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Putteridge Primary School

Putteridge Primary School

Pupil Premium Strategy 2017/18 

Pupil Premium is additional government funding received by schools to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers. The allocated funding to tackle disadvantage is for a targeted spend on children from low-income families who are currently known to be eligible for Free School Meals (FSM) and children who have been looked after continuously for more than six months. Pupil Premium was introduced in 2011 and is paid to local authorities by means of a specific grant based on the school census numbers of children who have claimed FSM in the past six years (Ever 6).

Number of pupils on roll: 598

Number of pupils eligible for PP: 102

Income received for 2017/18: £136,100

KS2 attainment for 2016


Pupils eligible for Pupil Premium at PPS

Pupils not eligible for PP (national average)

% achieving expected level or above in reading, writing and maths



Progress measure for reading (above -5 within acceptable range)



Progress measure for writing (above -7 within acceptable range)



Progress measure for maths (above -5 within acceptable range)



Identified perceived barriers to future attainment of pupils eligible for PP:

  • Low prior attainment, including the number of pupils who are in receipt of Pupil Premium and are also on the SEND register for cognition and learning
  • Lack of ‘life experiences’ and access to improved language
  • Parental engagement with school, particularly in regards to completion of homework and hearing children read
  • Lack of mathematical calculation and reasoning skills
  • Social, emotional and behavioural problems which affect well-being and pupil progress

Rationale for expenditure

Accelerated progress is required for Pupil Premium children, notably in Reading and Mathematics (particularly at the end of KS2). Readiness to Learn supervisors are employed to target children’s language acquisition and development, improved reading fluency and comprehension and key mathematical skills, along with homework support. Teaching Assistants are used to target ‘daily readers’ and run small group, targeted interventions in phonics, reading and maths. Our Behaviour support teacher provides one to one support, along with small group work, to ensure that pupils are ‘ready to learn’ and receive additional nurture and individualised support to help them progress. Our family workers provide additional nurture support (1:1 and small group), including lunchtimes and homework club, and our sports coach provides nurture and reward sessions, as well as delivering a targeted, multi-sports after school club.

Key expenditure – how the allocation will be spent

Barriers to Educational Achievement


Intended Outcomes

Allocation (£)

Access to improved language

(EEF research has found that on average, reading comprehension approaches improve learning by an additional five months’ progress over the course of a school year. They have also concluded that Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress)

Daily readers (TAs)

Pupils have time to read to an adult when they might not otherwise have the opportunity to do so at home. Children learn to use a range of strategies and become an independent reader and writer. Improved ability to read aloud - accurately, fluently and with understanding. Improved understanding of texts and ability to respond to questions both orally and in writing. Attainment and progress in reading, and as a direct result, writing and maths, improves – this will then impact on greater pupil attainment in combined R, W & M at the end of each key stage.



Fischer Family Trust wave 3 reading intervention programme

Better Reading Partners intervention programme

Small group reading comprehension sessions

1:1 reading sessions

Hi-Fives reading and writing programme

Small group daily phonic sessions


Improved attainment and progress in phonics, with higher percentage of pupils achieving the required pass mark.

Parental engagement with school

(EEF research has found that it is certainly the case that schools whose pupils do homework tend to be more successful)

Homework club – 2 x lunchtimes and 1 session after school


Children attend Homework club, allowing them to complete work on time and ask for help if required from the adults in attendance – including access to ICT and topic/research books.


Parental learning sessions, with a focus on maths and phonics/reading

Parents are more confident in helping their child(ren) at home as they have a clearer understanding of the methods used in school – elimination of pupil confusion using a mix of home/school methods.

Low prior attainment

(EEF research has found that individualised instruction and small group tuition has a positive effect, on average, for learners)

SEND coffee mornings


Parents have a clearer understanding of ways to support their child’s learning.


Booster groups

Targeted, smaller groups to address areas of difficulty and accelerate progress and attainment (reading, maths and SPaG). Children achieve ‘expected’ standard in their targeted area.

Small group and 1:1 interventions/support

Targeted interventions and support that develop pupil confidence and understanding, allowing for greater engagement and participation in lessons, securing greater progress and levels of attainment.

Lack of mathematical calculation and reasoning skills

Small group Maths pre-teach sessions

Children’s understanding of mathematical vocabulary is improved, alongside key mathematical skills, particularly place value, number bonds and times tables and calculation. Children are able to apply these key skills when responding to reasoning questions, without being hindered by a lack of understanding of key number facts. Pupil progress and attainment in arithmetic and reasoning is improved, allowing for a greater percentage of pupils to achieve the expected level or better.


Small group Maths consolidation sessions

Small group Maths ‘number’ sessions

Proportionate spend for access to Mathletics in KS2 and Flurrish app across in KS1 & 2.

CPD provision from external speakers (whole school and targeted individuals)

External staff CPD raises staff confidence and ability to deliver appropriate and challenging lessons, with a particular focus on developing mathematical reasoning opportunities and ability. Children are able to tackle reasoning questions and problems more readily and as a result, pupil progress and attainment in Maths is improved.

Social, emotional and behavioural problems affecting well-being and pupil progress

(EEF evidence suggests that on average, behaviour interventions can produce improvements in academic performance, along with a decrease in problematic behaviours. They have also found that SEL interventions have an identifiable and significant impact on attitudes to learning, social relationships in school, and attainment itself - four months' additional progress on average)


Provision of Lunchtime clubs to support specific children during these unstructured times.

Children are emotionally, socially and behaviourally ready to learn. High quality support allows for all pupils to make improved progress, therefore improving overall attainment.

Children are equipped with emotional resilience and strategies to deal with challenging situations positively, resulting in improved focus throughout each day, during both structured and unstructured times.


Provision of individual Drawing and Talking sessions.

Playground supervision for targeted pupils.

Individualised 1:1 sessions for challenging emotional and behavioural difficulties.

Social skills groups.

KS1 and KS2 nurture groups.

1:1 nurture sessions.

Multi-sports sessions for targeted pupils

PE incentive and reward time

1:1 or small group targeted support in class.

How will Putteridge Primary measure the impact of Pupil Premium ?

The progress of Pupil Premium children is a focus of each termly Pupil Progress meeting (each year group meets with SLT to discuss the progress of the pupils within the cohort). These will be used to review the impact of current strategies and enable the early identification of an additional/alternative support and appropriate intervention. When selecting pupils for Pupil Premium target groups, the school will look at all pupils across the school. There will be some pupils who are not eligible for Pupil Premium funding but who will benefit from these groups (if their needs are similar and we believe that progress can be made towards individual targets). To monitor progress on attainment of PP pupils, new measures have been included on national performance tables to capture the achievement of pupils who are in receipt of Pupil Premium funding.