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Pupil Premium

Pupil Premium


This report provides details on our Pupil Premium (PP) strategy. It provides details on what the PP is and how to claim it. It summarises the main barriers to learning that our PP cohort currently face. The amount of PP money we receive as a school is listed along with how we will spend it this year to support strategies to address these barriers. Details on previous spending and its impact are also included here.


What is Pupil Premium Money?

The PP is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Schools receive funding for each disadvantaged pupil and can use the funding flexibly, in the best interests of eligible pupils. 


Who is eligible?

Children who are currently or have been receiving free school meals at any period in the past 6 years, children of parents who are in the armed forces and children who have been adopted from care under the Adoption and Children Act 2002 or who have been continuously looked after for the past 6 months. For this academic year the PP has a value of £1320 per eligible pupil. There is a smaller provision of £300 made to pupils who have a parent in the armed services and £1900 for those children who have been adopted or are being looked after.


Should parents apply for Pupil Premium? What do parents need to do?

We already receive PP for some pupils who are eligible, but not in all cases. If your child is eligible for Free School Meals but you are not currently claiming, we will not receive the PP for them. Similarly, we do not get any information abut children who have been adopted from care; in order for us to claim that information, we need adoptive parents to tell us this is the case.

Your child may be entitled to free school meals and could qualify for the PP if you receive one of the following:

·         Income support

·         Income -Based Job Seeker's Allowance

·         Income-Related Employment and Support Allowance

·         The Guarantee Element of State Pension Credit

·         Support under part V1 6 of the Immigration and Asylum Act 1999

·         Child Tax Credit, if you have an annual taxable income which does not exceed £16,190.


The forms and information on how to apply are available at:


We would wish to encourage all families who feel they may be eligible for Free School Meals, to claim them, as not only does it support you in the health and care of your child, but it also supports their learning in school. For further information please don’t hesitate to contact Mrs Arnott (Pupil Premium leader) All matters regarding Free School Meals and the use of Pupil Premium funds are treated with discretion and in confidence.


For your information, outlined below is a summary of how Adel Primary has spent and intends to spend this fund, the yearly allocation and the impact of the funding.


Pupil Premium 2016-2017

The pupil premium funding this year is £32,840


We treat all our children at school as individuals however we have identified some common barriers that currently affect learning for some of our children receiving Pupil Premium. These are speech and language needs and social and emotional needs. 


How we will measure the Impact-Progress

We regularly monitor the progress of all children through pupil progress meetings, evaluations of intervention work and through data analysis. 


Date of the next Pupil Premium strategy review- The strategy as a whole will be reviewed in June 2017. However, elements of the strategy will be reviewed more regularly as part of the whole school monitoring process. For example, half termly provision mapping and pupil progress meetings may result in a change of focus of interventions.

Pupil Premium/Disadvantaged  Provision and Funding 2016-2017


Provision for children in receipt of PP money

Costs per year

Intended impact



(July 2017)


Develop the role of the learning mentor


To address social, emotional and mental health of PP children so that they are ready to learn. To ensure that children are settled first thing in am, after breaks and lunchtimes. Children are given the opportunity to discuss any worries or concerns about school or home. The learning mentor will help resolve any problems and take the necessary action to do so.


Targeted support

Supply cover to release every class teacher for 40 minutes every week.



Teachers will work with individual PP children and using specific targets that have been identified they will implement interventions in order to increase progress.

Interventions carried out to address the recognized barriers to learning - focus on phonics in key stage 1 and early years.

Phonics training to upskill TAs to make sure interventions are of a high standard. 

Speech language therapist to work with PP children that need it.


PP children get more time and attention to work on targets with the teacher to accelerate progress. 


Three teaching assistants to work every afternoon on focused interventions throughout school.




The employment of a teacher in Year 5 for one morning a week.





Subsidize residential trips  and day trips   throughout school


All PP children

are able to access trips and develop their knowledge of different areas and experiences


Whole School

Staff training on growth mindset


Focus on metacognition and  teaching PP children how to think.



Pupil Premium/Disadvantaged  Provision and Funding 2015-2016


Provision for children in receipt of PP money

Costs per year

Intended impact





Learning mentor

(1 hour a day)


To ensure the children can air/voice their concerns and worries to an adult outside of the home if needed. This involves trying to resolve any problems at home or school so they are more ready for learning.

4 disadvantaged children receive regular learning mentor support throughout the week. This has proved to be a positive strategy as it has made the children more settled in class and ready to learn. The learning mentor liaises regularly with class teachers and parents if necessary.

Targeted support

Supply cover to release each class teacher for 40 minutes a week



To allow class teachers to work with the PP children in their class and ensure that they are fully aware of their individual needs and how they can help close the gap.

Teachers also work with the PP children who are on track or who are working beyond expectation to accelerate their progress.

