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Putteridge Primary School

Putteridge Primary School

Pupil Premium Strategy 2019/20

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: 584

Number of Pupils eligible for PP: 92

Income received for 2019/20: £129,620

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 so that they achieve as well as their peers in school and nationally. 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 Learning Mentor, supported by our Family Worker, provides additional nurture support (1:1 and small group), including lunchtimes and homework club. Nurture and reward sessions are also provided by our Sports Coach, as well as his delivery of 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 and interventions

ERR (Early Reading Research) intervention

1:1 reading sessions

Hi-Fives reading and writing programme

Y5 & Y6 ‘Page Turners’ after school intervention

Small group daily phonic sessions


Improved attainment and progress in phonics, with higher percentage of pupils achieving the required pass mark. Children able to apply their phonic knowledge to make the correct spelling choice, impacting on attainment in writing across the whole school.

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. Maths sessions to be delivered across the school, phonics and reading to be focused on EYFS and KS1.

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, including Patent Mentors


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. Interventions run before, during and after school.

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.

Specific Pupil Premium additional Maths sessions for Years 5 & 6, alongside a 4 way split in Y6 daily maths sessions.

Delivery of targeted Maths areas and concepts on a 1:1/1:2 basis by Behaviour Support Teacher on a weekly basis for specific Year 5 & 6 pupils.

Year 6 maths sessions now split four ways between class teachers & KS2 AHT, allowing for smaller class sizes and specific needs to be met.

Areas of weakness and misconceptions are addressed, allowing children to make accelerated progress. Mathematical attainment in UKS2 is increased, improving combined PP attainment in R, W & M at the end of KS2.

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 social, emotional and behavioural difficulties.

Social skills groups.

KS1 and KS2 nurture groups.

1:1 nurture sessions.

Provision of Breakfast club in the Family Room for targeted pupils

Multi-sports sessions for targeted pupils

PE incentive and reward time

1:1 or small group targeted support in class.

Parental support and advice provided by Family Worker to enable children to be more ready to learn whilst at school.

Parents feel advised and supported in dealing with their child’s/children’s social/emotional/behavioural needs and develop greater confidence in helping their child to cope more readily. Parents are correctly signposted to agencies/networks that will help to also support their needs as well as the child’s – allowing for improved mental health and well-being for the entire family.


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, measures are included on national performance tables to capture the achievement of pupils who are in receipt of Pupil Premium funding.