Pupil Premium Grant Expenditure 2015-16

What is Pupil Premium?

What is Pupil Premium?

Pupil Premium, is additional to main school funding and is allocated to schools based on the number of free school meal pupils and the number of looked after children a school has. The Government sees this as the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Whilst schools are free to spend the Pupil Premium as they see fit, they will be held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, schools were required to publish online information about how they have used the Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.

The Government decided that eligibility for the Pupil Premium in 2012-13 would be extended to pupils who have been eligible for free school meals (FSM) at any point in the last 6 years ‘Ever Six ‘children. Also children that have been adopted from care are also eligible for Pupil Premium.

Within the overall resource allocation, Pupil Premium funding will be used in the first instance to support the learning needs of ‘Ever Six’ children – those in receipt of free school meals, now or previously. However not all pupils in receipt of free school meals require additional support to fully attain their potential , not all parents/carers entitled to claim free school meals for their children make a claim and not all children requiring additional support are entitled to free school meals. So the Pupil Premium provision may also extend to other children who have been identified as ‘vulnerable’.

The school’s Senior Leadership Team will monitor the attainment and progress of all pupils and decide which pupils need additional provision and what this provision will be. The SLT will use on-going and fixed point assessment to identify children’s learning needs and with the class teacher plan for the appropriate provision to best meet a child’s needs.

Pupil Premium Grant ; Expenditure and Impact 2016-17

Overview 2016-17

  • Total Number of Pupils on role 2016/17 = 209
  • Number of Pupils receiving PPG = 47
  • Percentage receiving PPG = 22%
  • Amount of pupil premium grant per pupil = £1,320
  • Number of children adopted from care = 4
  • Amount of pupil premium grant per pupil = £1,900
  • Total Grant = £69,640

Pupil Premium Strategy 2016-17

Barriers and challenges to educational achievement faced by pupils eligible for Pupil Premium

  • Lower attainment of our pupil premium children in maths and English compared with our Non PP children (This is a journey throughout their time in school)
  • Decreasing levels of speech, language and communication of our pupils on entry to Reception
  • Emotional well-being of an increasing number of our children
  • Attendance of our PP children compared with our NPP

Impact 2016-17 - Reviewed September 2017

1. Accelerate Progress in Maths and English

Key Stage 2 Results 2017 Pupil Premium;

It has always been evident from internal and external data that by the time the children reach Year 6 the gap between the pupil premium children and non-pupil premium children has closed due to the consistent support and intervention programmes that the children have received throughout their time in school. This includes the support for their social and emotional barriers to learning. This does not happen within a year but is a journey over time.


Year 6
8 Pupil Premium
23 Non Pupil Premium
Pupil Premium %
Achieved ARE
Pupil Premium National Non pupil Premium %
Achieved ARE
Reading 88% - 7/8 children 77% 100% - 23/23 children
Writing 88% - 7/8 children 81% 91% - 21/23 children
Maths 88% - 7/8 children 80% 88% - 20/23 children
Grammar Punctuation and Spelling 100% - 8/8 children   91% - 21/23 children
Reading Writing Maths Combined 88% - 7/8 children 67% 83% - 19/23 children

Pupil premium children performed in line with non-pupil premium children in school in maths and writing. They outperformed peers in GPS but non pupil premium outperformed pupil premium in reading.

Pupil premium children in year 6 performed well above their peers compared to the national benchmark at ARE in all subject areas and at GD in reading.

3 out of the 8 pupil premium children achieved GD in reading and 1 GD in writing and 1 GD in maths and 2 GD GPS . There is still a gap between pupil premium children and non-pupil premium children at greater depth particularly for boys . However the attainment of Pupil premium children in greater depth reading is above the national benchmark.

The progress made by this group of children in reading is particularly impressive with a score of 2.77 above the national benchmark.


Key stage 1 Results 2017 Pupil Premium

Year 2
10 Pupil Premium
20 Non pupil premium
Pupil Premium %
Achieved ARE
Non pupil Premium %
Achieved ARE
Reading 60% - 6/10 children 60% - 12/20 children
There is no gap in reading between PP and Non PP and PP children perform in line with their peers in the LA
Writing 40% - 4/10 children 75% - 15/20 children
The widest gap between PP and non PP is in writing . Both groups perform below their peers in the LA
Maths 50% - 5/10 children 75% - 15/20 children
Both PP and non PP children perform below their peers in the LA in maths at ARE. However at GD PP perform in line with peers in the LA


2. Speech Language and Communication EYFS

There were 6 pupil premium in our Reception class and the investment in a Speech and Language Therapist one day a week has had a significant impact. Assessments clearly demonstrate that all of these children made at least 2 steps progress using the pre and post TALC screening.

