Pupil Premium Strategy

Pupil Premium is allocated to schools at the beginning of each financial year. The allocation is decided by a fixed amount per child, when a family is entitled to free school meals, in care or adopted. The Headteacher has absolute discretion to decide, using all reasonable endeavours, how the pupil premium is spent to ensure maximum benefit to each child.

The Headteacher will as far as is reasonable and practical consult with the governing body, all staff and other interested parties, to assist her in making a well informed decision

Pupil Premium Funding April 2016 – March 2017: £12,460 based on 8 pupils (Ever 6 and free school meals) plus 1 post LAC

Identified barriers to learning: social interaction; lack of parental engagement and support for home learning; SEN difficulties (needing catch up sessions in English and Maths to further improve their understanding; lack of funding for enrichment activities.


Area of Spend


Contribution from Pupil Premium 

Description of Intervention 

*where identified by Sutton Trust/Hattie


Intended Outcomes


How impact is to be measured


Staff training for ways to support a child with attachment disorder. £200 All staff ( teachers, TAs, SMSAs) to receive training from Debbie Cresswell in a staff meeting session about strategies to use with post LAC child who has Attachment Disorder

The child with attachment disorder who is a post LAC will:

·         make expected progress or better

·         be able to socialise better with other children

·         will be able to follow instructions

·         will feel safe

 Through teacher observations of interaction with other children


Through teacher assessments using Local Authority ARE grids

Pupil has demonstrated that she is sometimes able to concentrate for longer periods of time.


Evidence of improved socialisation both with peers and adults alike

TA interventions

Toe by Toe

Fine motor

Social group



KS2 timestables


Daily reading



Intervention work with small groups of identified children across all year groups.

Groups of no more than 4 receive Maths and/or English booster to secure accelerated progress and improved attainment. 


Sutton Trust: Small group tuition +4 months and one to one tuition +5 months    

Identified children in English and Maths benefit from small group tuition to secure accelerated progress and improved attainment.


Identified children benefit from social interaction with good role models


Increased levels of progress of identified children.  

Improved attainment of identified children.



Identified children able to take turns appropriately and be able to interact appropriately with other children

Mid‐term assessments in  Reading, Writing and Maths (January  2017) indicate that gap between PP children and all pupils has diminished significantly so that outcomes are broadly similar 
No nonsense spelling scheme  

Introduction of new spelling scheme.

Different approaches to help remember how to spell words

Parent information evening to inform of scheme and how parents can help at home

Improved spelling throughout the school.


Parents better informed of how to help their children at home

  Improved spelling evidenced through English lead monitoring samples of children’s work before implementation of the scheme and after.

Area of Spend


Contribution from Pupil Premium 

Description of Intervention 

*where identified by Sutton Trust/Hattie


Intended Outcomes


How impact is to be measured



Educational Psychology Support

Behavioural support


Educational Psychology, purchased from South Gloucestershire to meet the needs of children.

Sutton Trust: Behaviour Interventions +4 months


Children benefit from this support to remove barriers to their learning and progress.


Impact on individuals of this support. The impact of this can be shown through the academic progress of the individuals

KS1 Singing lessons

Lower KS2 – Jazz festival

£225 Sutton Trust: Social and emotional learning +4 months 2 PP children ( 1 post LAC and 1 FSM) take part in high quality enrichment opportunities

Interaction with another adult and with other children.


Participation and confidence when taking part in a new activity

Improved confidence and the ability to take instructions from another adult.


Exposure to another enrichment activity

Purchase of new laptops to ensure whole class have a laptop each £2500

Programmes for students, where learners use technology in problem solving or more open-ended learning

+ 4 months 


 Children able to work independently to find out information to problems presented and to work collaboratively with others on a joint project Through class observations  
Purchase of Numicon £500 Mathematical resource to be introduced in KS1.
Children independently choose the resource to help with their learning  
ARE teacher assessment Numicon wasn’t purchased. However other mathematical resources were purchased to help with the Mastery approach in Maths (concrete, pictorial, abstract)

TA conference

TA observation visit


TAs to attend TA conference

TAs to attend another school

TA conference gives TAs ideas to implement new initiatives

TAs observe another school environment and observe good to outstanding TAs in practise

Observation of TAs by HT and senior teacher

TAs Performance Management

TAs better informed and more up to date with curriculum changes
Teacher (Steve Taylour) to work with small intervention group

6 mornings


Teacher able to focus exclusively on a small group of children. Intensive tuition in small group providing support to lower attaining learners

Sutton Trust: Small group tuition +4 months and one to one tuition +5 months    

Children more confident in their abilities with any misconceptions being addressed and progress being made Teacher assessment showing progress on ARE grids Teacher led interventions have shown an increased impact on pupil’s progress and attainment
2 Year 1 Pupil Premium children to attend “Future Stars” after school sports club £300

Organised after school activity run by Future Stars to encourage pupils  to engage in additional learning activities and to commit to an activity

+ 2 months

Developed confidence in the pupils with social and family issues.


Development of new skills


Practising of listening skills


Positive interaction with other children

Reports from mentors and actions of pupils in school.

Pupils have benefitted from being able to attend the weekly club with their peers, experiencing a range of physical activities that would otherwise not be available to them.

Evidence of increased self confidence and self esteem both at the club and in the classroom

Two KS2 children to receive small group music tuition for the French Horn £279

Arts participation

+ 2 months

Developed confidence in the pupils with social and family issues. Reports from mentors and actions of pupils in school. One child stopped taking part early on. The other child has continued and has made good progress in maths and particularly English
Breakfast club for one KS2 child £158

Child to receive breakfast.

Child supervised before the start of the school day

Good start to the day

Child not hungry

Interaction with other children


This has ensured that the child involved is fed appropriately and is prepared to learn.  It has also ensured her safe supervision before the start of the day, including good attendance and  punctuality.

Continued good progress being made with this child

Academic Year 2016 – 2017

Total Funding received for 8 children = £12,460

Pupil premium report 2016-17

Academic Year 2015 – 2016

Total Funding received for 9 children @ £1398 = £15,100

Pupil premium report 2015-16

Academic Year 2014 – 2015

Total Funding received for 14 children @ £1300 = £18,800

Pupil premium report 2014-2015

Academic Year 2013 – 2014

Total number of children eligible 14 @ £900 = £12,600

Pupil premium report 2013-2014

Academic year 2012 – 2013

Total number of children eligible 12 @ £600 = £7,200

Pupil premium report 2012-2013

Academic Year 2011 – 2012

Total number of children eligible 12 @ £400 = £4,800

Pupil premium report 2011-2012