiences to raise their aspirations and increase their imagination/creativity.||Fully fund educational visits /experiences for pupils||‘Cultural Capital’ is the accumulation of knowledge, behaviours and skills that a child needs to make sense of the world around them. Our children (particularly PP children) generally lack cultural capital and taking then to places and providing experiences is vital to enable them to develop this.||£10,000|
|G||The % of PP children recorded as a persistent absentee will remain below 10% (national figures for persistent absence in 2019 was 17.6). Our aim for 2018-2019 is to continue to rigorously apply attendance procedures so that we can maintain attendance levels in line with national.||PSA to work with Business Manager to monitor attendance of pupils causing concern weekly, conducting home visits when parents out of contact. PSA to undertake parenting and family work to improve attendance and engagement.||This success of the system is evidenced by attendance rates in line with national for the last two years. (Attendance in 2018-19 was 96.3% which is better that national of 96.1%) PSA involvement enables a more supportive approach to parents in tackling poor attendance.||£17000|
|H||High quality sports provision|
Greater participation in inter school competitions and festivals.
Increased participation of PP children in after school clubs.
|Lead PE sessions throughout the school. Provide a positive role model for pupils at break/lunch times. Support and mentor pupils with social/emotional issues through participation in team games. Organise teams for sports festivals, ensuring Pupil Premium children are targeted.||More teams across ks2 age range including 3 football teams together with teams for inter school competitions in Tag rugby, netball, basketball and cross country.||£18,000|
|I||Vulnerable children starting the day with a positive experience.||PSA and staff to highlight children to be targeted to attend breakfast club to ensure they start the day positively, resulting in more progress academically.||Breakfast clubs that offer pupils in primary schools a free and nutritious meal before school can boost their reading, writing and maths results by the equivalent of two months’ progress over the course of a year, according to the results of a randomised controlled trial published by the EEF Nov’16||£4,000|
|J||Improve maths attainment of low ability pupil premium children so that by the end of Year 6 the attainment gap is narrowing.||Mr Brooke to run maths groups Tuesday and Wednesday afternoons for children across KS2.||Pupils report that they really enjoy the maths groups. They like the challenges that they are set and say this it gives them more confidence for their daily maths sessions back in class.||£9,000|