3. Emotional well being of an increasing number of pupils

A number of pupil premium children have accessed the school counselling service, relaxation and mindfulness sessions offered through an external therapist and Mrs Williams nurture groups. As a result soft data indicates that targeted children have been more receptive to learning.

4. Attendance of pupil premium children was 95.3 in 2016 and 95.4 in 2017.

The learning mentor has kept case studies to show that the attendance and punctuality of some pupil premium children has improved through offering free breakfast club places.

Pupil premium strategy and proposals 2017-18

Overview 2017-18; Estimated Grant

  • Total Number of Pupils on role 2017/18 = 206
  • Percentage receiving PPG = 27%
  • Number of Pupils receiving PPG = 50
  • Amount of Pupil Premium grant per pupil = £1,320
  • Number of children adopted from care = 5
  • Amount of Pupil Premium grant per pupil = £1,900
  • Total Grant = £75,500

Barriers and challenges to educational achievement faced by pupils eligible for Pupil Premium

1. Lower attainment of some of our pupil premium children in some year groups in maths and English compared with our Non PP children particularly in key stage 1

2. Decreasing levels of speech, language and communication of our pupils on entry to Reception

3. Emotional well-being of an increasing number of our children

Desired outcomes

Identify pupils and provide intervention so that they can catch up and achieve the expected standard

Improved speech and language of our younger children with an increasing number working within the expected standard at the end of the Reception year

Increased support for parents of targeted children

Focus and nature of PPG support academic year 2017-18

The funding will be used to:

1. Accelerate Progress in Maths and English

  • To deploy a support assistant to deliver precision monitoring (an intervention programme ) to targeted children in KS 1 and 2
  • Provide teacher support 1 days a week for children on the SEND register. Assessments will be carried out in order to identify barriers to learning and to provide support plans to accelerate progress.
  • Provide additional teacher support in key stage 2 to release the teacher to deliver intervention programmes to accelerate progress
  • Quality first teaching with good differentiation through accurate daily assessments
  • Deploy the HLTA to deliver the maths recovery programme to targeted children in both key stages
  • Deploy a teaching assistant to provide daily reading sessions for targeted children
  • Provide supply cover for the Reception class teacher to deliver 6 preschool workshops working with parents and children as part of the transition process in school. This will include workshops delivered by the speech and language therapist
  • Provide supply cover for the year 1 teacher to plan and deliver parental workshops on early reading, writing and language and communication
  • Teachers in all year groups to plan and deliver parental workshops tailored to the needs of the specific cohort
  • To invest in training for non teaching staff in precision monitoring ; an intervention programme that meets the needs of an individual child who is experiencing difficulty with acquiring or maintaining some skills
  • Provide a weekly homework club for targeted children organised by the Learning Mentor.

2. To improve speech, language and communication

  • Employ a Speech and Language Therapist (SALT) 1 day per week to assess the needs of the children in Reception and year 1 and plan programmes of work to meet their individual needs. The SALT will also provide training and support for the class teaching assistants to enable them to deliver programmes on a regular basis.

3. To Overcome Social and Emotional Barriers to Learning

  • Continue to meet the cost of the salary of the Learning Mentor to support children with social and emotional barriers to learning. The Learning Mentor also works with children and families that require support
  • Continue to buy into Wigan Family Welfare School counselling Service to enable children with social and emotional issues to overcome barriers to learning. A counsellor is assigned to the school and comes in to work with identified children one morning each week.
  • To employ a relaxation and mindfulness therapist to work with targeted children
  • To invest in training for non teaching staff in Lego based therapy which is a social development programme which helps children with social communication difficulties.

How will the Impact be measured?

  • Clear targets set which are reviewed termly and internal tracking including specific pupil premium tracking
  • SALT teacher reports termly to SLT on progress of groups using TALC results initial screening and end of year screening
  • SALT teacher provides weekly verbal reports to class teachers
  • Termly reports on the progress of children with SEND and Pupil premium will be provided and presented to SLT and Governors. Progress to be measured through tacking system ‘Pebbles’ introduced last year and tracking of intervention programmes
  • Termly pupil progress meetings will monitor progress of SEND and Pupil Premium children
  • The school monitoring and evaluation programme; Lesson observations including observations of TAS delivering intervention programmes

Learning Mentor

  • Learning mentor report to SLT on progress made with specific families and children and identification of further intervention if required
  • Early signpost to other agencies according to need progress of children

The impact of this extra support and the intervention put into place to support these children is monitored each term at each pupil progress meeting held between a member of the leadership team and the class teacher.

Costing 2017-18

Additional teacher £8,800
Intervention and additional support across school £28,600
School Counsellor £6,500
Speech and Language Therapist £13,000
Therapist ; Relaxation and Mindfulness £5,400
Learning Mentor £10,000
Subsides breakfast club £500
Supply Cover parent workshops £1,000
Training costs including overtime for support staff £1,700
Total £75,500

To be Reviewed September 2018