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Pupil Premium


The Pupil Premium was introduced in April 2011, and paid by means of a specific grant based on school census figures for pupils registered as eligible for FSM in Reception to Year 11. For looked after children the Pupil Premium was calculated using the Children Looked After data returns. A Premium has also been introduced for children whose parents serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils.


The Pupil Premium is additional to main school funding and it will be used by this school to address any inequalities between children eligible by ensuring that funding reaches the pupils who need it most.



  1. The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for those pupils.

  2. The funding will be used to narrow the gap between the achievement of these pupils and their peers.

  3. The school will use the additional funding to try to address any underlying inequalities between children eligible for Pupil Premium and others.

  4. We will ensure the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.




The Headteacher and Leadership Team will regularly and rigorously monitor, evaluate and review the strategies we have put in place for Pupil Premium.  The PP Link Governor meets with SLT each half term to provide support and challenge.  The outcome of these meetings - progress and impact  is reported to the full Governing Body.




Pupil Premium is paid to the Local Authority Schools on an annual basis over a financial year however this report is formatted to the academic year.



Based on pupils

(Jan census)

Per pupil amount

Annual amount


April 2018 – April 2019




Pupil Premium Plus 4 2300 9,200

Strategy for using the funding


In addition to quality first teaching and learning, the school has looked very carefully at the needs of each pupil and has identified the following intervention strategies to accelerate progress:

  • 1:1 support for pupils entitled to PP or PP plus funding to help them make improved progress and to raise their standards of achievement. For example, targeted support in the classroom, FFT intervention, speech and language support, sensory circuits, development of bilateral co-ordination and motor skills and classroom support.
  • Providing small group work for pupils entitled to PP / PP plus funding with an experienced teacher, focussed on overcoming the gaps in learning to help them make improved progress and to raise their standards of achievement. For example, Yr6 and Yr2 Booster
  • Additional teaching and learning opportunities for pupils entitled to PP / PP plus funding, provided through trained TAs to help them make improved progress and to raise their standards of achievement. For example, Year 2 and 6 booster, narrative group, active listening and our EAL programme - ‘Racing to English’
  • Giving priority to pupils entitled to PP or PP plus funding to attend 'maths breakfast club' in Year 6, led by a member of SLT, to support with SATs preparation.
  • Providing opportunities to complete homework in school with the support of the child's teacher or a member of SLT.
  • Time for Leadership Team to analyse PP pupils’ progress and impact of strategies to ensure narrowing of the gap
  • Buying in additional support from outside agencies, including Educational Psychology support and Bi-lingual support
  • Acquiring effective materials for pupils entitled to PP funding aimed at raising standards particularly in reading and maths. We have developed a PP library where children can borrow additional books.
  • Organising and supervising Book Buddies (older pupils pairing up with younger PP pupils at lunchtime to share books from the school library).
  • Ensuring emotional and health needs of children entitled to PP / PP plus funding are met through ELSA support, either on a 1:1 basis or through small group intervention using the Talkabout resources, designed to build self-awareness and self-esteem.  
  • Priority given to PP pupils to participate in lunchtime clubs including science club, cooking club, homework club, art club and gardening club.
  • Ensuring children entitled to PP have equal access to trips, music lessons, extra- curricular activities and uniform. For example, J Rock and trips including residentials.
  • Providing ‘Cool Milk’ for PP children on a daily basis.

Summary of evidence from the evaluation of impact (2019 data)


The validated data will be published once it is available to the school.



Date of this strategy report:  September 2019

Date for review:  This document will be updated once the KS1 and KS2 validated data is available to publish.