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Pupil Premium

Shirley Schools Pupil Premium Building Blocks

Shirley Infants and Junior Plan for Dis-advantaged Pupils 2018-19

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
  1. 1. Whole-school ethos of attainment for all

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.

‘Every child, every chance, every day.’

  1. 2. Addressing behaviour and attendance

The links between regular attendance, reaching potential attainment and future life opportunities are well researched. For this reason the schools will encourage good attendance and be robust in monitoring attendance and take action when attendance fails.

Barriers to Learning:

  • Punctuality can cause pupils to miss key aspects of leaning and miss the welcoming of each school day.  Therefore, sometimes causing anxiety about entering the classrooms after registration with their peers.  There are 25% pupils who have been identified as persistently late.  (Persistent late considered as on over 5 occasions or equating to over 30 minutes)
  • Persistent low attendance cause gaps to develop in children’s learning.  14% have been identified as having persistent low attendance below 90% since September.
  • For some poor behaviour impacts hugely on learning and impacts on pupils’ outcomes and achievement.
  • Low self-esteem and emotional and behavioural needs can restrict a pupil from accessing their learning.

Provision and Impact

- Family Support worker is employed one and half days a week. She works with some of our vulnerable families by visiting them in their homes, offering parental advice. She works with families to find solutions for poor attendance and support parents; this has resulted in better communication families who have historically found it difficult to engage with school.

- EWO to work closely with the school and parents, along with other professional agencies, to help them overcome problems which may prevent students from attending regularly.

- Attendance initiatives in class and whole school

- Our ELSA runs ‘Talk about’ intervention to develop social skills of identified pupils

- ELSA 1:1 session for individual needs

- Additional sports coach ‘Team Spirit’ at lunchtime as well as 2 extra Play Leaders to help build children’s cooperative play skills to enable them to have a successful break allowing them to return to class ready to learn.

- Provide financial support to those eligible for Pupil Premium for school uniform and sports kit

- TA led ‘Purple Club’ sessions in Year 3, working on self-esteem & social skills has seen a huge impact including better engagement with homework and in class, increased confidence, improved output of learning (Junior)

- Access to one paid after school club each term

  1. 3. High-quality teaching for all

Creative learning is at the heart of our teaching and learning policy at Shirley Infant and Shirley Junior Schools. We believe that developing creativity in pupils leads to learners with an excitement for learning, a confident and enquiring attitude, increasing independence in learning and willingness to take risks.

Shirley Infant and Junior Schools emphasise ‘Quality first teaching’

Barriers to Learning:

  • Low prior attainment requires rapid progress in order to meet age related expectations. Precision teaching and support needs to be carefully targeted by staff to accelerate progress.
  • 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.
  • Pupils who have English as an additional language (EAL) sometimes have difficulty in understanding vocabulary used in topics and forming a secure sentence structure.  Their speaking development can sometimes be 2/3 stages behind their peers.  It can take pupils with limited or No English a whole year to feel confident to use the language publicly and confidently. 19 % or EAL are also PP
  • 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.’

Provision and Impact

- Curriculum design includes hooks, celebrations and enrichment opportunities in all subjects to ensure pupils enjoy and have a purpose for learning

- Pre teaching Curriculum now embedded and allows children early exposure to topic vocabulary and real life experiences.  This allows the children to feel more confident during the topic and become mini experts in certain topics boosting their self-esteem and confidence to contribute. (Infants)

- The school will cover the cost of music tuition for FSM who wish to learn an instrument. (Junior)

- The school will continue to fund school day trips for all pupils eligible for Pupil Premium.

- The cost of one residential trip is covered to ensure all pupils eligible for Pupil Premium experience a trip away once whilst at our school. (Junior)

- Talk for Writing to develop oral language

- Speech & Language & EAL TA specialist (0.6) support to boost language skills of certain children.

- Regular coaching by the Director of Teaching & Learning and Year Leader in class alongside the teacher and during PPA sessions.

- Whole school trained in P4C (ethos taken from Sutton Trust evidence that Oral Language Development increase attainment of disadvantaged pupils).  P4C leads in place to plan focus days and ensure opportunities across the curriculum.

