Our Pupil Premium Strategy


What is the Pupil Premium Grant?

The Pupil Premium Grant (PPG) is additional funding which is allocated to schools on the basis of the number of pupils who are eligible for free school meals (FSM), or have been at any point over the last 6 years (Ever 6).

The PPG is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and more affluent peers. The PPG also provides funding for children who have been looked after (at any time) for more than 6 months, and children of services personnel.

As a group, children who have been eligible for FSM at any point in time have been shown to have consistently lower attainment than those who have never been eligible for FSM.

How does this affect our school?

Although we are a small school in a rural area, we are usually oversubscribed and so our catchment area is quite wide. As a result, the number of pupil premium pupils in the school can vary dramatically - currently we only have a very small handful of eligible children, significantly below the national average.

Because of the small numbers we are able to know the children very well as individuals. This enables us to closely monitor their progress and provide support that is tailored specifically for each child. This support may be educational, emotional, social or financial.

Identifying issues:

• The Reception class teacher meets with both feeder Early Years establishments and parents prior to pupils’ arrival in school, which enables any issues to be highlighted as soon as possible

• Pupils who transfer from other schools have a Baseline For New Entrants Assessment completed upon arrival at the school, and any issues are discussed with parents at the earliest possible date

• Information from previous educational establishments is always sought

Interventions and support:

• Specific TA support allocated for targeted children in small groups or 1:1 in reading, writing and mathematics or in developing social and behavioural skills

• Financial support with trips/residential visits/equipment/subscriptions to educational websites with home access/ participation in after school clubs

• Daily interventions tailored to individual needs

• External agency support is requested if appropriate

• Mixed year classes allow for flexibility in class allocations. This can support individual requirements, if appropriate, which could be academic, social, emotional or a combination of these

Measuring impact:

• In 2016/17, both of our two pupil premium children with no SEND reached Age Related Expectations in reading writing and mathematics

• OTrack, our data tracking system, provides useful data for tracking academic progress, combined with scrutiny of children’s work and evidence in intervention folders. This happens half termly, and interventions are reviewed accordingly

• Personal Intervention Plans, (PIPs or DPIPs for disadvantaged children), are reviewed termly with parents, teachers and TAs and these reviews provide targets for future interventions

• Governors receive regular updates on progress of pupil premium children and the impact of the PPG funding

• Evidence at Pupil Progress reviews showed that all PP children made at least some good progress

Staff are involved in discussing pupil progress via weekly SEND meetings (SENDCO and TAs who are also involved in delivering interventions); SEND/PPG meetings with Governors (Curriculum committee meetings); and regular meetings with parents to discuss interventions in place and next steps. Any parents who are harder to reach are encouraged to come in by being involved in activities such as weekly Sharing Assemblies, helping on school trips, being invited to coffee mornings on the first day of each term or coming in to share activity days with their children in class.

School VisitWe ensure that reading records and work in children’s books provides evidence at an individual level. OTrack tracks progress formatively every day, based upon teachers assessments against every objective.

Of course, data alone does not provide a whole picture of the child, and so teacher and TA knowledge of progress is an important part of our monitoring progress. This might be in relation to specific behavioural or social issues as well as academic progress.

Impact of PPG funding (Academic year 2016-2017)

Action taken
Evidence base

Targeted children needed extra support in reading to improve comprehension skills

New library books purchased and AR programme introduced

Comics and other reading materials purchased to interest selected children

AR data shows targeted pupils’ reading comprehension has improved

• AR Data

• Reading records

• Staff and pupil feedback

Certain children were arriving late for school, often without having had breakfast

Breakfast club set up for one term

Children who attended showed improved attendance.

•Attendance register


Specific children unable to access online support materials for Maths and Phonics

Funds allocated for online subscriptions

Targeted children engaged in online homework regularly and with greater enthusiasmm

• MyMaths activity logs

Certain children unable to access before school/after school clubs

Financial support given

~50% sign up for clubs from targeted children

• Club records

Some children unable to participate in school trips

Schools trips subsidised for PPG children


• Trip registers

Behavioural/emotional support for one child

Dedicated T/A in-class support 3 mornings per week

Improved behaviour at playtimes

• Behaviour and incident logs

One child becoming violent on some occasions

Staff training

Staff are better equipped to deal with incidents

• Behaviour logs

• Staff and parent feedback


Details of PPG planned spending (Academic year 2017-2018)

Total number of pupils on roll (Sep-17)


Total number of pupils eligible for PPG (Sep-17)


Amount of PPG per pupil (2017-18)


Total amount of PPG (based on 6 children in Sep-17)


Accelerated Reader Programme (second of 3-year subscription)


Small group and other 1:1 provision by three TAs


Additional small group teaching by dedicated TA


Website subscriptions for phonics/mathematics


Allocation to assist with club participation


Allocation to cover estimated costs of trips





This strategy will be reviewed early in each autumn term.

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