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PP Proposed Spend 2020-21

Pupil Premium at Shirley Infant Proposed Spend for 20.21   

(£1345 per child)

Research undertaken by the NFER has identified 7 building blocks that are common in schools which are more successful in raising disadvantaged pupils’ attainment.

  1. Whole-school ethos of attainment for all
  2. Addressing behaviour and attendance
  3. High-quality teaching for all
  4. Meeting individual learning needs
  5. Deploying staff effectively
  6. Data-driven and responding to evidence
  7. Clear, responsive leadership

We aim to ensure that every child leaves Shirley Infant School and Shirley Junior School excited about learning and determined to succeed.  We want to equip them with confidence, resilience and a passion for justice and equality.  These qualities will enable them to thrive and to champion kindness and fairness at all stages of their future lives.



Proposed Intervention


Intended Outcomes


How will this address Barriers to learning?


How will the school measure the impact?

PP SLT lead


Interventions have an impact on learning. Data is analysed in order to identify gaps and areas to develop. Clear action planning drives provision forward in order to sufficiently help children ‘catch- up’ on any learning missed through the recovery curriculum.


Ensure families can support their children with reading at home – EPP lead to contact families half termly to ensure accessing ‘reading planet’ or reading books from in class. (Through week 4 phone calls 2/25 parents contacted, had logged onto rising stars).





Having a designated leader for PP enables careful monitoring of this group of pupils. It also means strategies to be tailored to the needs of our children and families and embed a whole school ethos of aspiration and attainment in line with the findings of the NFER Supporting the Attainment of Disadvantaged Pupils: Articulating success and good practice (NFER, November 2015).

All staff trained to deliver quality first lessons to have high impact on attainment and progress.  Provision can be changed as necessary and impact of interventions tracked closely to diminish the difference between disadvantaged and non-disadvantaged groups.


Set pre-teaching curriculum overview to ensure all children have first-hand opportunities to relate to.  Some children who are eligible for pupil Premium funding may not been able to have the life experiences their peers have had.  This can mean that possibly they have had less opportunity to access a range of enrichment experiences that could support them in accessing the curriculum.  We strive for all our children to have high aspirations for themselves linking to our statement.

‘Every child, Every chance, Every day.’


  • Pen Portraits will capture a detailed profile of each child’s social/ emotional/ academic progress showing rapid progress against targets set.
  • EPP children to be prioritised for interventions and monitored closely, showing good progress against targets.
  • Show accelerated progress for EPP children in year 1. (Target 2 to make age related by the end of year 1).
  • By the end of Year R all disadvantaged children will leave year R achieving PSE early learning goal
  • By the end of year 2 all disadvantaged children to make good or better progress.
  • Pupils with significant needs are carefully tracked against own assessment from starting points and show progress through Learning logs. (Monitored by SENCO and PP lead).



Ensure the ‘recovery curriculum’ allows children to catch- up quickly on any learning missed during COVID.



All class teachers will have a range of resources to support children’s learning through visual, practical and stimulating resources. PP support teachers are equipped for out of class interventions.


Colourful Semantics provision for Year R and children with language barriers. 


ECAT assessments carried out on all children in Year R.

Boxall assessments carried out on all Year R children for PSE.

Children who do not achieve Expected in PSE Boxall assessments are continued and targeted on Pen portraits.


P4C taught throughout the whole school as a tool to promote speaking/ listening and enquiry skills.

Pre teaching curriculum will allow children to have prior knowledge of the topics, therefore being more familiar with vocabulary, texts, experiences and emotions related to the theme to draw on in their learning.


PSHE topics support pupil’s dreams and aspirations for future careers.  Themes support children with their rights and responsibilities, dealing with emotions, discussing life choices,


Sutton trust supports this ‘Overall, studies of communication and language approaches consistently show positive benefits for young children’s learning, including their spoken language skills, their expressive vocabulary and their early reading skills. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year. All children appear to benefit from such approaches, but some studies show slightly larger effects for children from disadvantaged backgrounds.