- Offer a range after school clubs subsidised by the school including Drumming, ukulele, cooking, art, Spanish, Latin sports clubs and choir (Junior)   …. Offer a range after school clubs subsidised by the school including football, Dance, Little Cooks, Multiskills, Karate, High 5s. (Infant)

  1. 4. Meeting individual learning needs

Teachers and leaders at Shirley Infant and Junior schools identify what challenges and interest each pupil. Through rigorous assessments, teachers plan each lesson according to the individual needs of each child.  Resources are used to ensure each individual is supported for specific needs.

Barriers to Learning:

  • Due to some language barriers for our EAL parents it can be difficult to communicate with the school or support their child at home with their learning.
  • Some pupils do not have the life experiences needed to recall parts of their topic or use the language required for the topic or learning.
  • Low starting points
  • Some pupils can have a much lower bank of key vocabulary

Provision and Impact

- Continue to promote half termly ‘Holiday Home learning project’  Pupils provided with free resources and drop in session for parents to support with ideas for the children’s project, this has resulted in an increase number of PP pupils bring back in home learning projects.

- Paired Reading Intervention for 10 identified pupils and parents/carers to boost reading at home. (Infants)

- Parent Intervention groups, pupils and parents learning together sessions, maths. (Junior)

- Feedback through marking is embedded within the schools; these children continue to be a focus and are monitored in each year group.

- An additional teacher is appointed one morning a week to ensure pupils have targeted, high quality  teaching, including higher ability -  all pupils eligible for Pupil Premium (Infants)

- Buddy system to support learning.

- Pre teaching curriculum plan to give Pupil Premium experiences prior to their topics.  New initiative for 17/18

  1. 5. Deploying staff effectively

Shirley Infant and Junior Schools emphasise ‘Quality First Teaching. All adult time is used effectively to ensure teaching is targeted to pupils’ needs. Senior leaders and Year leaders continually assess, monitor and evaluate pupil progress and deploy staff accordingly

Barriers to Learning:

  • Timetabling for staff to run intervention groups alongside requirements of curriculum
  • Recruiting good parent helpers so can be targeted for extra reading, sound recognition and number skills
  • Maintaining trained staff in key positions to deliver key aspects of support

Provision  and Impact

- Continue using teaching assistants in all year groups work with identified pupils one to one and small group precision teaching or ‘targeted activities’ to address gaps in learning following a lesson so they can keep up with learning in the class.

- Staff continue to run interventions including basic skills teaching for the afternoon sessions.

- TAs read one to one daily with identified Disadvantaged pupils for pupils who are unable to read regularly at home using Paired Reading intervention

- TA and teachers have identified ‘target pupils both LA and HA as a focus during whole class learning

- Teachers to have regular release to conference writing with LA/MA/HA pupils in Year 6 to give precise feedback at the point of learning.(Juniors)

- Before school maths club with purchased maths APP and ipads, run by 2 TAs for identified pupils. (Juniors)

- PP leads meet with staff regularly to review individual pen portraits.   Staff are challenged on interventions and progress reflecting on the impact.

- PP Leads run PDMs to ensure all staff are focussing on rapid progress for ALL pupils within this group.

- PP leads meet with teachers to update Pen portraits and ensuring children are being targeted correctly. 

  1. 6. Data-driven and responding to evidence

At Shirley Infants and Juniors we believe that assessment is a continuous process integral to learning and teaching. It is how teachers gain knowledge of their pupils’ needs, achievements and abilities, enabling planning and delivery to be more effective, thereby raising attainment for every child.

Barriers to Learning:

  • Low prior attainment requires rapid progress in order to meet age related expectations
  • See barriers above in section 1, 2, 3, 4, 5

Provision and Impact

- Pupil Premium leads have focussed time to analyse disadvantage pupils data, support teachers through progress reviews and assessment surgeries, as well as develop year leaders of analysing vulnerable groupings.

- Progress reviews held termly focuses on gaps in learning identified in gaps analysis and action plans identified actions.

- Directed learning walks focussing on disadvantaged pupils, ‘Learning through the eyes of disadvantaged pupils’

- HAMWIC review Day focusses on disadvantaged pupils and reviews staff knowledge, work scrutiny comparing PP with Non PP.