Teachers have worked with PP children either as a group or individually – depending upon the child.

This has been successful in Years 2, 5 and 6 and progress has been made in all areas.

In other classes the results of these interventions vary depending upon individual children and their starting point.

The children are assessed every half term and are making progress –changes to the content of the interventions are made as and when necessary.


An extra teacher in Year 4 from February to allow the class teacher to work with the children who are not progressing at the necessary rate– includes all PP children. Intensive maths and English are covered in 2 separate groups throughout the morning.



Year 4 has been identified as requiring more input as there are more PP children in this class and they all very have specific needs.

In year 4 it was decided in February to split the class on a Thursday morning so that the class teacher is now able to work with the children who are not yet working on the year 4 curriculum. (PP children)

Pupils are provided with more teacher time to meet their specific needs.

The rest of the class are taught by an experienced year 6 teacher who ensures that they also continue to progress and teaches them at an appropriate level.

The children are making progress. The rate of progress depends upon the individual pupil and their ability to retain what is taught long term. The results of this will be become apparent when analysing the PP data at the end of the year.



3 teaching assistants to work every afternoon on focused interventions




After teachers have made their assessments – detailed intervention maps are drawn up to identify PP children who require extra support in any area,  the pupils are then allocated time with the teaching assistant to work on these areas.

PP children who are on track are also given this time to ensure they are reaching their full potential.

As above.


Speech and Language Therapist one day a week (caseload including children in receipt of PP)


Some disadvantaged children have seen the speech and language therapist throughout the year. This has been particularly successful in improving the confidence and communication skills of a boy in year 6.


Subsidised residential trips in Year 4, 5 and 6.


Disadvantaged children are able to attend the trips

All but one child  in Year 4, 5 and 6 are attending their residential.


6 Year 4 children are paying half price for the Whitby trip. (paying £37.50 instead of £75 =£225 PP funding)


2 Year 5 children are paying half price to the Lakes (paying £72.50 instead of £145= £145 from PP funding)


3 Year 6 children are paying half price towards Robin Wood (paying £115 instead of £230= £345 from PP funding)


4 children to attend an after school basketball club run by Leeds Force – paying £12 each = £48


Financial assistance with after school sports club attendance  - year 3 and 4


PP Children are able to attend more after school clubs.

Staff support

Disadvantaged  leader to attend course


To allow disadvantaged leader to become more confident and knowledgeable on the subject and disseminate information to all staff. PP leader to be released and meet with PP advisor Tracy Thomas Marshall.

This allowed the PP leader to become aware of the national data concerning disadvantaged children and then compare this to our school data.

It also provided ideas about the different strategies already in place and alternatives.

Early Years Provision

Enhancement of outdoor provision


To provide new stimulus to enhance all areas but with aa key focus on language development.


EY team day training on play and movement led by Sharon Tredgett November 2015

£750 (to include course costs and supply)

The whole EYFS team and the EYFS governor attended a full days training. Staff training on the importance of movement for development of learning and early writing skills and the effects the lack of movement can have on learning.

All staff are now aware of the importance of movement and have an action plan to develop movement play within the setting. PE lessons now use a number of activities taught within the course to develop the muscles that are needed to develop controlled movement and pencil holding for writing. A Physical movement area is being developed outdoors to include a variety of activities seen within the course to develop the muscles and movement needed for future learning.

Monitoring of the PP children to ensure that the movement development is there and intervening if needed.

Sept 2014/15

Pupil Premium allocation to school was: £34,980

How this money was spent:



1:1 support for reading, handwriting, grammar, phonics, maths

Increased progress in all areas.

Subsidised residentials in Year 4, 5 and 6.

Pupil premium children are given access to residential trips.

Subsidised travel to Year 6, Level 6 booster sessions in a local high school

Children given the experience of going to a local high school and being taught higher level English and maths.

Providing an experienced teaching assistant to take small groups in each year group to focus on pre teaching, reinforcing learning, addressing misconceptions and feeding back from work.

Children’s progress increased.

Providing additional teaching assistant support in class to focus on working with Pupil Premium children.

Pupil premium children given extra support where needed

Whole school staff training in Working Memory and Growth Mindset to ensure all children with Pupil Premium funding have their needs met.

Ideas given to staff on how children learn in different ways –used to accelerate learning in pupil premium children

Two members of staff trained to deliver Emotional Literacy lessons. One member of staff has attended

Increase in emotional readiness to learn.

Irlens training to train to be able to identify children with Irlens Syndrome., Supply costs for staff to attend training.

Individual pupil premium children tested and supplied with an overlay if appropriate.

Emotional Literacy sessions supply cover to release staff to work with smaller groups.

Class teacher has been released to work with small groups including all Pupil Premium children.

Half price music lessons.

Greater uptake of music lessons.