Education Secretary Damian Hinds said:

‘Giving every child the best start in life means making sure the right early development opportunities are in place. That starts in the home, which means giving parents the confidence to help their children read, learn new words and social skills at an early age.

Children from disadvantaged backgrounds or those with additional needs can face the greatest barriers in their early development, so it is important that where that help is needed it is in place as early as possible – such as through our free childcare for two-year-olds from lower income families which is used by more than 70% of those who are eligible.’

  • Monitor planning to ensure it reflects current assessments of children’s knowledge and understanding. The recovery curriculum should ensure children catch-up quickly on any gaps they may have through COVID.
  • ECAT records will show children’s development in their speaking and listening skills.  Activity impact sheets will demonstrate number of children achieving or exceeding set targets.
  • Monitor PP children’s responses in P4C sessions.



Pre teaching overview

(out of PP cost)

The pre-teaching curriculum will continue for every topic in every year group.  Before each topic each PP child will receive pre-teaching support to enable them to access their current topic, therefore becoming mini experts. 

Specific resources support children with concentrate, make better behaviour choices, have resource packs to enable engagement with home learning activities. This Intervention work has greater precision and enhances progress in diminishing the difference. 

Pre teaching activities will support pupil’s acceleration in their leaning.  It will equip them with key vocabulary they will need for their topic, therefore, preventing barriers to children achieving key elements of the Year group’s objectives.

Year leaders will monitor the children who are using the support at home and compare progress with children who are not demonstrating using this extra support at home.

Resources to support specialised learning, e.g. additional adults on trips.


Extending our range of resources and teaching techniques as appropriate to each individual child.


Trips predicted to go ahead for spring and summer term. An additional adult will attend trips to work with the EPP children in smaller groups to question the children to further elicit their understanding.


Additional experiences planned in school for EPP children, e.g. in Great Fire of London topic school care taker to organise a controlled fire.

First hand experiences will support the children in becoming curious learners and increase their thirst to find out more.

  • Increased use of ‘topic’ vocabulary in learning books.
  • Increased engagement for topic learning through class observations.

Precision teaching


Precision teacher will pick up EPP children in Year 1 who still have considerable gaps to diminish the difference until Christmas. (Two children targeted to make accelerated progress in year 1).   From the Spring term 2021, precision teacher will focus back on new Year R children, therefore, shifting the focus to catching children earlier and diminishing the difference earlier stopping gaps from appearing.


Year 2 EPP children. 6/8 all on track to achieve ARE or GD in 3 core subjects.

1 child has SEN with a learning log and is monitored closely against targets by SENCO and PP lead. 1 child has continued support from family support worker and receiving daily intervention in class. (PP lead to monitor impact and progress against targets).

Precision teaching will target the pupil’s gaps and closely monitor improving progress in class. This will be carried out by EPP lead and additional in class intervention from teaching assistants/class teachers. Pre teaching will enable pupils to engage in learning with a better understanding of the concept.

A widening range of evidence of impact is captured – pupil and parent questionnaires pre and post intervention, work scrutiny, observations of learning, conferencing activities, standardised testing analysis,

Family Support worker


To continue to reduce the number of FSM pupils whose attendance falls below 96%


To demonstrate improving attendance for any FSM pupil who are currently PA.




Paired reading programme targeted to key families.


To continue to support vulnerable families and reduce the number of CPOMS incidents across the year.


Pupils will be in school and be able to access the support and pre-teaching opportunities that have been prepared for them.


Family support worker to contact families who are not accessing online resources.


Family support worker to run training programme for identified families who’s children who are not making the expected progress. (This will be via ZOOM)


Sutton Trust supports ‘’ Actively involving parents in supporting their children’s learning and development. Strategies include: approaches that encourage parents to read and talk with their children at home or to participate in activities in the early years setting; programmes that focus directly on parents themselves, for example, providing training in parenting skills or adult numeracy and literacy support; and more intensive programmes for disadvantaged families or families in crisis, for example, through schools appointing a family liaison that work with parents through either home visits or other targeted approaches.  

