The aim of the Government’s Pupil Premium is to raise achievement among disadvantaged children. It will provide additional funding for disadvantaged pupils to ensure they benefit from the same opportunities as pupils from wealthier families.
The pupil premium has a number of wider aims:
- To increase social mobility
- To enable more pupils from disadvantaged backgrounds to get to the top universities;
- To reduce the attainment gap between the highest and lowest achieving pupils nationally.
The pupil premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months. Children from service families are also funded.
Schools are free to spend the Pupil Premium as they see fit. However, they are accountable for how they have used the funding to support pupils from low-income families. From September 2012, schools are required to publish online information about how they have used the Pupil Premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium.
In his paper on the Pupil Premium, “Tackling Disadvantage” in February 2012, Sir Norman Lamb MP, noted that the funding was able to be spent on any “disadvantaged pupils” although the funding mechanism was via Free School Meals. He was particularly positive of schools who were able to use this funding in three main ways
- To provide further training and teaching (assistant) time
- To provide resources for pupils who otherwise could not afford them
- To assist with trips and other “extras.”
It is difficult to measure the impact of all these interventions but they have a positive effect on the lives of those receiving this help.
Pupil Premium Strategy
|Possible Barrier||Item / Project||Cost||Reasoning||Impact Evidence|
|Low speaking and listening skills on entry to school||Whole school training to strengthen ‘First Quality Teaching’ with a focus on Speech and Language. |
Opportunities to include local feeder nurseries.
|This has been discussed at Westminster July 2018: Speech, Language & Communication is thought to be one of the most common disabilities amongst children: estimates vary from between 7 to 10% of children.2 (What are Speech, Language and Communication Needs (SLCN)? Communication Trust, undated; Afasic, accessed 28 June 2018;) |
Research has indicated that children from a disadvantaged background are more likely to have communication issues: for instance, pupils entitled to free schools meals are 1.8 times more likely to be diagnosed with SLCN.3(The links between speech, language and communication needs and social disadvantage, APPG on Speech and Language Difficulties, February 2013)
Furthermore, children with SLCN do not tend to perform as well as their peers in school: for instance, it has been calculated that in 2017 only 15% of pupils with SLCN achieved the expected standard in reading, writing and mathematics by the end of primary school – for other pupils, 61% achieved this rate.4(Bercow: Ten Years On, I CAN and the RoyalCollege of Speech and Language Therapists, March 2018)
|All staff will have increased knowledge and skills to support all children with their attention and listening, focus and pronunciation.|
Children will receive a good level of support before they enter Reception.
|Low speaking and listening skills on entry to school||Specialist TA in Reception part funded by PP funding||£5,000||Early identification and intervention to improve their understanding of vocabulary, use of language and pronunciation of sounds, including use of ‘Wellcomm Toolkit’ Language development at the age of two is a strong predictor of children’s ‘school readiness’ at age four – as measured by their sc ores on baseline assessments covering language, reading, maths and writing (Roulstone et al, 2011.) Early speech, language and communication difficulties are a very significant predictor of later literacy difficulties (Snowling et al, 2010). Vocabulary at age 5 is a very strong predictor of the qualifications achieved at school leaving age and beyond(Feinstein and Duckworth, 2006).||Children’s progress and attainment will be closely monitored using ‘Tapestry’ and ‘pupil asset.’ Speech therapists will show progress in their assessments and parents will notice improvements.|
|£3,612||To strengthen relationships with families and highlight|
importance of good attendance plus provide support to improve
will improve and families
will understand the
importance of regular
|Low self –|
|Part funded TA in|
|£5,000||To provide extra opportunities to support the self- esteem of|
|Staff and parents will|
notice improvements in
children’s attitudes and
confidence, which will lead
to improved academic
|Clubs for specific|
|£400||Opportunities to try different experiences and learn new skills|
outside of school.
|Children will enjoy different|
activities which will help to
increase imagination and
|Trips||£500||Children are included in all trips without parents worrying about|
|Children will enjoy and|
experience a variety of
professions to inspire
them for their future.
They will have
experiences to write
|Part funded Teaching|
training to deliver
Sound Discovery and
FFT Wave 3
|£10,000||Research from the Sutton Trust and ‘Making Best Use of|
Teaching Assistants 2015’ evidences importance of
standardised intervention and well trained TAs.
|Progress and attainment of|
pupils and the gap
between children eligible
for PP and those not,
• SIDP target
|£1,000||Providing specialist teachers to attend pupil progress meetings|
to suggest strategies to teachers will enable our Pupil Premium
children with special needs to make greater progress.
|Progress and attainment|
data and evidence in work.
|£500||Resources to enable playtimes to be as well- resourced as|
|Health and well- being of|
all children including those
who are disadvantaged will
Please click on the links below to see Premium Funding for 2018-19 and 2019-20