- Year Leaders hold accountability for this group in their year groups.  Key planning opportunities and book scrutiny’s are carried out to ensure progress and rapid progress,

  1. 7. Clear, responsive leadership

Senior leaders and governors set ever higher aspirations and lead by example. They hold all staff accountable for raising attainment. Leaders share their thinking and invest whole heartedly in continuing professional development. The school improvement plan is directly linked to performance management objectives to ensure high outcomes for all pupils. The school invites challenge through regular reviews from both the local authority and HAMWIC education Trust

Barriers to Learning:

  • Low prior attainment requires rapid progress in order to meet age related expectations
  • See barriers above in section 1, 2, 3, 4, 5

Provision and Impact

- Following training and research using the Sutton Trust the schools have identified the school priorities for 2018/19 including Basic Skills, continuing Pupil Premium Provision, SEND provision and interventions with a focus on more detailed tracking, Maths.

- Pupil Premium leads review effectiveness of pupil premium provision and ensure that interventions accelerating progress and diminishing the difference rapidly

- On a regular basis SLT and LT observe disadvantaged pupils, scrutinise work, discuss learning interventions with teachers and ensure progress is evident.

- Pen portraits written for every disadvantaged pupils to track interventions and progress across both schools.

What is Pupil Premium?

The Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils and diminish the difference between themselves and their peers. The funding is allocated to schools for children from Reception to Year 11. The Government gives schools pupil premium funding for:

• every child currently registered as eligible for free school meals

• all children eligible for free school meals at any point in the past 6 years

• children who have been looked after by the local authority

• children whose parents serve in the armed forces

Pupil Premium Academic Year 2018-2019

Indicative Pupil Premium Grant 2018-2019: £1320 (x32chn 4 of these are PLAC From January 18 CENCUS)  PLAC £2300 (x4)

Pupil Premium Review Academic Year 2017-2018

How much pupil premium money does our school get?

14% of pupils were eligible to receive pupil premium funding in the January 2018 census.

Number of pupils and pupil premium grant (PPG) received April 2018 - March 2019


Total number of pupils on roll


Total number of pupils eligible for PPG


Amount of PPG received per pupil


Total amount PPG received – April 2016


Total amount of funding received for looked after children


Early Years Pupil Premium (EYPP)

5 children came up as EYPP from preschools

Post LAC Funding 4 children reported in Spring Census

Nature of Support 2018/2019

Additional support and challenge is provided for all pupil premium pupils to improve progress in their learning for English, Maths and the wider curriculum. Quality first teaching, small group interventions, 1:1 interventions and pastoral care are provided in order to raise the attainment of these pupils.

Experiences and creativity are provided throughout the curriculum to ensure that pupils are engaged and inspired in their learning in order to achieve the highest possible standard.

Training is given to staff to ensure they are up to date with the latest knowledge and new initiatives to effectively support pupil premium children. Coaching is provided as part of their professional development and therefore raises the quality of the provision they provide.  CPD is brought in to train our staff to be the best informed they can be to deliver quality first teaching to all, however, specially tailoring it to out PP needs and backgrounds.

The Provision and Impact are seen below for review of spend 18/19:








Pre teaching overview 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. 


PP support teaching assistants

(focussed group targets)

(Speech and Language)

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


Increased confidence and attainment. Sustained progress made.  All disadvantaged pupils to reach expected or above attainment.

All pupils have completed their assigned SPL programmes of support. SENCO monitoring evidences that pupil logs for SEN/PP crossover pupils contain evidence of pupils applying language correctly in their written and oral work.

EAL Support

Speech and Language (TA)

Pre-teaching supports effective access and completion of class based learning. Pupils’ success and completion rates increase. Progress for this groups of pupils shows as good or better from starting points.


Children who are new to the country are settled into school, making accelerated progress and using/ accessing the English language.

31 chn are on the EAL timetable.  19% of children seen who were PP (6 children) 4 (66%) were able to be discharged. Support continues for the others.

ELSA support (TA)

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 (14 pupils)


Improved engagement and behaviour for learning shown in class resulting in progress made.

Confidence and self-esteem are raised enabling further engagement in the classroom.

45% (15 children) who are EPP have been on the ELSA register this year out of 33 children.  This is an increase 6% on last year’s timetable for this group.

Discharged over this year is 12% 

Focus children from Year R in Year 1 have a significant lowered number of incident alerted on CPOMS only 17% of group being tracked (2/6 children).

Work scrutiny evidence demonstrates increasing completion rates for identified pupils. Stamina to complete tasks independently is reported by class teachers to be higher as a result of support received.

