Pupil Premium 2017-18

The school will also receive a premium grant for children of any servicemen/women.

The purpose of the Pupil Premium Grant is to enable schools to narrow the attainment gap between children who are regarded as disadvantaged and their peers.  Below you will find a report which details our Pupil Premium allocation. We do not publish the attainment outcomes of our pupils receiving the premium as, due to the small number, this would breach confidentiality.  If you have a specific and appropriate interest in these outcomes then a discussion can be held with the headteacher.

Pupil Premium Strategic Plan September 2017-18 

Total number on roll:

Academic Year:

Total PP Budget:

Date of most recent internal review:
Summer 17

Date of most recent external review:

Number of pupils eligible: 8

Children looked after: 1 (Adopted Dec 17)

FSM pupils: 2

Ever6 pupils: 3

Service pupils: 2





Success Criteria/Evaluation


Focus on teaching and learning with targeted interventions to enhance access to the   curriculum.

Objective: To develop speaking and listening skills in all pupils across all year groups

EYFS baseline data (Sept 17) highlighted speaking and listening as a weaker area with this current cohort.

Writing continues to be a weaker area  in some year groups. Developing speaking and listening will have a positive impact on writing.

Skills & Employability Summit 2017 agenda to enhance employability skills in those disadvantaged.

– Developing vocabulary in EYFS – training for class teacher.

– Purchasing resources (Talking Tin Lids, PSHCE & P4C books).

– Philosophy 4 Children training for all staff.

– Increased P4C across curriculum.

– Dedicated S&L time included in each class timetable.

– Pupils having increased opportunities to present in assembly.

– Class teachers designing homework which requires pupils to present to an audience.



– Pupils in EYFS will have increased opportunities to develop vocabulary and speaking & listening skills.

– At least 75% of EYFS pupils will succeed in the ELGs for speaking and listening.

– All pupils will have increased opportunities to develop verbal communication and the ability to convey their thoughts and ideas through philosophical enquiries.

– The quality of   presentations given in the weekly assembly will improve.

–  Writing will improve. The percentage of pupils   achieving ARE in each year group will increase.


Focus on teaching and learning with targeted interventions to enhance access to the curriculum.

Objective: To increase progress rates in maths and ensure that all   pupils requiring intervention receive support as soon as possible to prevent gaps from emerging or widening.

EYFS Baseline Data (Sept 17) highlighted Number as a cohort weakness.

PP children not who did not achieve the expected standard in RWM   combined are weaker in maths.

– SAFE Maths training for HT and Maths subject leader.

– Implement SAFE teaching throughout school.

– Implement CLIC Clinics for each class involving additional TA support to work with small groups/individuals on a daily/weekly basis (determined by need) supporting individuals with objectives they’re not secure in.


– Number of pupils achieving ARE in maths will increase.

– Number of PP children achieving ARE in maths will increase.

– Class teachers will provide increased opportunities for children to develop reasoning and problem solving skills   across the wider maths curriculum.

– Big Maths tracking will show increased progress rates of groups and individuals.

– Number of pupils working at greater depth in maths will increase.



Focus on social and emotional resilience.

Objective: To ensure all pupils are able to access their learning and have the capacity to develop appropriate social relationships with adults and their peers.

There has been an increase in pupils on roll requiring support from the school’s SERIS worker.

KS2 pupil survey revealed a high proportion of pupils accessing social networking sites with some stating they have already experienced cyber bullying.

Cumbria priority – see Cumbria’s Health and Well Being Strategy 16-19.

– HLTA trained to deliver PSHCE curriculum.

– SERIS worker trained in resilience.

– SERIS worker trained to deliver mindfulness   sessions.

– SERIS worker trained to support pupils with   anxiety.

– Kidsafe sessions delivered across school.

– SERIS sessions timetabled for identified   individuals.

– All pupils able to access SERIS support as and   when needed – SERIS worker timetabled to provide playground support every lunch time.

– Resilience project for Year 2 and Year 6 with UDECC which will include INSET session for all teaching staff and HLTA.






– All pupils who require additional support for   their social/emotional needs will be identified and allocated time with the SERIS worker.

– Teaching staff will become more knowledgeable about children’s mental health and how to identify and support children with difficulties.







* Any remaining funding will be used to support individual families (where pupils are in receipt of FSM) with the cost of extra-curricular activities where, without the support, pupils would not be able to access the same opportunities and experiences and their peers.