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Pupil Premium: use and impact

What is the 'Pupil Premium?'


Pupil Premium is a government funding strategy, implemented in order to provide the resources needed by schools to narrow the gap in achievement often found between pupils who come from 'challenging' financial backgrounds and those who do not.


Listed below, you will find documentation to explain:


  • How much money the school receives as a part of its Pupil Premium funding:
  • How this is spent within the schooland
  • How this has impacted on pupils (the narrowing of the gap)

Historic impact report on 'Narrowing the Gap' between disadvantaged pupils, their peers and national levels

Pupil Premium Gap Analysis 2017

In additional to statistical data, the school does complete anonymised individual 'Case Studies' to evaluate the impact Pupil Premium support has on pupils beyond the academic statistics, including emotional wellbeing and attendance, punctuality matters.

Pupil Premium Expenditure Plan 2016 /17


Pupil Premium is additional funding that school gets from the government. This funding is intended to enrich the lives of children in families that are financially challenged and to raise the attainment of those children deemed to be 'disadvantaged'.


How the Pupil Premium is spent is up to school, however we are held accountable for how the additional funding is spent and are required to share with parents how we have spent this money.



Pupil Premium 2016/2017

In the financial year of 2016/17 the school is forecasted to receive circa £208,980 as our Pupil Premium funding to support the achievement of children who are entitled to free school meals (or have been in the last 6 years) or in the care of the local authority.


Planned expenditure to date includes:


1:1 tuition/group interventions: (Short term impact expectations)

These personalized learning activities support children who need extensive development in literacy and maths.  Provided on a 1-1 basis by an experienced qualified teacher, sessions are run during the school day, but not during the delivery of core subject teaching.



Employment of a Learning Mentor: (Long term impact expectations)

Our learning mentor works hard with children and families to ensure they come to school every day ready to face the learning challenges ahead of them. She also gives pastoral care to children in school and helps children access lessons.  By coordinating with outside agencies, she ensures that parents are able to access relevant support within and beyond the school.



Recruiting Specialist Support: (Medium / long term impact expectations)

The school seeks support of external agencies that hold specific skills, not readily available in the mainstream setting.  These include:

  • 'Safe Speak*’
  • 'Educational Psychology'
  • 'Behaviour Support'


*Currently ‘Safe Speak’ practitioners are employed on a contracted basis.  Owing to the increased evidence of effectiveness of this programme, the school may, during 2017 increase this provision by employment of an onsite councilor to support children from within the school.



Provision of individual and group support programmes: (Short Term impact expectations)

Support actions, including small group interventions by Teaching Assistants who work with children who need additional help with their learning and behaviour.  These include, for example:


  • ‘Spring Board Mathematics’
  • ‘Phonics Groups’
  • ‘Lunch time’ support group
  • The 'Forest Schools' programme (New for Autumn 2016)
  • 'Equine Therapy' programme (New from 2015)
  • ‘Animal Therapy’ programme (New from Autumn 2016)


Pupil Nurture Groups - 'The Hive' (Short / medium /long term impact expectations)

A group established to provide additional support for those pupils who face challenges other than those considered academic, including social emotional responses to short term and long term trauma, i.e.

  • bereavement, 
  • separation anxieties, 
  • attachment disorder,
  • ASD,
  • low self esteem,
  • anger management.


This group is also established to provide a platform for mediation for groups of children who have friendship challenges and conflicts.


The needs of individual children will be carefully considered, interventions and approaches will be designed to enhance children's opportunities to interact with others in a positive way or support their personal development individually.  Various approaches are currently being used such as Theraplay, Mindfulness, Art Therapy, R Time and Pupil Peer Massage.



Maintaining the ‘Early Birds Breakfast Club’: (Short / medium /long term impact expectations)

Our learning mentor (Mrs Froom) delivers a breakfast club for families and children who need additional support to come to school early and do not eat a breakfast. The breakfast club helps children get a good start to the day and gets them focused on the learning ahead of them. The club started in January 2013 and has proven to be very popular. As the success of this scheme grows we plan to include all children who wish to access the club.


Inclusion in wider opportunities (Long term impact expectations)

Money from the Pupil Premium allocation is set aside by the school to support pupils who cannot access extra curricular activities/trips/residential visits owing to financial complications at home.  Such funding ensures that children have inclusivity in all activities, regardless of home circumstance.


Specific Training for staff (Short / medium /long term impact expectations)

On occasions, school staff may require support and training in specialized areas in order to support pupils who are entitled to the Pupil Premium.  Training can include, but is not exclusively in:

Social and Emotional

  • Autism Spectrum Disorder
  • Attention Deficit Hyperactivity Disorder
  • Attachment / Reactive Disorder


  • Dyslexia
  • Dyscalculia
  • Specific intervention programme training