Precision Teacher

Year 2 From each starting point, 15 PP pupils secure good or better progress from Year R end of year

8 – Low start

6 – mid start

1 – High start

Year R starting points 4 were working at age appropriate development. 6 were working below age expected development in Autumn term  



Pupils entering at age expectation in year continue to be on track to meet the higher expectations of ARE for the end of Year 2 as a result of this intervention. All exceeding PP pupils from year R achieved Greater Depth in reading.

Year 2 53% - Achieved all 3 combined this is a 1% decrease on last year

80% - Achieved ARE in 2 or more ARE or above this is a 26% increase on last year

See pen portraits for 3 key children who did not meet ARE

Year R

17/18 GLD %


EPP achieved PSHE




28% increase


18% increase


Family Support Worker

  1. To reduce the number of FSM pupils whose attendance falls below 96%
  2. To demonstrate improving attendance for any FSM pupil who are currently PA


Parent relationship with staff stronger and trust established, improved attendance,

11 PP families out of a total of 18 families on the Family Support Workers case load.  61% of family support workers time directed to PP families.  By the end of July 2017 36% of these cases were closed.  Attendance improved on %

The proportion of pupil premium PA  is currently 4.04% 

Currently 4/15 PP are PA, however all of these pupils show an improving absence profile as a result of FSW support.

FSM attendance is currently 95.6% compared to 93.8% in 15/16 showing a three year increase.


PP SLT lead

Pen Portraits established for all PP pupils across the school so that provision can be seen ‘at a glance’

Increasing range of evidence is collated to show diminishing gaps in achievement between PP and other pupils nationally

Commission and respond to external reviews of PP provision ensuring all recommendation put into place

Every disadvantaged child will have a Buddy in the school. 


Data is analysed in order to identify gaps and areas to develop. Strategic Action plan in place has developed provision further. PP Agenda has whole school focus driven by SLT. PP children tracked and impact of interventions have been monitored and adjusted as necessary.

Pen Portraits initiated for all PP pupils – data capture and evaluation of impact initiated.

Data is analysed in order to identify gaps and areas to develop. Strategic Action plan in place has developed provision further. PP Agenda has whole school focus driven by SLT. PP children tracked and impact of interventions have been monitored and adjusted as necessary.

Pen Portraits initiated for all PP pupils – data capture and evaluation of impact initiated.

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, Boxhall profile Scores, ECAT tracker (Year R) participation rates and attendance information all being better utilised.

Review completed by Hamwic in April 18 praised current systems and careful tracking of this group.  Dec 18 SEND HAMWIC report highlighted: SLT and PP lead were providing the correct provision for this key group and evidence was seen for progression for most cases in books.  SEE report

Close liaison with Attendance officer and tracking children’s attendance on Pen portraits enabled attendance at the end of year no PP children were below 90%.  Swift actions by PP lead meeting with each parent whose PA was following a pattern, below or at risk of being below 90%. 

Progress and attainment closely tracked with class teacher in pen portrait to ensure attendance did not affect learning. 

This enabled EPP children to attend just below non EPP children:           

Attendance figures for end of year




Year R



Year 1



Year 2



Whole School



Peer to peer development enhances children’s self-esteem and self-worth, learning from each is proven to have a high impact (Sutton Trust).  Teachers reported children’s confidence levels improved in class.

Professional Development – Philosophy for Children

(NFER identified gains for PP utilising this approach)

Lead teacher identified to carry out Level 2 training so can facilitate training for all new staff to the school.


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 supports our findings it 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 children’s progress final collation in progress.

PSHE assessments demonstrate children’s achievement.

18/19 GLD %


EPP achieved PSHE




7% decrease


Inline with last year


Lunch time Intervention

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. 

Lunchtime intervention from 16/17 continues to see benefits as the drop in this group of children being brought to SLT at lunchtime has continued.

Lunchtimes club developed and lead by SLT members for 3 chn to enable successfully lunchtimes.  Teachers reported chn more settled to start learning for afternoon sessions.  Less reported incidents by lunchtime staff and SLT being needed to support escalating behaviours.  See CPOMS for behaviour logs.

Paired reading programme rolled out to train family support worker as facilitator to enable her to train all TA’s

Department for Education and The Rt Hon Damian Hinds MP

‘These children are more likely to struggle with language and literacy skills when they arrive at primary school than their peers.

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.

Research shows that where there is a ‘word gap’ – the gap in communication skills between disadvantaged children and their peers - it can have a long term impact on a child’s education, so projects like these will help close it once and for all.’

TA’s and Parent Volunteers and Buddies are able to successfully lead this intervention to secure accelerated rates of progress for 8 pupils.


