Pupil Premium
Elmswell Primary School
The Pupil Premium Grant (PPG) is additional funding given to schools so that they can support and close the attainment gap between disadvantaged pupils and their peers. In the 2020 to 2021 financial year, the school received £1345 per primary pupil who were eligible for free school meals (FSM) or have been eligible for FSM in the past 6 years (FSM ‘Ever 6’).A higher rate of £2345 for looked-after children was introduced and the eligibility criteria was extended to include pupils who have been in care for one day or more including pupils who have been registered on the school census as having been adopted from care or leaving care under a special guardianship or residence order. The service premium continued to be extended so that in 2019 to 2020 the service child premium will be paid to schools at the rate of £310 per pupil. The PPG is not ‘ring-fenced’ and schools are free to spend it as they wish but need to demonstrate that the expenditure is contributing to closing performance gaps between children who experience social disadvantage and others. The grant is intended to benefit children who are currently in school.
How is it spent?
In addition to pupils eligible for FSM, the Governors at Elmswell Primary School agreed that PPG should be spent on all vulnerable and/or disadvantaged pupils in school. During the last academic year, 42 pupils were identified as receiving PPG funding.
Expenditure for these pupils has included amounts allocated towards:
Early intervention for targeted pupil
Emotional support for individual children
Increasing teaching assistant support aimed at targeted groups
Support materials
Subsidies for Residential visits
After School Club to support well-being
What is its impact on learning and social development?
The impact of the Pupil Premium Grant is measured at the end of the academic year in relation to:
- Attendance
- Core subject progress
- Enjoyment of school
Pupil premium strategy statement – Elmswell Primary School
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School |
Elmswell Primary School |
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Academic Year |
2020-21 |
Total PP budget |
53315 |
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Total number of pupils |
308 |
Number of pupils eligible for PP |
42 |
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In-school barriers (issues to be addressed in school, such as poor oral language skills) |
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A |
Low prior attainment |
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B |
Specific additional needs – SEN |
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C |
Social, emotional and behaviour issues affecting well-being and progress |
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D |
In year admissions |
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External barriers (issues which also require action outside school, such as low attendance rates) |
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E. |
Erratic attendance of individual pupils having an impact on learning and attainment |
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Desired outcomes and how they will be measured |
Success criteria |
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Good progress |
PP children will make good progress from their relevant starting points. For many, the gap will close. |
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Children who are identified as PP and SEND will be supported effectively |
Effective support for SEND pupils both educationally and emotionally |
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Social, emotional and behaviour will show improvement. |
Specific children will show an improvement in these areas thereby allowing more time to participate in learning. |
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Children who are admitted to school in-year will show comparable attainment and progress with all-through pupils. |
In year entry will make equal progress by the end of KS2 |
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Attendance will improve to 90%+ |
Improved attendance will be reflected in an improvement in progress |
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Academic year |
2021-22 |
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The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies. |
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Desired outcome |
Chosen action / approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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A. Good Progress |
Employment of additional TA to provide further support within the classroom
Pupil Progress meetings every term
Termly tracking using external tests
TA support within class
Intervention programmes for Maths and English |
To provide further support within the classroom and support individual and groups of children identified in RAP’s
Enables effective dialogue regarding PP children
Standardised scores will enable tracking over periods of time
PP children will receive effective good quality first teaching aided by TA
To close the gap between PP and non-PP |
RAP review every term and data review during PP meetings
Data will record attainment and progress
Learning walks
Pupil progress meetings and termly data |
HT, SEND Lead, KS lead & Class Teachers
HT, KS Leaders and SEND Lead
SEND Lead |
Every term
Every term |
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B. Children who are identified as PP and SEND will be supported effectively
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1:1 support where needed
Intervention programmes where necessary |
1:1 support needed to aid personalised timetable and curriculum.
To close gap between pp and Non-PP |
SEND lead to monitor progress
Pupil progress meetings and termly data |
SEND Lead
SLT |
Every term |
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D. Children who are admitted to school in-year will show comparable attainment and progress with all-through pupils. |
Termly tracking using external tests |
Need to have accurate attainment data on entry |
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Class teachers |
When appliccable |
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Total budgeted cost 1:1 support – £6000 TA support - Average of £15 ph. Costs monitored termly. Additional TA - £8000 per term (agency) |
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Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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A Good Progress |
UKS2 Maths intervention 1:1 support
Catch-up reading |
Gaps in learning are identified in Y5 and Y6 and 30 minutes support given every week
Programme recommended by EEF to close gap in learning – additional TA trained in Autumn 2021 |
Track progress and attainment |
HT |
PP meetings every term |
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B Children who are identified as PP and SEND will be supported effectively
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Ed. Psychology service to observe and advise through written report
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Specialist service test children in a variety of ways enabling curriculum to be adapted or personalised for individuals. |
Reports will be discussed prior to implementation of recommendations. |
SEND Lead |
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Social, emotional and behaviour will show improvement. |
ELSA training for TA’s – training ongoing
Small group – after school club
Mentoring for transition
CISS – behaviour support
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Individual support for specific needs
Children’s emotional needs will be supported by trained TA’s
Additional support for individuals prior to transition – visits and 1:1 support
1:1 support for individual needs
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TA’s to attend training
Feedback from every session |
HT and SEND Lead |
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Total budgeted cost ELSA training – on going - £100 per term Educational Psychologist - £600 per session Maths support - £6000 pa Small group staffing and equipment - £1500 per term Catch-Up training and on-going costs - £450 plus £200 pw Speech & Language Link - £400 training plus on going weekly costs (£50) Provision mapping - £915 per annum |
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Desired outcome |
Chosen action/approach |
What is the evidence and rationale for this choice? |
How will you ensure it is implemented well? |
Staff lead |
When will you review implementation? |
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Social, emotional and behaviour will show improvement. |
CISS – to deal with various emotional and behaviour issues.
Work with FSW |
Trained specialist to provide 1:1 support
Children’s well-being will improve through opportunities. |
Meet with CISS prior to intervention |
HT and SEND lead |
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Attendance will improve |
Individual meetings with parent prior to EWO involvement |
Opportunity to understand the importance of regular attendance and its impact on progress. |
Absence monitoring |
HT |
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Total budgeted cost – Admin & SEND Lead time |
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