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Pupil Premium

posted 8 Jun 2013, 04:26 by Sue Nield   [ updated 21 Sep 2017, 05:27 by Web Admin ]

What is Pupil Premium?

In April 2011 the government introduced Pupil Premium.  This is funding allocated to schools which is additional to main school funding.  Fundamentally, this additional funding was designed to narrow the attainment gap between students from disadvantaged families and their peers, where this exists.  If your child is eligible for free school meals (or has been in the last six years) then they are eligible for pupil premium funding (which is why we ask that you register for free school meals even if you do not want to take them). This year the funding amounts to £1300 per primary school child (or £1900 per child for those who are 'looked after').

Schools can choose how to target these additional funds in order to meet the needs of students at risk of under-achieving based on their circumstances.

"It is for schools to decide how the Pupil Premium allocated to schools per Free School Meal pupil is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility" DFE website

All schools are required to publish online information about how they have used the Premium and its impact on the attainment of pupils covered by the Premium.


The range of provision the Governors may consider include:

  • Reducing class sizes thus improving opportunities for effective Assessment for Learning (AFL) and accelerating progress
  • Providing small group work with an experienced member of staff focused on overcoming gaps in learning
  • 1 to 1 support
  • Additional teaching and learning opportunities provided through extra curricular activities (including residential visits)
  • All our work through Pupil Premium will be aimed at accelerating progress moving children to at least age related expectations - and beyond. Initially this will be in Literacy and Numeracy but will increasingly include other areas of the curriculum
  • Pupil Premium resources may also be used to target able children on FSM to achieve L3 at the end of KS1 or L5/6 at the end of KS2
  • Impact of provision will be evaluated at least termly and amended, where appropriate, if strategies are not effective enough in raising standards.
  • The Governors will publish information on how they have used their PPG to address the issue of narrowing the gap for socially disadvantaged pupils.

Our School’s Aims

  • We will ensure that teaching and learning opportunities meet the needs of all of our pupils
  • We will ensure that the needs of our pupils are adequately assessed and that appropriate provision is made for pupils who belong to vulnerable groups
  • We recognise that not all pupils who qualify for FSM will be registered. We therefore reserve the right to allocate the Pupil Premium funding to any pupil or groups of pupils that we can legitimately identify as requiring additional support
  • Pupil Premium funding will be allocated following a needs analysis which will identify priority groups or individuals. Limited funding and resources means that not all children receiving FSM will be in receipt of Pupil Premium interventions at one time.

Strategy for Pupil Premium Funding 2016-17

Strategy for the deployment of the Pupil Premium: academic year 2016-17




Expected impact

Additional information

Whole school Read, Write, Inc

£2975 Resources

£2750 Training

The Y1 phonics screening score will improve, for disadvantaged pupils, from 63% in 15-16 (67% for whole cohort) to 80% in 16-17 to secure a rising trend.

79.3% of children (82% for whole cohort) leaving Y1 will be at ARE in terms of phonics in order to become better readers.

Children in Y2 who did not pass the phonics screening test will have a better chance of catching up to their peers. Target for Y2 resit set at 90% 2016-17 (maintained from 90% 2015-16).

Children in Key Stage 2, who still require phonics input, will have a better chance of catching up to their peers, thus a higher proportion will meet ARE. 


KS1 1-2-1 tutoring in Read, Write, Inc


Y5 Fresh Start intervention

It is expected that by providing this intensive reading intervention we will be able to maximise progress for the eight identified disadvantaged Y6 pupils to help them access the KS2 reading SAT and be better prepared for high school. By delivering the intervention to three disadvantaged pupils in Y5, and then continuing into 18-19 for the Y5 pupils, we hope to secure a better outcomes for pupils and a rising trend in reading at the end of KS2.

In 2015-16 38% of pupils secured the expected standard, 3% secured above the expected standard.

The progress score in reading was -1.55 overall, -1.49 for disadvantaged.

For 2016-17 projections are 52.9% of disadvantaged pupils will reach the expected standard in reading with 5.9% working at greater depth.

As it is impossible to project progress until the SATs paper has been marked and the zero line established, we will track progress in this intervention through monitoring reading ages and by administering mock SATs papers and comparing results.

