Pupil Premium StrategySPSLOGO[1]


Number of pupils and pupil premium grant (PPG) received

INSPIRE (1).png

Total number of pupils on roll


Our Pupil Premium Strategy is based on enabling all of our children to ‘be the best that they can be’.

Through targeted, strategic, well financed interventions we believe we can affect not only the progress of those entitled to receive Pupil Premium funding, but also those who do not.

Please click here to see our more in depth Pupil Premium Statement.

Total number of pupils eligible for PPG

109 (excluding EYFS pupils)

Total amount of PPG received


Nature of support 2017/18        

Focus on learning

Focus on social, emotional and behaviour

Focus on enrichment beyond the curriculum

Focus on families/community





Curriculum focus:

Increase % of children working at age related expectations (ARE) in reading, writing and maths

Impact of PPG spending

(see end of year evaluation)

Final Column in July 2018

Year group


Cost (see Resource table for figures)


Desired outcomes

Year 5/6

Boosters for higher attainers and those at risk of not achieving ARE.

Teacher led interventions

Programme for SATs revision

Children targeted for intervention in maths.

Reading intervention for target children - Accelerated reading.

Increased attainment in KS2 Reading, writing  and maths

Small groups in reading and maths – HA and LA

TA support and teacher first approach

Individualising support at all levels: small group work to extend children’s writing and maths skills

Increased attainment in reading and maths.

All children make progress.

Year 3/4

Small groups in writing and maths – teacher first

TAs/class teachers

Individualising support at all levels: small group work to extend children’s writing and maths skills

Increased attainment in writing and maths

Majority of children reaching age related expectations.

Year 1/2

Small group intervention in writing and reading.

Teacher led intervention - Y2

1:1 reading intervention - Y1

Teacher/TA group phonics

Extending learning time for phonics

Group interventions using all Y2 staff once a week in maths

Reading intervention - daily (RW)

Increased attainment in KS1 English and maths


Additional TAs in EYFS


Increased adult: pupil ratio. Targeted intervention.

All children making good progress, with the majority reaching expected good level of development.

Increased number of children achieving the prime areas - an improvement on 13%.

whole school

Arts participation

At all levels – using outside expertise to enhance the children’s skills – music lessons, art workshops

Children inspired and engaged

Increased confidence

Outside expertise engaged the children and supported learning.

Music lessons in Year 4 were successful with 10 children continuing with brass lessons.

Using outside expertise needs to be further developed this academic year.

Pastoral Support

Learning mentor

Providing additional support for children with a range of needs – emotional, social, behavioural, attendance/punctuality.

Barriers to learning are overcome and children make progress, with support of families.

Mrs Yates working four days a week is a success in the school. Those children who were unsettled and unable to settle for a number of reasons, are identified and strategies put in place.

These strategies include behaviour support plans, pastoral care, clubs and meet and greet arrangements.

The aim is to prevent any poor behaviour preventing learning from taking place within the classroom.

The Pastoral team support and work with the families of these children.

Attendance has improved and is at 96%


Providing support and advice for all parents when needed. Working closely with outside agencies to ensure all the right support is in place.

Children and families better supported so that barriers to learning are overcome. Children are in a safe and secure environment.

SEND needs are swiftly identified.

Medical needs are identified and addressed by school nurse.

All families are well supported by the PST.

There are regular meetings with outside agencies, to ensure that we are offering all our pupils the best education possible.  Any barriers to learning are addressed.

Only 1.5% of families believed that school was not a safe environment on the last questionnaire.

School nurse

Working with families and provide link with GPs.

Children’s medical needs are met and well supported by families. Children make progress.

The school nurse to visit the school once/twice a week to work alongside the SENCO.  Further support for our  families.

Residential trip school subsidy

Families offered support in covering part of costs

Increased self confidence

Greater independence

Team building skills

Money  used to support families, where necessary, with trips.  No children to miss out on trips for financial reasons.

Additional language assessment and EP support

Individualising support at all levels: targeted speech and language support, EP assessments and assessments by SENSS

Clear strategies provided for better ways to support individual children

Barriers overcome and children make progress

Throughout the year outside expertise used for speech and language assessments. Reports written  shared with class teachers and having  impact on children’s access to the curriculum.

EP assessments used to support school with EHCP applications.  

Targeted extended school places

Overcoming barriers- improving attendance and punctuality; places provided in breakfast club (Buzz club)

Children have a good start to the day with a healthy breakfast

Children take part in a range of enrichment activities

Breakfast club (Buzz club) successfully run from 8am.  Targeted pupils encouraged to attend so that they have a good start to the day.  

On average around 25 children to attend the morning session. All given a healthy breakfast and opportunities to talk to staff.




Learning Mentor


Supporting learning, behavioural and attendance needs.

Intervention Teachers


Part time teacher (0.6) and one morning session (0.1) - KS2 and KS1

Teaching assistants


Three extra in EYFS - looking for children to make Prime Areas of Learning.

School Nurse


2 days per week.

Dedicated SENDCo & DSL


4 days per week.

Finance to support trips

therapeutic support/packages

Buzz club (breakfast club)

Arts participation


Agreed and discussed by pastoral team in order to have maximum impact on children’s academic, social or emotional needs.