Home Page

Pupil Premium Strategy 2017

Pupil Premium Strategy­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­


Pupil Premium funding is allocated to most effectively target additional support where it is needed most.

2016 to 2017 Overview

The Pupil Premium (PP) is designed to ensure that funding to tackle disadvantage reaches the pupils who need it most. The funding is allocated to Local Authorities and schools with pupils from Reception to Y11 who are eligible for free school meals (FSM) at any point in the last six years, are looked after or adopted.

Number of pupils eligible

53 Including 1x LAC and 1 service

Total PP received


Identified barriers to educational achievement

Field End Infant School has identified the following barriers for some of the pupils currently in receipt of Pupil Premium:

  • Limited oral language skills opportunities which impacts across the curriculum, especially on Mathematical and English achievement.
  • Fewer pre-school experiences
  • Lack of resilience impacting on self-confidence and co-operation when approaching work.
  • Behaviour – pupils with specific social and emotional needs which affect their learning.
  • The number of pupils who are in receipt of Pupil Premium and are also on the SEN register.
  • The number of pupils who are in receipt of Pupil Premium and who also have Social Services involvement or emotional issues.
  • The number of pupils who are in receipt of Pupil Premium and have low attendance and persistent absence.
  • Parental engagement with school-especially regarding attendance at information and workshop evenings.

How we will spend the funding to overcome the barriers.

Area of spend

School Themes

Total Allocation

Raise awareness and expertise of staff through training on attachment, teaching approaches, maths, behaviour, autism

  • Developing independent learning
  • Mathematics
  • Pupil Engagement and Behaviour
  • Staff deployment and development


To help develop resilience, additional TA provision in each reception classroom to provide specific in class support for small groups/ individuals. (10 pupils)

  • Developing independent learning
  • Pupil Engagement and Behaviour
  • Staff deployment and development


To accelerate progress of pupil premium children, and also those behind expected progress levels, an additional teacher will work across year 1.

  • Feedback and monitoring pupil progress
  • Mathematics


Trained Teaching Assistants used to deliver structured programmes in year 1. Happy to be Me, Wyse Moves, Learning Mentor.(14 pupils)

  • Character


Trained Teaching Assistants used to deliver structured programmes in year 2. FFT,BRP, Phonic Fun (17 pupils)

  • English
  • Feedback and monitoring pupil progress


Reading Recovery teacher working on a 1-1 basis with children to support reading and writing. (5 children)

  • English
  • Feedback and monitoring pupil progress


Online curriculum resources-Reading Eggs and Mathletics

  • English
  • Mathematics


Extra curricular activities (+ some negotiated free places) to develop physical, emotional and social skills.

  • Character


External therapist-play therapist working on a 1-1 basis with children who have been identified with emotional difficulties.

  • Pupil Engagement and Behaviour



Inclusion Leader will lead Teaching assistants in providing in-class support and intervention programmes throughout the school.

  • Pupil Engagement and Behaviour



Wellbeing Leader will liaise with Attendance Officer to discuss strategies and monitor attendance and performance of Pupil Premium children.

  • Engagement and Behaviour


Funding for Breakfast Club

  • Engagement and Behaviour






How we will measure the impact of the funding.

  1. We use both internal and external data to measure the impact of the Pupil Premium Grant on our pupils’ learning. We capture and analyse this half termly to review the effectiveness of the interventions. We have regular Pupil Progress Meetings with each year group to discuss ways that provision can be adapted to meet the needs of the children.
  2. Children will make good progress, at least in line nationally and with each full cohort in school, in Mathematics and English.
  3. There will be a reduction in challenging behaviour. Pupils will be present in the classroom, engaged in the lesson and behaving appropriately for learning.
  4. In observations teachers employ meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) to help learners think about their own learning more explicitly.
  5. During observations children will approach and overcome challenges in a positive way. They will demonstrate self-control, social skills, motivation and resilience.
  6. Monitor registers for PP children’s attendance at extra-curricular activities.
  7. Case studies and monitoring of children’s attendance.
  8. Children will respond positively to support, have a positive and ‘can do’ attitude that is evidenced in increasing independent learning.

Pupil Premium Funding is a regular item on the Full Governing Body agenda.

Date of next Pupils Premium Strategy reviews: 26th May 2017, 14th July 2017.