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 have been eligible for free school meals (FSM) 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 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 have seven children.

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/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:

• 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) and intervention plans are reviewed termly with parents, teachers and TAs and these reviews provide targets for future interventions

• Governors receive termly updates on progress of PP children and the impact of the PPG funding

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

Stakeholders are involved in pupil progress via weekly SEN meetings (SENCO and TAs who are also involved in delivering interventions), SEN/PPG meeting with Governors (Curriculum committee meetings), 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.

We ensure that reading records and work in children’s books provides evidence at an individual level, and prior assessments show progress up to the end of the school year 2015/16. OTrack tracks progress formatively as the weeks go by, based upon class observations of children’s progress, rather than a summative process at the end of each term.

Of course, data alone does not provide a whole picture of the child, and so teacher and TA knowledge of progress is an important 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 2015-2016)

Action taken
Evidence base

A Y1 child did not pass the threshold for phonics in Y1

1:1 daily precision teaching for phonics

Child passed the threshold for phonics screening in Y2

• Phonics screening results

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

Breakfast club set up for one term

Attendance and readiness to learn improved. Progress increased as a result

•Attendance data

• OTrack data

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

Funds allocated for online subscriptions

Children engaged in online homework regularly and with greater enthusiasm

• 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

Incidents of disruptive behaviour and violent outbursts reduced


One child becoming violent on some occasions

Staff training

Staff were better equipped to deal with incidents

• Behaviour logs

• Staff and parent feedback

Next review due September 2017

Details of PPG planned spending (Academic year 2016-2017)

Total number of pupils on roll (Sep 2016)


Total number of pupils eligible for PPG (Sep 2016)


Amount of PPG per pupil (2016-17)


Total amount of PPG (based on 10 children in Jan-16)


Accelerated Reader Programme (first of 3-year subscription)


Small group and other 1:1 provision by three TAs


Additional small group teaching by dedicated TA


Resources: library books, dedicated iPad


Website subscriptions for phonics/mathematics


Ensuring good attendance


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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