  • The proportion of pupil premium PA will decrease overtime. 
  • School will maintain its high position of attendance across the LA.
  • There will be a reduction in CPOMS incidents with key families who have been supported throughout the year.


  • Within the targeted families we will see an increase in the children’s reading age and therefore diminishing the difference of their gaps in their reading attainment.







ELSA support


Promote pupil attitudes in order to engage with learning.  Support pupils with low self-esteem and inspire high aspirations.

increases pupils’ ability to work independently, demonstrating positive attitudes to learning and resilience.

The Education Endowment Foundation reports that social and emotional development impacts positively on attainment (+4 months).

Provision will be tailored to pupil’s specific need ie targeting with key aspects that affect their learning ie, dealing with emotions, making friends, dealing with family bereavement.


Sutton Trust ‘’ Existing evidence suggests that SEL strategies can have a positive impact on social interactions, attitudes to learning, and learning itself. On average, children who follow SEL interventions make around three additional months’ progress in early years settings and reception classes. Though, on average, all children benefit, there is also some evidence that social and emotional approaches can benefit disadvantaged children more than their peers.

  • Teachers to observe improvements against the child’s social/ emotional target. e.g. they may score 3/10 at the beginning and 8/10 at the end.
  • Children discharged after the 6 week programme.
  • Progress against age related expectations in PSHE.

EAL support



Pre-teaching supports effective access and completion of class based learning. Pupils’ success and completion rates increase.

Progress for this groups of pupil’s shows as good or better from starting points.


All EAl children in the bottom 20% to receive interventions to support communication and language. See interventions below.


Increased support for children whom may have limited language understanding. Polish teaching assistant from junior school to work with polish children with limited English in year R weekly.


(Within the last 3 years, we have seen an increasing number of children in the bottom 20% who are EAL). This will be on our school improvement plan.

  • Examples of accelerated progress from early years to end of ks1 outcomes.
  • Increased confidence in lessons from children with EAL to contribute ideas.
  • Tailored teacher planning to support children with EAL.
  • Progress against ECATS.

Colourful Semantics implemented in all classes.

(EAL budget)

Small group workshops to give personalised support and extend children’s learning in and out of class.


(This intervention was not being used effectively in 2019- 2020)

Refresher training planned for staff in the Autumn term).

Support children with limited language or who may have English as an additional language.

  • Increased staff confidence to implement colourful semantics as an intervention. All classes to have laminated sets.
  • Improvements in children’s communication/ written work after intervention.

Bucket therapy



Small group workshops to give personalised support and extend children’s learning in and out of class.

Increased support for children who may struggle to communicate their feelings.

  • ECATS show progress against targets.
  • Teachers report increased confidence in class.
  • Increase % in number of children achieving PSHE early learning goal.

Talk about groups


To improve the baseline of PP children entering Year R with limited vocabulary and poor speech.


(groups ran by speech and language therapist).

Delayed speech and language can hinder their self-esteem and potential cause emotional stress.  A pupil’s sentence structure and phonic development can hinder their progress in Phonics and English particularly.  Physical development with the muscles in a child’s mouth can delay their sound pronunciation and speaking development.

  • ECATS show progress against targets.
  • Teachers report increased confidence in class.
  • Increase % in number of children achieving PSHE early learning goal.


Specialised story writing resource for children in early years.


Increased number of EPP children achieving a good level of development in writing.


46% of EPP children from 19/20 in early years achieved an expected level of development in writing. This will be a school focus to increase this percentage for 20/21. These children will be closely targeted in year 1 to make accelerated progress in writing.

Support reluctant writers/ talkers when innovating stories.


Support children who may struggle showing creativity in their ideas. The scheme encourages children to find everyday objects to tell stories using appropriate ‘story- telling’ language.

  • Increased amount of child initiated writing in early years.
  • Increased level of engagement from the children in writing sessions.
  • Improved language when telling and writing stories.



Philosophy 4 Children focus group

(Out of PP lead cost)


PP lead teacher to work with pupils in Year R to focus on an enquiry based approach opening up children’s learning through the exploration of ideas.  It will give the children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

The Education Endowment Foundation suggests that small group tuition has a positive impact for relatively modest expense (+4 months).

