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Pupil Premium Reporting 2016-2017

Pupil Premium Strategy Statement

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.


Academic Year



Total Pupil Premium Budget


Total Number of Pupils



Number of Pupils eligible for Pupil Premium Funding


Date of most recent review of PP strategy

Oct 16


Date of next internal review of PP strategy

Jan 17


Barriers to attainment for Pupils eligible for Pupil Premium

In-school barriers


Below or well-below average communication (Speech & Language) skills on entry to school


Age-related attainment is below average on-entry to school  



External barriers


Higher than average number of active Prevention Service/CSC cases


Desired Outcomes

Judging Success


Ensure outcomes for children are improved by early intervention (specialist, one to one)

End of EYFS outcomes, Progress in C & L, Intervention Impact Reviews/records, SALT assessments


Ensure best possible progress and outcomes for children through high-quality teaching and support staff provision

In-school progress tracking; Intervention Records; Well-being & support records; Published Data


Improve emotional wellbeing for pupils through targeted support and provision of wider non-curricular opportunities

SELFA attendance reports; Teacher SEAL records/logs; children’s voice



The large majority of PP funding goes towards the cost of enhanced staffing to ensure best possible outcomes for children – this includes:


A Numbers Counts teacher delivering targeted Maths catch-up programmes for Year 2 children and since 2013 targeted Key Stage 2 (Yr 6 children). In addition she provides training and support to TAs in other catch-up interventions.  (Desired Outcome: B, Staff Lead: FG)

Early Intervention Speech and Language Therapist – working with children in Nursery and Reception to identify S & L difficulties and ensure that staff are equipped with the necessary skills and resources to ensure that identified children make good or better progress. (Desired Outcome: A, Staff Lead: GW)

In addition, a large proportion of PP spending contributes towards the costs of employing Higher Level TAs in each year group who are able to provide higher quality teaching and support of targeted children and groups of children linked to needs. (Desired Outcome: B, Staff Lead: GdCM)


Examples of the type of support provided by our high quality support staff include:

Delivering quality interventions
• One to one teaching
• Literacy & Numeracy interventions and catch-up groups
• Phonics
• Screening for specific difficulties


Pastoral and SEAL (Social & Emotional Aspects of Learning) support: (Desired Outcome: C, Staff Lead: SLT)

  • Socially Speaking Group
  • Playground Support
  • Support with Transition to secondary school.


PP Funding is also used towards

  • A contribution to SELFA (Skipton Extended Learning for All) funding (holiday clubs) places for which are then offered to all our PP children (Desired Outcome: C, Staff Lead: SS/GdCM)
  • Class Trip budgets to help subsidise or completely cover the cost of educational visits (Desired Outcome: C, Staff Lead: GdCM)
  • After school Tuesday Club costs enabling all children to be able to access after school learning clubs once per week (Desired Outcome: C, Staff Lead: RC)
  • To buy into NYCC Music Tuition and ensure that all children received exposure to expert music tuition and to instruments before leaving primary school. (Desired Outcome: B, Staff Lead: SD)


Monitoring of Implementation and Impact of Funding

Implementation of all actions and desired outcomes will be by the senior leadership team (Headteacher, Dep Head, SENCO, Teacher-in-charge EMS, EYFS Leader and Senior Teacher)

All staff are accountable, for example – support staff producing intervention records and teaching staff producing individual progress reports each term.

Pupil Premium children achieve well at Greatwood. Pupil progress is tracked across all year groups each term with the aim of ensuring that all our Pupil Premium children are making good or better progress each school year.

Evidence of the impact of interventions and one to one support is monitored closely to ensure that this has a positive impact on Pupil Premium children’s learning and progress at school. We put a high value at Greatwood of not only focusing on end of Key stage 2 outcomes but rather at the whole picture. For example, the impact of the work of our Numbers Counts teacher has been mainly on the attainment and progress of children currently in our Year 2, 3 & 4 so far with many children making as much as 18months or more age-related progress in a relatively small amount of time. This will have an impact on future maths attainment and progress as these children move through the school.