Pupil Premium


The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

Pupil premium funding is available to:


Schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

Schools will also receive £1,900 for each pupil identified in the spring school census as having left local-authority care because of 1 of the following:


Pupil Premium Strategy 2018/2019

Pupil Premium Strategy Autumn 2017/2018

Pupil Premium Strategy Spring 2016/2017

Pupil Premium Strategy Autumn 2016/2017


The barriers to achievement are varied for our children. Some of our Pupil Premium children also have Special Education Needs so their Individual Learning Plan identifies what learning intervention is needed. This is planned and delivered in short blocks to ensure we are meeting their needs. Some of this will be in small groups and for others it may be 1:1

For a significant number of our Pupil Premium children, we have identified a social or emotional need. For these children we have planned intervention such as Positive Play, Nurture or 'Good To Be Me' social groups.

From September 2016 we have developed new support roles with specific responsibility for Pupil Premium pupils to ensure their individual needs are identified and met, particularly where the need is not related directly to academic attainment. This means that all pupils, regardless of ability, will get personalised support. We have chosen this approach so that all Pupil Premium Pupils get something 'extra' to address barriers to their achievement in whatever aspect of learning and social development that may be. Rapid reading and phonics progress for all pupils is our main priority.


Measuring impact:

Pupil progress in core subjects will be measured termly using standardised tests. We use PIRA for reading and PUMA for maths. These will give us a standardised score and reading/maths age which will show measurable progress for each individual. Progress will be measured by the months gain for a pupil and the difference between their chronological age and their reading/maths age. For pupils with SEN we will use a standardised score measure increase and diminishing the difference between the score and 100 (age expected score). For pupils whose need is not directly academic we will use test scores to measure the impact on their attainment alongside observation evidence and the impact on learning and social behaviour. For some children the aim may be a reduction in behaviour incidents.


We will review this strategy termly.