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Review of expenditure: Previous Academic Year 2016-17

Review  of expenditure: Previous Academic Year 2016-17


Desired outcome

Chosen action/approach


(Desired and Actual)

Lessons learned


To improve the attainment of reading, writing and Mathematics - To diminish the difference between disadvantaged and other pupils.

Pupil premium champion


Additional teacher support (Sep 16)


Support staff in class

The rationale behind choosing this method was to offer 1-1 and small group tutoring, which can be highly effective.

The PP teacher worked in Year One and Two. In Foundation Stage, PP pupils made more steps progress in writing, maths and SSM than non PP pupils.

PP pupils made more progress in Year One in reading, writing and maths than their peers. In Year Two, despite making lower progress than their peers, the difference between progress that pupils had made in year one and year two was closed in reading and maths. Progress in books was scrutinised and in most cases was in line for PP pupils and their peers of a similar ability.

The benefits from working with the PP teacher were reported to have positive effects from all staff. For example, many teachers reported that it had boosted their confidence. However, the PP teacher’s timetable was sporadic. We took a ‘support where needed’ approach. The impact of this was therefore difficult to measure in data terms.

We had already done a lot to raise the profile of PP pupils in the year 2016. In April 2017, after some questions raised by governors, we decided to pool these ideas and put together even more strategies to make the profile of PP pupils even more at the forefront. This had a positive impact on the school. Teachers and support staff evaluated and listed strategies that we currently use or that could be immediately implemented into the classrooms, for example, sitting next to pupil premium pupils in lessons, marking their work first and chasing up late homework and reading books. 

However, we recognise that the attainment for PP pupils across the board was not acceptable. The difference was too wide between pupils meeting expected standards and those not. The progress of the pupils was good in Year One and in most areas in Foundation Stage, so we want to build upon this success next year.

For the PPC continue to raise the profile of PP pupils in the school.


For the PPC to monitor the effectiveness of strategies more quickly and to adapt the strategies used if not effective.


For the PP teacher to carry out specific intervention activities so that the effectiveness of such can be measured more accurately.


For support staff to be continued to work with to develop their skills in supporting disadvantaged pupils.


























Intervention groups and activities


This was a strategy that hoped to improve the attainment of PP pupils. In some cases, intervention was highly successful, where it was intense and repetitive over a short burst of time. For example, phonics intervention that ran in the Spring term in FS resulted in pupils who received pupils making on average +0.04 more points progress than those that did not. In maths intervention, pupils that received it made +0.23 more points progress than those that did not.

In Spring term, some very successful phonics intervention took place in Year One, with pupils receiving intervention making an 11.8 point increase in their phonic score compared with a 6.4 point increase in those that did not.


The most successful intervention is regular, repetitive and easy to monitor the effectiveness of. They enable pupils to make better progress than those who do not receive it. We will go forward with this in mind as we set up new intervention groups.



Staff CPD

Growth mindset as a whole school strategy has had a positive impact on our pupils. They embrace challenges and mistakes. They use language such as “I can’t do it... yet”. The effect of this has been to raise self confidence and aspiration. in our pupils.

We will continue to raise the strategy throughout the school.


To continue to improve the attendance of disadvantaged pupilsos ttoemeal wo  and to continue to improve the lateness of disadvantaged pupils.

Breakfast Club/After school club offered



We wanted to encourage high attendance and punctuality for pupils in order to raise their self esteem and get them ready to learn.

However, this was not promoted enough, nor did not do enough to tackle the low attendance of our pupils.

We will go forward using some fresh strategies to raise attendance of PP pupils.


To ensure that disadvantaged pupils have the same opportunities as their peers.

Support with school trips


We did not go on any school trips this year, having enrichment days in school instead,

The uniform and photo continue to be act as a draw to encourage parents to sign up for the PP funding.


Free Milk


This was part of promoting a healthy lifestyle and diet for pupils.

Free jumper/cardigan, Book Bag and school photo

This was to assist parents with the cost of school life, allowing disadvantaged pupils the same opportunities as their peers.

To allow disadvantaged pupils to access areas of extra-curricular activities in line with their peers.

Activities arranged to benefit disadvantaged pupils and their families.

The rationale behind this was to include all pupils in all activities and offer them a range of experiences. Many PP pupils accessed the clubs.

We will continue to ensure that all pupils have opportunities to attend a range of clubs. However, we will more closely track the pupils attending this year to ensure no PP pupils miss out.



To offer social and emotional support to disadvantaged pupils.

Running of drama club in school

Opportunities to take part in activities in the Nurture Suite

Play Therapy

This was to allow the children eligible for the pupil premium to build their self-confidence and self esteem.

Many PP pupils accessed the nurture suite if needed, supporting them socially and emotionally, giving them the tools to become more efficient learners. This was effective to some extent and they did benefit this way. However, it was not wholly effective; the play therapy sessions were deemed unsuitable for a number of PP pupils who accessed it and there was a concern about the amount of time pupils spent outside of the classroom completing these activities.

We will continue to offer a range of social and emotional support to our PP pupils. However, it will be tracked more carefully this year to ensure that activities are appropriate to pupils and will not exacerbate issues. We will also ensure that the time spent out of class is carefully monitored and that the impact of such strategies is measured regularly to ensure they are effective. If not, we need to act quickly to adjust them.



Additional detail

Our full strategy document can be found online at:


References: Education and Endowment Foundation: Teaching and Learning Toolkit (2017), Ofsted: The Pupil Premium (2013), Ofsted: The Pupil Premium: an update (2014, DfE: NfER: What are the most effective ways to support disadvantaged pupils’ achievement.

This plan was put together with the support of Daniel Sobel, Founder and Lead Consultant, Inclusion Expert, following a Pupil Premium Review in Ocotber 2017.