Pupil Premium

Pupil Premium Summary

The government continues to provide funding targeted at addressing underlying inequalities and aiming to tackle the disadvantages that some children experience in life. As a school we use the money carefully to ensure that our vulnerable children achieve the best support possible. One of the measures for assessing the impact of this funding is to look at those children who claim free school meals (FSM). The OFSTED inspection in July 2015 stated that, ‘The school uses additional government funding, such as the pupil premium, highly effectively. As a result disadvantaged pupils make excellent progress in their academic, personal and social development.’

Summary Information


Deansfield Primary School

Academic Year


Total PP Budget


Date of Most Recent PP Review

July 2018

Total Number of Pupils


Number of Pupils Eligible for PP


Date of Next Internal Review of Strategy

July 2019


Barriers to Future Attainment (for pupils eligible for PP including high ability)


In-school Barriers


Oral communication skills and vocabulary acquisition is often low for children in receipt of PP funding on entry to FS 2. This slows early progress for these children especially in reading and writing.


Some children present with insecure learning skills such as focus, self-organisation and aspirations. This can lead to learning gaps and low self-esteem especially over KS2.


Social disadvantage can manifest in limited aspirations and a lack of parental engagement. Children may not be exposed to rich and varied life experiences and this can put them at a disadvantage.


A number of children entitled to pupil premium have social, emotional and behavioural issues that have a detrimental impact on their academic progress.





Desired Outcomes and How They Will Be Measured

Success Criteria



Children who are in receipt of PP funding make rapid progress in order to reach the end of FS2 at GLD.

Improved communication skills.



Children, especially those in receipt of PP funding, will make expected or better than expected progress to reach ‘expected’ and ‘exceeding’ at the end of Year 6, especially in the combined measure.

Children’s learning gaps have been closed and children have learning behaviours that enable them to sustain independent learning over time and in test conditions.



A metacognitive approach will be embedded across the school.  This approach to teaching is proven to accelerate progress of all children but particularly disadvantaged groups.

Children and families are engaged in rich learning experiences and are empowered to have positive aspirations.



Children who are in receipt of pupil premium are provided with well-being support and will have increased self-esteem and confidence and reduced levels of anxiety.

Children will feel safe and secure in school and are able to express their feelings and emotions well. 


Academic Year

2018 - 19


Desired Outcomes A,B,C,D

Chosen Actions

Evidence & Rationale



Improved understanding and oral skills in the EYFS.




Improved provision to maximise interactions between staff and children (high adult to child ratios).

SALT groups.

Cross partnership outstanding CPD focused on high expectation and outcomes for all children.

Improved language skills in the EYFS provides a good foundation for later learning.

Shared expertise is used to accelerate learning.

All interactions are maximised and accelerate progress.

Children are well settled and established at the start of the year through high adult to child ratio.

Jan 2019










All children consistently receive Quality First Teaching  throughout Deansfield in all year groups.







Outstanding CPD delivered to all staff to ensure that learning and feedback is effectively differentiated and precisely targeted to accelerate progress for children with pupil premium funding.

Lead teacher time is dedicated to support teaching and learning.

CPD is research driven.

Math/Reading clubs for key groups.

Homework club/ Library club.


This will ensure that all disadvantaged children are supported and are able to access provision within the classroom for reading, writing and maths.

Ensure interventions for vulnerable groups are taught by outstanding practitioners and learning gaps are closed.

Dialogic and engaging lessons support the development of literacy/ maths skills for small groups.

Feedback and precise AFL is an effective strategy for improved attainment.

Focus group teaching is a proven method of having effect on progress and attainment.

Evidence taken from learning walks, observations, data drops, progress meetings and reports for governors.

Jan 2019


















Embed teaching that supports self-regulation- metacognition and Cognitive Acceleration (known impact on progress for disadvantaged groups).





Lead teacher time (AHT and DHT) is dedicated to EYFS/KS1 and KS2 to support teaching and learning and support Subject Leadership.

 Teachers receive CPD on Let's Think English.

More rigorous assessment supported by tests and quizzes to support improved retention of learning.

SLT coaching re designs for learning and expectations for key staff.

High levels of academic and emotional resilience are promoted.

Children become independent learners and develop ability to make connections therefore retaining more knowledge.

Children develop a deeper understanding of themselves as learners and become reflective in their learning.

Dialogic and engaging lessons support the development of literacy and maths skills for all groups of learners.

Key teachers are accessing relevant training which will impact on their regular practice and can be disseminated to all staff.



Jan 2019


















Ensure that children who receive Pupil Premium funding are identified and supported in their emotional and mental wellbeing.






Attendance coach for children/families.

Additional 1:1 support provided for key Pupil Premium children.

Vulnerable children list ensures all adults are aware who may require support at any one time.

Counsellor time allocated where needed.

Learning mentor time allocated where needed.

Lunchtime small group play clubs.

Children feel safe and secure and have a recognised key adult to coach and mentor them when difficulties arise.

Children need to attend school regularly to support their academic progress and their social understanding of the world.

Children who are supported in their mental health and emotional wellbeing are able to access provision within the classroom for reading, writing and maths.




Jan 2019



















Progress across the school 2017-18


% of children in Year 2 (2018) Achieving Expected or above

% Pupils Eligible for PP

Pupils Not Eligible for PP

Combined reading, writing and maths












Grammar, Punctuation and Spelling Test



% of children in Year 6 (2018) Achieving Expected or above



Combined reading, writing and maths















Progress over Key Stage 2

 Pupils Eligible for PP

Pupils Not Eligible for PP










Grammar, Punctuation and Spelling Test



Additional Detail

There is a gap in attainment in KS1 between pupils who receive the Pupil Premium and children who do not. Pupil Premium children, however, are attaining in line with all children nationally. In KS2 the gap in attainment has narrowed in Reading, Maths, SPaG and Combined. Our Pupil Premium children exceed the percentage of all children nationally attaining Combined Reading, Writing and Maths.