Develop pupil’s confidence, patience and self-esteem​.  The enquiry based approach open’s up children’s learning through the exploration of ideas.  It gives children the possibility of seeing that their ideas have value, and that others have different ideas that have value too.

They have the confidence to ask questions and learn through discussion.

They have a chance to speak and be heard without fear of getting an answer wrong so their

Intelligence grows.

Research from Sutton Trusts states it gives children who are not considered “academic” a voice and a chance to flourish. It than gives the “academic” children a chance to think outside the box and to see that the non-academic have inspiring ideas.  It gives all children value.

  • Boxall assessments will show children’s progress.
  • PSHE assessments will demonstrate children’s achievement.


  • Improve the self-esteem and confidence of PP children.

Music therapy group


For targeted PP children who may show less engagement in creative tasks.

“Music education opens doors that help children pass from school into the world around them – a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” Gerald Ford

  • Improve the self-esteem and confidence of PP children.
  • Progress against development matters: Expressive arts and design.

Lunchtime club ELSA


For targeted PP pupils, reduction in reported incidents through the lunchtime period.

Continued from success of last year’s intervention.  System carried on but continued concept of Art club introduced to develop confidence and self-esteem of key focus children.   Other EPP children were selected to attend the group to boost friendships and self-esteem.

  • There will continue to be a low percentage of behaviour incidents logged on CPOMS.

Play Therapy


To support a very small number of children to deal with emotions that ELSA is unable to support in sufficient area of childs needs 

Children will be able to deal with previous experiences in a safe way allowing them to form close trusting relationships and therefore be ready to access their learning.

  • Small steps will be evident on Children’s Boxall Assessments and SEND assessment sheets.

School pack



Year R Children allocated per year:

2 jumpers/cardigans

Water bottle


Children feel a sense of belonging therefore giving them Every chance, Every day to achieve and inspire aspirations.

Attendance will stay one of the highest in the city as the children want to be a part of our family and community and having the identity will ensure they feel this.

Reading buddies

Children will have a buddy who will support them in improving their reading attainment – decoding and comprehension of words and text in Ks1.

Family support worker to run paired reading training via zoom to all EPP families.

English leader to run training on new online library reading platform to all EPP families.

Improved attitudes to reading for pleasure and increased amount of reading outside of school

Increased confidence and enjoyment of reading

Increased sense of belonging in the school community



Increased support for children whom may not read regularly at home.


Increased confidence and enjoyment of reading

Interaction with a positive peer role model – learning from their positive behaviour

Personal 1-to-1 attention, allowing them to work at their own pace.  Increased sense of belonging in the school community

Studies have shown that helping parents and giving them the confidence to work with their children on speech and language is one of the most effective ways to ensure children arrive at school with the right foundations for a successful education.

  • Increase in reading age for year 1/ year 2 children. (SALFORD reading test)
  • Increased number of children achieving expected in reading in KS1 data.
  • Increased percentage of EPP families using rising stars – online reading platform.


Reading packs


To increase the love of reading for this key group and give them opportunities to develop their self-esteem and increase confidence in their early reading skills.

Reading packs to be sent home with children to enable them to consolidate their fluency at the appropriate stage for their phonic development.


  • Children will be baselined on their current reading ages and tracked closely to monitor impact.
  • Increased motivation for reading in class.





Team spirit

(£480 per week)

Pupils are provided with an opportunity to participate in an extracurricular club to develop social skills, and a widen opportunity of possibilities for their dreams and aspirations.  Studies have shown that children’s handwriting skills link to their early physical development and if gaps are missed here they can have a detrimental effect on later gross motor skills and fine motor skills, ie handwriting.

No after school clubs to take place in Autumn 1. All year 1 and 2 children invited to a weekly team spirit club.



Increased physical activity for children to help build a life-long love of sport.  (see separate PE report).

  • Increased number of EPP children taking part in an extra- curricular club.
  • Improvements in gross motor skills in early years.