Removed offer of Milk in Spring 18 to focus money on providing resources for paired reading and training programme due to impact on reading scores.


In Year R 7/8 PP achieved Expected in reading in June.

In Year 1 4/5 PP pupils achieved pass mark for phonics in June.

In Year 1 0/1 pupils achieved ARE+ in reading in July.

In Year 2 3/6 pupils achieved ARE+ in reading in July.

Child A baseline score 4.3 age end of programme 4.4

Child B baseline score 5.11 age end of programme 8.2 now working above age.

Child C baseline score 7:10 age end of programme 8:4 Now working above age

Child D baseline score 7.11 age end of programme 8.2 now working above age.

Child E baseline score 4.3 age end of programme 4.3 same

Child F baseline score 4.3 age end of programme 4.10

Child G baseline score 4.3 age end of programme 4.5

All focus group improved reading age working at.  Child who scored the same see Pen Portrait for individual progress.

‘’Peer to peer development enhances children’s self-esteem and self-worth, learning from each is proven to have a high impact (Sutton Trust)’’. 

Teachers reported children’s confidence levels improved in class.  88% achieved PSE ELG and 88% achieved Reading ELG.

Improved reading attainment – Three-year steady upward improvement for expected children 19, 21, 22.  Emerging achievement reducing 18,16,14 reducing over last three years in reading element for ELG.

Teachers report:

  • Improved attitudes to reading for pleasure and increased amount of reading outside of school.
  • 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 to successful achievements.


Provide children with school uniform as set out in our school prospectus.


Uniform provided children feel a part of the school and its community, therefore, impacting on their feeling of belonging, therefore, boosting their self-esteem.  To increase spend on pre-teaching resourcing do to level of impact on progress and attainment, this will be offered to Year R pupils going forward.

School trips

Engaging children and increasing the real life experiences which support their learning.


Increased attendance.  Children able to participate fully in educational experiences and use this to support learning in classroom. Enjoyment and engagement increased.

Year R –  8 pupils

Year 1 –  12 pupils 2 pupils had never been to the beach before

Year 2 –12 pupils

All accessed educational visit across the academic year.  Engagement and attainment increases as real life experiences enable pupils vocabulary to broaden which allows them to access the topic and use and understand topic words to develop the flare in their writing.


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,








































Children’s reading skills will be in line with Phonic ability and therefore, allow the child to make the appropriate progress to diminish the difference in their learning. 

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

Year 2 focus on EPP children who did not pass the phonics test 54% (7/13) 71% of children passing retake phonic test in Year 2 will increase.


Word banks sent home to each child within each year group before the new half term started.  Evidence in books compared to non PP children demonstrated a greater breadth of understanding and use of the topic words.  These topic word mats were also available to all children on our school website.

Pre teaching activities supported pupil’s acceleration in their leaning.  It equipped them with key vocabulary they needed for their topic, therefore, preventing barriers to children achieving key elements of the Year group’s objectives.  See books for individual progress.  The

Education Secretary Damian Hinds supports our findings here where he 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.''

The Sutton trust also 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.


PSHE continues to be a strength of the school.  Children want to come to school and we have been awarded 1st in the city again for 17/18 for our whole school attendance.  Parents comment on the feel of the school and our ethos on admission forms for Year R placements. ‘’ I attended an open day. I was very impressed with what I observed. The school was well organised and structured. The pupils were focused in their class rooms, teacher's were professional and welcoming. Ms C Gregory was very pleasant and acknowledged my daughter Amy on the day. We went open minded and walked out feeling a warm feeling that this school would be best suited for Amy's needs. This school would provide the start to my daughters learning with confidence. The class topics are well thought out to meet curriculum standards the ICT suite was great Amy wanted to use the PC straight away. Amy is our only child and wish to make the right decisions for her schooling future. Fantastic school.
Regards Parents of ….’’ 17/18 admissions

‘’ ****** sister is in Year 3 at Shirley Junior School (partner school) and attended Shirley Infants. We have been very happy with the school over the years and value their approach to education, the experiences offered to students, the school ethos, and the fabulous school community. We would be thrilled if ****** could attend this wonderful school too.’’ 18/19 admissions

See report from HAMWIC academy dated July 19 for achievement of phonics and early reading enhancement of the curriculum.

