Pupil Premium

Report 2017-2018

Summary of main barriers to educational achievement faced by PPG pupils

The home environment is not as conducive to learning and the acquisition of new vocabulary and concepts as non-PPG families due to parents working, large families, poor housing and living conditions.

Mental health risk factors associated with poverty.

Poor prior achievement at school.

Limited vocabulary and experiences.

Mid-phase transitions

Complex communities with a range aspirations e.g. GRT, 1st generation immigrants.

Diminished life experiences when compared to non-PPG pupils.

Complex prior experiences which means pupils present with a range of needs.

How the pupil premium allocation is being spent to address the barriers and reasons for the approach.

We received £424,411 in pupil premium funding in 2015/16

We received £355,740 in pupil premium funding in 2016/17

We received £340,560 in pupil premium funding in 2017/18

In-school counsellor working with small groups/individuals and the provision of space in which pupils can talk about issues affecting them.

Impact of social/emotional support/counselling from last year’s shows that this has a positive impact upon learning and outcomes.

Interventions and in class focus to accelerate learning.

Analysis of school data shows that interventions-small group, 1-1, booster, within-class support-have a positive impact upon learning

Setting of ambitious targets for PPG pupils.

High expectations have a demonstrable impact upon outcomes.

Renew mid-phase admissions strategy to ensure pupils feel more at ease on arrival and through their first few weeks.

The school has a number of pupils who join mid-year- a number of these are entitled to PPG and have little or no English. Improved admissions and induction will improve progress and achievement.

Before and after school clubs to increase the range of experiences and to build confidence.

School experience shows that pupils who engage in a number of clubs gain in confidence, fitness and health as well as increasing positive social interaction.

Breakfast clubs and homework clubs.

Research by EEF shows that breakfast clubs have a demonstrable impact upon achievement. Homework clubs provide support for pupils in years 4 and 5 who have difficulties completing homework at home.

Personalised provision for the stuck or those making slow progress.

There are some pupils who need to progress at an enhanced rate or those for whom the above strategies need supplementing. For these children we developed enhanced personalised provision designed to overcome their individual barriers to learning.


Improving attendance for all pupils is clearly a priority if educational outcomes are to be improved.

How the school will measure the impact and effect of its expenditure

Progress and attainment meet targets

Pupils achieve ambitious targets.