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Pupil Premium

Pupil Premium allocation plan 2016/2017


Total Pupils on Roll 170:  71 pupils eligible for Funding = 42% of Academy

Type of Pupil Premium

Number of pupils eligible

Rate per child




Service Children



Deprivation & Service



Approx total funding received 16/17


Item / Project:

Amount Budgeted


Expected Impact/ Outcome

Quality first teaching – proportion of teaching salaries


Ensuring consistency of approach and high expectations; modelled lessons, providing targeted CPD; releasing staff to share best practice.

Increased percentage of good / outstanding teaching (see SDP)

Consistent implementation of practice across school (lesson obs / monitoring file)

Parent Liaison Manager and the Family Learning Project


To provide on site support to develop family liaison and build links, focusing on PP hard to reach families.

Improved attendance

Better communication links with families;

Barriers to learning are overcome with improved communication;

Increased attendance of parents at consultation events.

Learning Mentor wages and development of the Pastoral care team.


Learning Mentor support for specifically targeted vulnerable pupils, including use of sand and play therapy. To provide nurture support and emotional welfare for pupils.

Increased self esteem, improved access to learning through the breaking down of learning barriers.

Increased motivation and improved learning behaviours.

Children understand clearly what they are trying to learn and what is expected of them (qualitative data)

Marvellous Me


Electronic ‘app’ system to engage hard to reach parents in children’s learning. Badge and messaging system ensures teachers can keep parents updated daily.

Increased parental engagement in learning activities.

Continuation of Read, Write Inc. phonics and CPD to embed this.

Consultant’s fees - £1080

Additional resources - £500

To broaden phonic programme from 5 to 10 groups to ensure more impact with smaller groupings of pupils with similar needs.

Early intervention to ensure phonological difficulties are identified.

Increased percentage of first time pass rate in phonics screening test (Year 1)

Increased attainment in Reading and Writing across KS1

‘Level 2’


Local Youth Project for transition for vulnerable year 6 children

To support vulnerable pupils through transition to secondary school.

Breakfast Club

Staffing £900

& Equipment


Although partly Charity funded, we supplement this for targeted PP pupils.

Improving attendance and punctuality; improving social skills.

Ensuring a good start to the school day with a healthy breakfast.

Children have a good start to the day with a healthy breakfast (qualitative data);

Improved attendance and punctuality.

Enrichment and Enjoyment activities (G & T)


Saturday enrichment mornings.

Opportunities for pupils to engage in different activities which might not be on offer at school; participation alongside pupils from across the cluster.

EAL/PP  support


Develop language skills, support transition of new pupils, especially developing early language and building new friendships.

Increased attainment and progress of EAL PP pupils.

Re-invention of the ‘Reading Challenge’


To raise the profile of reading, including parental engagement with reading at home.

Raise the profile of reading in terms of reading for enjoyment.

Increased attainment in reading; improved attitudes to reading.

Pupil Premium Grant for PP Families


£50 per pupil premium child

offered to each parent to spend on school resources, such as uniform (inc shoes, swimming kit, school coat), trips or clubs, ensuring they have equal access to such areas. An added incentive for parents to complete the PP (FSM) application form.

Increased confidence and sense of belonging. To foster a sense of community and identity for LPA pupils within the community and develop a team culture amongst pupils.

Attendance Badges and awards and proportion of EWO.


Although attendance has vastly improved over the last 2 years (from 94.1 in 2013/14 to 96.2 in 2015/16), this needs to be maintained.

All classes still participate in weekly attendance awards and termly attendance is rewarded.

Tracking attendance of vulnerable children in particular.  

Raising levels of school attendance is a key objective to improving attainment.

Maintain and continue to improve attendance figures. Target is to reach 97%; (ROL 14/15 was 95.6%) End of year figure was 96.2%, awaiting verification in ROL.

Tapestry and 2x Hudl mini tablets.



Online learning journal to capture pupil experiences and monitor development and learning. Simplifies and improves recording, reducing the need for scribbling on post-it notes.

Increased parental engagement allows for clearer communication and links between school and parents. Parents are becoming more engaged with their children’s learning.  

Proportion of Teachers CPD


Obviously, CPD for staff is vital to allow for quality first teaching. CPD is both in-house and external - 2 CTs on NPQML, one senior leader on NPQSL and acting Senco attending training also.

Ensures staff remain competent in their profession; allowing for maintaining and advancing knowledge and skills in specific subject areas, keeping up to date with current practice.

Three staff will gain NPQML/NPQSL by academic year 2016/17

Percentage of ‘EAL Learning Village’


Online intervention support for EAL learners, which can also be rolled out to other learners. Successfully trialled with EAL pupils to develop technical language skills and phonics, so beginning with PP pupils. Includes assessment and tracking of pupils and interaction with parents at home. Pre-teaches vocabulary and language structures. Interactivity element of this has engaged pupils and as a result their speed of learning has directly increased. Also directly links with curriculum and English National Curriculum.  

Assessment is integral; reports can be accessed to show how children are progressing on each topic in comparison to the baseline assessment carried out at the start of the programme.

Marking and feedback:  


Printing  Pens/Highlighters

Highlighting pencils  Stampers


To develop pupils who feel involved in their own learning and are aware of their own progress and to raise attainment and maximise progress for all pupils.

To ensure effective practice in, and links, between teaching and learning.

Book scrutiny shows that pupils have a clear understanding of how to improve their work and receive effective feedback in their marking. The use of response stickers demonstrates that pupils are responding to their teacher’s marking.

New Phone Extension for Community Room


(Partly funded by The Oaks Children’s Centre)

For sensitive phone calls to vulnerable parents.

Parents of vulnerable pupils will feel more confident in discussing issues with Parent Liaison Manager in a safe and secure way, increasing their engagement with school and their children’s learning.

Additional teacher to deliver 1:1 and small group provision to support targeted learners; Intervention groups for English and maths for children across school.

JD percentage of part time salary

£10, 279

Development of maths and English skills through small group targeted support in English and maths, through gaps analysis, addressing misconceptions and pre-teaching.

Increased attainment in maths and English at KS2, with a focus on maths in particular.

Total expenditure