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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

Pupil Premium Expenditure and Impact Analysis


Funding available under Pupil Premium Grant financial from January census 2017

£186 120


Staff management of Pastoral care: £26 000


Barriers addressed:


Vulnerable group attendance and punctuality


Clear actions for sustaining rigour in practice related to pupil attendance, including prompt daily follow up, text, call or visit, close liaison with EWO and parents, following prosecution cases and follow-up actions designed to increase attendance rates for the most vulnerable.



Reduction of numbers of pupils for who attendance falls below the national expectation, including improvement rates for the number of pupils for whom are persistent absentees and pupil premium. 75.5% improvement for persistent absenteeism and reduction of persistent absenteeism from 2017 at 17.1% to 11%. Whilst absenteeism remains an area for further development, rigour within the system is leading to improvement.



Engagement with universal services, coordination, liaison and mediation


Engagement of vulnerable families with universal services can be a challenge particularly with those families who have seen agency input as intrusive and unjustified, including historic cases/involvement.



100% engagement with 63 caseloads, 45 of which are now working at Universal Services or monitoring, closed. 10 running cases, (4 multiple sibling cases 18 individuals).



Social group interventions


Minority of pupils for who friendship challenges, often from family disputes outside of school, require additional support within the school to avoid matters impacting on social and academic wellbeing. These groups support reconciliation and actions to address concerns so that they do not reoccur. This can often include family mediation, contract agreements or basic, but crucial, guidance for adult conduct.



Pupils report back, and parents respond positive. Whilst incidents do occur, the resolution process ensures that pupils learning attitudes remain positive and that issues are not ongoing.



Early Bird’s Breakfast Club £1200


Barriers addressed:


Frequency of pupils/families who require targetted support in order arrive on school site, on time, nourished, and in a positive frame of mind for learning activities. These include pupils with social care involvement, managed move and disruptive/chaotic home lives. Attendance is targetted, however, parents have the option to request admission considerations. Attendance is also optional, but encouraged.



  1. rare exceptions, children registered for Early Birds attend and have a breakfast. These children return to class ready to learn and on time.



One to One Tuition Tutor £11 000


Barriers addressed:


Supporting the improvement of progress measures (predominantly reading and mathematics) for pupils by addressing gaps in learning over time, pre teaching activities in readiness for future learning and supporting pupils for whom help at home is either not common place or support offered at home is not at the standard to support them achieving the expectation.



Progress measures for Pupil Premium children are above 0 and the gap between PP and non PP children is narrowing. Progress measures at end of KS2 have improved from Quartile 5 to Quartile 2 in Standardised Attainment Testing in reading and mathematics.



School Counselor £7,050 at point issue (6 more pupils pending)

Hive nurture and sensory room £1200


Barriers Addressed


School Counselor work is employed in conjunction with the wider actions at Ashgate Primary School to support positive attitudes to mental health and emotional wellbeing. the Disadvantaged pupils attending the school who have suffered challenging experiences, including (not exclusively) domestic violence, bereavement, separation anxiety and or wider mental health challenges. This work can support wider agency work, including social care at both Child Protection and Child in Need levels.


  • Counseling aims to change the way a pupil:
  • Sees things and themselves
  • Thinks about things and themselves
  • Feels about things and themselves
  • Change the way an individual behaves in light of the above



Attendance has been 100% for all (12 pupils, + 2 repeats [14 total sessions]).

  • 10 made at least good progress and improved on progress in at least 1 core area from that prior to attending.
  • 4 made accelerated progress in all core areas
  • 3 made accelerated progress in at least 2 areas
  • 1 made accelerated progress in 1 area
  • 2 made expected progress


Pupil mental wellbeing is key to establishing positive attitudes to learning and improved self esteem, which in turn results in positive attitudes in school.


Of those receiving counseling, 3 have been recorded as persistent absentees, 2 have improved attendance records within that category and are in line to not be persistent absentees, should current attendance patterns remain consistent. The one pupil whose attendance is not improving is linked to impending prosecution of parents.



Forest Schools £2400 Exc cost of LSA (inc within targetted intervention staffing below)


Barriers Addressed


Many PP pupils lack the experiences and skill bases that are underpinned with outdoor play, construction and teamwork practices. The lack of these experiences can hinder pupil self esteem, resilience and ability to self risk assess, which in turn can impact on their abilities to engage effectively in learning and wider social interactions.


Forest Schools Programmes enable children to engage in outdoor learning activities that help remove these barriers.



See Forest School Coordinator Impact Analysis



External services support –

Educational Psychology £2700 at point issue

Safe Speak ? TBC


Barriers addressed


Identifying additional strategies to support individuals within the classroom who have complex needs. Teachers and support assistants require expert advice and guidance to ensure that the needs of these pupils are met. These pupils can include those with SEND needs, however, this is not always the case.



Strategy deployment for the vulnerable pupils, successful EHCP applications for 2 pupils (both now left the school).



Financial Support for inclusion and enrichment - £6150 at point issue.



Access to activities and experiences requiring financial contributions is a significant barrier for pupil premium families, particularly those that require travel and entrance fees.


The school aims to reduce costs for all trips for PP children to be reduced by 50%, and in the case of residential trips to £50 (circa £110 reduction).


Pupils arriving at school and in need of school uniform replacement or issue, where parents are not in a financial position to support uniform purchase receive school uniform.


Food bank. In special circumstances the school has provided emergency welfare packages to ensure pupils are fed and sustained during holiday periods when access to free school meals and breakfast club is not available. This subsidies some support already in place, including access to social care facilities and resources.


Impact: Parents are not in a position where by they are denied access to inclusion or enrichment on the grounds of finance. Attendance at enrichment activities, including trips is high for PP pupils.



Targetted intervention staffing, core subjects and phonics.

£67 000 contracted work

£23 739 enhanced pupil ratio staffing (inc EYFS, emergency support for complex needs)


Supporting the improvement of progress measures for pupils by addressing gaps in learning over time, pre teaching activities in readiness for future learning and supporting pupils for whom help at home is either not common place or support offered at home is not at the standard to support them achieving the expectation.


Deployment of LSA staff to support intervention is predominantly required to:


Release quality first teaching staff to work with focus groups within the classroom setting whilst non focus groups are supported by the LSA


LSA specific targetted intervention activities within or out of the classroom.




Inclusivity of pupils with complex needs who are PP and vulnerable is evident, including pupils with high needs, for whom without the 1-1 support would not function within main stream teaching.


Provision mapping and Otrack and observations demonstrate positive impact on pupils attending interventions. This is reflected in accelerated progress across the school for PP pupils.


See PP v non PP internal data and IDSR progress, diminishing difference outcomes.



Resource materials to support intervention practices and support the accelerated reading programme for underperforming boys readers (opportunity area funding possible recuperation) £6800 at point of issue.

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 - Issued for financial year based on January census.

In the financial year of 2016/17 the school is forecasted to receive circa £186,120 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