Y6 Fresh Start intervention

Staff training


Specific staff training delivered by out of house specialists has been brokered to develop the following in response to the previous Ofsted report and in-house attainment data:

Storytelling- it is expected that by developing this with both children, staff and parents we can foster a more positive attitude towards reading thus resulting in better progress for the disadvantaged children in this subject

Questioning- it is expected that teachers and support staff will benefit from refreshing a range of questioning skills to help reshape learning / challenge misconceptions through enquiry / develop mastery / keep all learners engaged

Drama- bespoke drama package (also see enrichment) for pupils will also develop staff’s abilities to plan for and use drama across the curriculum (LKS2 staff to feedback and deliver support for others) thus resulting in better speaking and listening outcomes, stronger self-confidence, better engagement and ultimately better progress for those within the disadvantaged target group who enjoy this type of learning

Open book scrutinies, where the focus will be disadvantaged children, will be used to compare the progress of dis to other.


£950 licence fee

£1995 Staff training

Thrive- general training for all staff along with licensed practitioner training for key individuals should result in a positive impact on whole class screening data - all disadvantaged children will benefit from this approach (fourteen disadvantaged boys will benefit from 1-2-1 / small group work)

Thrive licensing for the whole school will allow us to identify, specifically, further key disadvantaged children and areas that they need support with in order to allow us to prioritise our caseload and subsequently put into place support for individuals / groups / whole class according to need. This should result in better behaviour (both conduct and behaviour for learning) around school with a reduction in the number of incidents and a reduction in the number of exclusions

Thrive base- resources (staffing and physical) to support Thrive 1-2-1 and group action plans will support the development of these children- progress data will prove this




Providing intensive counselling for 16 disadvantaged children and 3 parents of families of disadvantaged children, along with supervision of staff, drop in Place2Talk sessions as needed (usually upwards of 100 children per year) and transition work for all Y6 (including the disadvantaged) pupils will have a positive impact on the wellbeing of all stakeholders.

Allowing children a safe space to be should impact positively on their behaviours for learning thus allowing them to make good progress. This may not always happen quickly- it takes time to settle pupils and for this impact to transfer to their work so mapping academic data may not always be useful here. For children who are incredibly vulnerable successful outcomes may be referrals into CSWS through disclosures during sessions, avoiding exclusion, improved attendance… outcomes for this service are case specific and thus will be evaluated as such. 

The school’s established Project Manager will be on maternity leave until January 2017. At this point a case-by-case progress update will be requested to ensure transition between the maternity cover and the established member of staff.


Final evaluation of the year’s work will take place at the service review (summer term) along with the managers of the service.



For the C&L strands at the end of reception 2016 school sat just above the national in all three areas (LA 89%, U 91%, S 87%). In PSED, in two areas, we were roughly in line (89%, MF&B 87%, MR 89%). This is as a result of traded services for SALT being bought in.

For 2016-17, traded services (1 day a week) have been bought in from Away with Words (this is a different service provider- there had been inconsistencies in therapists in the previous year which may have impacted, despite results being in line / above national figures, negatively on progress). The therapist will work in EYFS. She will screen all pupils in the early years and identify needs, ranking them by priority. A plan will then be put into place to address these needs. This will include 1-2-1 sessions with the therapist for the highest priority pupils, training for TAs to work with individuals and small groups who need additional / more regular support, whole staff training to raise the quality of teaching in addressing the needs of those with a lower priority.

It is expected that this work will again secure good outcome for our EYFS and also act almost as a preventative measure- accelerating progress - by addressing communication and interaction needs early we hope to maximise the child’s future potential in accessing all parts of the curriculum.

A mid-way review will be provided to determine progress for the caseload and establish future plans. 

The therapist will liaise weekly with the SENDCo on a more formative basis to shape provision.   




1-2-1 support for disadvantaged pupils with specific needs has been put in place for 2016-17. Pupil premium has supported the funding of this for:

NB (shared- 1 to 2- supplemented with FFI)

CB (full time- no other funding secured- on EHCP waiting list)

DCM (full time- supplemented with FFI so a full time person is allocated)

AB (shared on a timetabled basis- no other funding secured)

AW (child has statement and is supplemented with FFI so a full time person is allocated)


It is expected that by providing support in this way for these pupils they will be able to access the curriculum, stay in school and make progress.


