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

PPG Funding.

The DfE allocates PPG to schools based on pupil numbers on the January school census each year, at a rate of:

• £1,320 per pupil for each pupil aged 4 and over in year groups reception to year 6

One challenge schools face is that funding is based upon the number of eligible pupils on roll during the calendar year. Obviously there are changes to these numbers owing to movements at the end of and during each academic year. This is especially challenging for our school since we have had a lot of movement of PPG entitled pupils throughout the course of the year. Additionally funding is received in the financial year

The table below shows the way PPG funding for was allocated in our school for the last academic year.

At the end of the academic year 2017-18, we had 10 PPG children. Seven of our current eight children eligible for PPG, arrived at school within the last year.

Measuring impact (Academic year 2017/18)

• 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 for SEND PPG children, and DPIPs for non-SEND PPG 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 fundings

• Evidence shows all our PPG entitled children made some good progress in at least subject or aspect

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.

7 of the 10 children were on the SEND register and were supported through their PIPs (Personal Intervention Plans). The remaining pupils had DPIPs (Disadvantaged Pupil Intervention Plans). Areas of need are identified on these plans and targets set and reviewed on a termly basis. Interventions are put in place and progress is tracked and reviewed to assess their effectiveness. (See T/A Intervention folders and Termly PPG Interventions sheets)

As a school we are always aiming to overcome any barriers to learning that present themselves to our children eligible for PPG.  Typical barriers include:

• Lack of readiness to learn, poor attendance, or behavioural and emotional support required

• Lack of funds to participate in our full curriculum, e.g. trips and clubs

• Lack of progress in reading, writing, or maths, bearing in mind their starting points

• Language barriers for those with English as an additional language

In the paragraph below, we have listed the impact of our funding for just such barriers that we have encountered during the academic year 2017/18.

Examples of Impact of PPG funding (Academic year 2017-18)

Action taken
Evidence base

PPG children not making enough progress in reading

Purchase and consistent use of AR for individual reading comprehension work

PPG children as a group have made average accelerated progress of >1 year in their reading ages.

(one child made 3 years and 3 months progress)

AR test results


Behavioural / emotional support for one KS2 child

Dedicated TA in-class support 3 mornings per week

Began the year with a temporary timetable and three exclusions. With intensive interventions, and using some PPG and SEND funding, this child was able to achieve ARE in reading, maths and GPS in Y6 SATs.

Behaviour logs


Pupil data


Behavioural / emotional support for one KS1 child

Dedicated TA in class to support with severe detachment issues in the mornings

Began the year needing daily support to come into the class. Child now comes into school happily on >90% of occasions since January 2018

Behaviour logs

Staff and parent feedback

Specific children unable to access online support materials for Maths and Phonics (no online access at home)

Paper homework provided, and also opportunities to access programs in school.

Children have access to engaging homework activities which supports their learning in school.
88% of PPG pupils now complete their homework regularly

Staff records

Certain children unable to access before school/after school clubs

Financial support given

New lunchtime clubs set up

50% PPG pupil sign up for clubs

Club records

Some children unable to participate in school trips

Financial support given

All PPG children have been able to attend class trips this year (unless sick), and we supported two children’s attendance at a week-long residential

Trip registers


Details of PPG planned spending (Academic year 2018-19)

Total number of pupils on roll (Sep-18)


Total number of pupils eligible for PPG (Sep-18)


Amount of PPG per pupil (2018-19)


Total amount of PPG (based on 9 children in Sep-18)


Small group and other 1:1 provision by three TAs


1:1 support and small group teaching by dedicated TA


Accelerated Reader Programme (third of 3-year subscription)


Website subscriptions for phonics/mathematics/reading and SPAG


Allocation to assist with club participation


Allocation to cover estimated costs of trips





The planned spending above will be regularly monitored by our governors to ensure children are benefiting from these funds. The impact will be evaluated using a range of evidence sources, including:

• Intervention analysis, showing how much progress children have made in reading, writing or maths, as required

• Reading progress is measured using our Accelerated Reader programme

• Use of adult support to ensure children are ready to learn and that behavioural and or emotional needs are met

• Increase in number of children participating in after school clubs, who otherwise would not

• School visits and trips are subsidised to ensure full participation


This strategy is reviewed early in each autumn term.


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