ECAT records show children’s development in their speaking and listening skills.  Activity impact sheets demonstrate number of children achieving or exceeding set targets.  See above Speech and language TA support too.

English leader class covered so she could deliver phonics test to Year 2 retakes and Year 1 children.  Children’s reading skills will be in line with Phonic ability and therefore, allowed the child to make the appropriate progress to diminish the difference in their learning. 

Year 1  67 % passed

Year 2   70% passed retake      

.  4/8 PP children passed the retake, although, 1 child increased mark from 6(15%) in Year 1 to 30 marks 75% in Year 2.  The other child increased from 3 marks 8% to 18 marks 45%

Resources to support specialised teaching

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

£ 2500

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 curriculum for each topic for each year group continues to enable the children within this group to access key words and knowledge prior to the topic starting.  For example:

Year R Appletree farm Topic- Supply teacher covered Year Leaders class so EPP went in a small group around the farm first.  They then became mini experts to each of their classes to share facts about the animals.

Year 1 Victorian days Topic – Children set up the Victorian role plays with their class teachers to learn the names for all the historical artefacts.  They then took a DVD home over the half term with video clips on about the Victorians ready to start their new topic.

Lepe topic supply teacher covered Geography leaders class to  take EPP children on Shirley tour.  Children were mini reporters to classes on return

Year 2 FIRE (Great Fire of London) Topic - experienced a controlled bonfire with the school site manager to experience all the senses a fire provokes.  These key words were than evident in their writing.  

GRRR topic additional teacher taken to target EPP children on Marwell trip

(See separate timetable for Pre teaching Curriculum). 


Pupils are provided with an opportunity to participate in an extracurricular club


There is a decrease in the number of pupils taking up an after school club.  Target this areas for 19/20 last year cost £1635.00

Increased fitness levels. Increased engagement with Sport. Opportunities for competitive activities. Increased resilience and perseverance. Improved interaction with peers.

Pupils coordination will be improved and impact on their handwriting allowing them to meet set criteria within ARE and GD in writing (SEE BOOKS).

Play Therapy To support a very small number of children to deal with emotions that ELSA is unable to support in sufficient area of child’s needs.  Boxall assessment currently shows very limited progress.     £1000 Confidential see Pen portrait 


Why did we choose this support?

As a school, we collect data for all of our pupils termly. From here our Pupil Premium Lead then analyses the data of our Pupil Premium children. We then compare their progress and attainment to our non-Pupil Premium children. We also use Raise Online, Phonics screening, EYFS data and Local education authority data summary to compare our results against national and local expectations. This helps us to develop strategies and interventions to promote improvement. We use a range of monitoring to help us evaluate the strategies which we put in place. These are data, pupil progress meetings, pupils’ work, planning, and observations. From this process interventions are adapted or changed if they are not working. We regularly discuss our strategies, interventions and progress with the Senior Leadership Team and Governors. A member of the governing body is responsible for liaison with the school’s pupil premium lead.

End or Year Impact

Analysis of progress in Reading, Writing and Maths at the end of July 2018 shows that the Pupil Premium children are making progress at least as well as or faster than the children not on Pupil Premium.  This demonstrates that the measures we are putting in place are helping to close the gap in attainment for our disadvantaged children.

End of Key stage 1 outcomes 2019 - Data: This table shows the percentage of children who reached the expected standard in each core subject.



%Expected Standard


%Expected Standard


%Expected Standard

Whole School





54% decrease of 33%


50% decrease of 4%

58% decrease of 10%

PP to National Other





The DFE states:
“The pupil premium is additional funding given to schools to improve the educational and personal outcomes for pupils who have been adopted from care, including (but not limited to) their attainment. It is not intended that the additional funding should be used to back-fill the general school budget nor is it the policy intention that the funding should be used to support other groups of pupils, such as (for example) those with special educational needs or who are low attaining.”

The funding is not ring-fenced and is not for individual children – so the Department would not necessarily expect the school to spend £2300 on every child adopted from care on roll at the school. This is partially because a child may have left the school and new pupils may have joined but also because a school is best placed to determine how the additional funding can be deployed to have the maximum impact.  For example, a school may decide to train their staff in recognising and responding to attachment-related issues; or that a particular adopted child needs tailored support that is in excess of the £2300 the school has received. Alternatively, they may decide that a whole class intervention is appropriate and that other pupils that attract the pupil premium will benefit from this, alongside other pupils who are not deemed to be disadvantaged.