Thrive PSAs will be used to support four disadvantaged pupils on an intensive basis until funding can be secured (LS, RHW, AS, RD) (See Thrive line for more information.)


Thrive PSAs will also work with fourteen disadvantaged pupils on 1-2-1 / small group plans this year to plug gaps in emotional development. It is expected that with this support the pupils will be better able to access the curriculum, make progress and help to diminish the difference between dis and non-dis pupils at Cottingley.


Learning support leaders


Three learning support leaders are partly funded through PP money.

Two of these work across one phase each (KS1 and KS2). These members of staff deliver RWI intervention, Fresh Start, Racing to English and also provide bespoke intervention to disadvantaged pupils as data requires. It is hoped that these targeted interventions will help diminish the difference for the targeted pupils.

One is based full time in Y6. This is to try and diminish the difference, particularly in maths and reading, between dis and non-dis pupils prior to the move to high school. Last year’s disadvantaged progress scores were -1.42 reading (national non-dis +0.33, school whole -1.50); +0.79 writing (national non-dis +0.12, school whole +0.73); -2.66 maths (national non-dis 0.24, school whole -1.17). There is a crossover group (5/7) in the 2016-17 cohort of Dis / boys / FSM which needs this intensive support.

Additional provision trackers will be used to monitor the impact of these interventions.

Accelerated Reader


Funding for licenses and also for books will be provided from PP money. This is to allow a motivating system for home-reading and access to high quality books that otherwise the disadvantaged pupils may not get.

The system also allows for monitoring the reading ages of children through the STAR reading tests- this system will be used to supplement teacher assessment reading data in KS2 and to identify pupils who require additional reading support.


Enhancement subsidies


Now that T4W is fully embedded at Cottingley we would like to make it more engaging for the disadvantaged pupils by adding in more drama / speaking and listening activities. We would like to make the oral retelling stage more memorable and exciting.

Alive and Kicking, a drama company, will provide us with a bespoke piece of work, which will run over a half term, in LKS2. They will work, after school and in PPA, with teachers to train them in strategies and then deliver the work alongside school staff to support the development of their skills. The staff will then disseminate what they have learnt to other teachers and set them tasks to try and feedback on.

It is expected that by completing this work staff will deliver more engaging lessons which will result in better outcomes for disadvantaged pupils as they will be more motivated.

Qualitative data will be used to measure the impact of these subsidies. .

Clubs (Breakfast, ASC, Ace)


Breakfast club will be provided to allow those disadvantaged parents who struggle with their children on a morning to ensure their child has had a good breakfast. This will also act as a social skills club through the use of board games and families may be directed to access this if it is deemed appropriate.

Ace club, a lunchtime multi-skills games club, will be used to target disadvantaged children who are obese / struggling to play safely with their peers / lacking in confidence. Two groups will run once a week, one for KS1 and one for KS2. It is expected that pupils will become fitter / develop more age-appropriate social skills by attending this club. Referral in will be through the Parent Support Advisor working alongside the Headteacher.

Each class teacher and Learning Support Leader will run an after school club supported by Pupil Support Assistants and EY support assistants. The clubs will utilise the skills of the teachers (such as ballet / gymnastics etc) and will offer disadvantaged pupils the chance to access something which they otherwise might not get the opportunity to do. PP money will be used to ‘pay back’ the teachers by giving them an extra day of PPA in the summer term. There will also be a martial arts coach in for the year who will deliver this to the children. To ensure that all pupils have the chance to attend a club, they can only attend one club. Children will be encouraged to keep up to the club for the whole year wherever possible. It is expected that by doing this pupils will develop new skills and hopefully find a passion for an extra-curricular activity.


Parent Support Advisor


The Parent Support Advisor will support disadvantaged families who are struggling by offering a number of services. She will lead on Early Help Plans to coordinate groups of professionals; liaise with the Targeted Services Leader for the cluster to apply for additional support such as Family Support Workers; work with other agencies, from medical professionals to charities to financial agencies to support families as they need it; provide support with behaviour at home; run parenting courses; provide an ear for when things are becoming difficult.

Qualitative data will be used to assess the impact of these services.