2015/2016 Pupil Premium

Initial summary of spending and actions taken:

The speaking, listening, reading and writing of English is always a priority for the school.  Support has been put in place throughout the school to deliver intervention programmes and to support children in Early Years with their day to day skills.

We have employed a welfare officer within EYFS to allow the teacher and experienced teaching assistants to focus on developing speaking and listening, reading and writing skills. We have found that as a school, early intervention is essential when identifying and dealing with barriers to learning.

Each phase (KS1/LKS2/UKS2) has an intervention TA, not class based, to support children’s development in reading, writing and maths. These sessions take place outside of the mathematics/English lesson, allowing identified children to have one-to-one/small group sessions with a trained TA addressing an area of weakness or building on skills. Intervention programmes have been put into place for all children who need support – rapid reading, writing and maths. We are aware that last year our reading, writing and maths combined result was just below national average, primarily due to writing. This has been identified as a key area for improvement wherein pupils will be taking part in rapid reading, phonics and writing to support this learning. Due to the vast number of interventions that take place within the school day, extra provision for areas in which these can occur has been planned into the new build that we are having this year, allowing for a larger library area and two group rooms.

Another key issue that affects children’s learning occurs when they have emotional or social disruptions at home or at school.  Two learning mentors have been working at the school for the past few years and funding for them has come through other, now ceased, funding.  The pupil premium funding is now being used to pay for these learning mentors.

We have introduced another 2 MDAs to our teams, one in KS1 and the other in KS2. We have found that less incidents occurs outside on the lunch break when there is greater supervision and intervention, therefore when children come back into the classroom they are ready to learn and settle down quickly.

As a proportion of our PP children have special educational needs, part of our PP funding goes towards the cost of the Inclusion Manager. Not only does our Inclusion Manager work directly with individuals and groups of children; she also involves the parents in a variety of areas to support them and their child’s learning. We offer a range of workshops for parents in phonics, cookery, e.safey, EAL, restyle revamp and repair, school readiness, secondary school transition as well as family communication. Through the diligence of the provision provided we gained the ‘Parent Partnership Award’ last year (2014-2015) and will continue with this provision this academic year.

In the past we have noticed that there has been a gap between the attendance of PP children compared with our NPP children. Involvement of the Educational Welfare Officer (EWO) has been crucial in supporting the schools drive to raise attendance. We have now got our own Attendance Officer in school who supports the Headteacher in her targets to raise attendance further and deal with the new government requirement threshold of expected attendance at 90% for all learners.

Homework underpins learning in class and can be a barrier to good/accelerated progress if this work is not completed, therefore to support pupils and parents with their homework activities we have implemented several clubs where children have the opportunity to attend and get support with their homework if necessary. To support parents further with their morning routine we have put in place a breakfast club which all children are welcome to attend. PP funding is used to ensure that all children with this entitlement can attend breakfast club for free and are personally invited.

All classes are paired with another, within which the individual pupils have been partnered up. These partnerships have been put in place using the knowledge teachers have of their pupils. Peer tutoring is being used to extend learning in reading, writing, maths and PE.



Record of PPG spending by item or project 2015/16


Estimated Cost

Welfare support in nursery class 6,000
Library expansion and extra group rooms 50,000
Lunchtime provision – MDA x2 4,880
EWO and Attendance officer 3,000
Learning mentors 15,000
Learning mentor room refurbishment 2,000
Intervention teaching assistant support x3


Breakfast club and homework club subsidiary


Allotment 2,000
Inclusion manager 20,000
Teacher Cover – PM/PSMs 5,000


Total PPG received £170,280
Total PPG expenditure £142,880
PPG remaining £27,400