Pupil Premium

Pupil Premium Strategy Statement for Padnell Infant School Academic year 2020-2021

Click *herefor a PDF copy of the following Report

School Vision

At Padnell Infant School our aim is to create a friendly, welcoming and caring community, including and supporting the whole family.  Relationships are at the centre of everything we do.  We want our whole community to ‘GROW’ in becoming Giving Citizens, Resilient Learners, Original Thinkers and Wise Workers.   Our curriculum for learning clearly states our intent, implementation and impact statements. The statements from this document which are specifically linked to our inclusion principles are:

  • Celebrating children’s individuality and promoting cultural awareness

  • Providing a broad balanced and relevant curriculum which aims high and encourages the children to set themselves ambitious aspirations

  • Personalised learning opportunities provide challenge for all

  • Lesson structures used effectively to suit learners needs and maximise engagement

  • Developing self-esteem and independence so that they understand how best to keep themselves healthy in body and mind

  • Learning environments show care, supporting pupil’s independence, celebrating achievements and fostering curiosity


Pupil Premium Funding

Pupil Premium Funding

The pupil premium is additional funding for schools to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. The funding is based on whether a child is eligible for free school meals.

The Department of Education will allocate the following amounts for 2019/20:

-          £1,345 per pupil who have been recorded as being entitled to free school meals at any time from reception to Year 6. (Ever 6 FSM)

-          £2,345 per pupil for Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, a local authority

-          £2,345 per pupil for children who have ceased to be looked after by a local authority because of adoption, a special guardianship order, a child arrangements order or a residence order

Service Premium

There is also additional funding for supporting children and young people with parents in the regular armed forces. This is an allocation to offer mainly pastoral support during challenging times and to help mitigate the negative impact on service children of family mobility or parental deployment.

Pupils attract the premium if they meet the following criteria:

-          one of their parents is serving in the regular armed forces

-          they have been registered as a ‘service child’ in the school census at any point since 2011

-          one of their parents died while serving in the armed forces and the pupil receives a pension under the Armed Forces Compensation Scheme (AFCS) or the War Pensions Scheme (WPS)

 Schools will receive £300 for each eligible pupil.

The PP strategy will have a separate section for pupils eligible for Service Premium

Pupil Premium Strategic Principles


Our building blocks for tackling educational disadvantage:

Whole-school ethos of attainment for all

There is a culture of high expectations for all.

There is a belief that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.

Disadvantaged pupils and their families are held in high regard.

Leaders, teachers and other adults understand their role within the school’s strategy.

Addressing behaviour and attendance

A strong emphasis is placed on developing positive behaviours for learning.

The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support.

Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school.

Persistent absence is rigorously challenged and proactive strategies to positively engage families are pursued.   

High quality teaching for all

The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress.

Teachers are committed to successfully engage with the disadvantaged pupils who are less successful learners.

Professional development is focused on securing strong subject knowledge, questioning, feedback, ‘talk for learning’, metacognition and self-regulation.

Interventions are additional to the entitlement to high quality teaching; class teachers retain accountability for pupil achievement.

 Meeting individual learning needs

There is a strong understanding of the barriers to learning and how these barriers present in school.

Emotional well -being support and interventions that enable them to succeed in their learning across a wide range of subjects.

Learning gaps and misconceptions are identified and addressed so that pupils can secure learning domains that will enable them to catch up to meet age related expectations or increasingly work at greater depth.

Transition processes for disadvantaged pupils are carefully planned and implemented.


The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones.  Actions are identified, implemented and regularly reviewed within each assessment phase.

Accelerated progress must lead to higher attainment within an academic year and key stages.

Clear, responsive leadership

A Strategy Group, which includes the leadership team and a governor, review the effectiveness of strategies at the end of each assessment phase.

Self-evaluation is rigorous and honest.

The effectiveness of the strategy is reviewed termly and is based on internal analysis, research and best practice.

Leaders apply robust quality assurance processes and clear success criteria. 

Deploying staff effectively

                Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.

                Resources are targeted at pupils at risk of underachievement in terms of low and high attainment.


Pupil Premium Strategy Group


Team member



Mandy Grayson

Head teacher – Pupil Premium Lead

Nicola Giles

Inclusion Leader – Designated Teacher for Looked after children

Melanie Tracey

Pupil Premium Governor



Jo Foster

Family Links Worker

Review Dates for academic year:

Feb 2020 - July 2020



Current Profile


Academic Year


Number of Pupils eligible for PP

Sept 2020


Breakdown of PP Pupils



Total PP budget disadv. (not service)(19-20)










Date of Statement

Sept 2020

Review Date(s)

February 2021

July 2021






Cohort Profile of Disadvantaged Pupils in EYFS and Key Stage 1  2019 /20(Does not include Service pupils)

This section may not be published on website if individual pupils could be identified.

Year Group

Sept 2019

Number and % of disadvantaged pupils eligible for PP without SEN

Number and % of disadvantaged pupils on SEN register

Lower Attaining

Pupils from EYFS or KS1

Middle Attaining Pupils from EYFS or KS1

Higher Attaining

Pupils from EYFS or KS1














11/90 (12%)





Year 1

            11/ 91 (12%)











Year 2

8 / 92 (9%)

1/9 (11%)










Key Challenges for Pupil Premium Pupils (Linked to school rationale, internal and external barriers for learning)External barriers that may affect some disadvantaged pupils

  • Some children have had limited access to pre-school provision which impacts on their school readiness.

  • Many children eligible for pupil premium have experienced more transitions in their lives due to e.g. breakdown in relationships, housing needs leading to house moves.

  • A higher proportion of this group than across the school population have experienced at least one change of school.

  • Some parents of children in this group have had poor experiences of school or working with other professionals which means that they take time to build trusting relationships with school staff.

Barriers for learning that make some disadvantaged less successful in their learning in school

  • A higher proportion of children eligible for pupil premium than for the whole cohort have lower on-entry language levels; this impacts on their ability to communicate and acquire early literacy skills (including phonics).

  • A higher proportion of this group have low on-entry scores for personal, social and emotional development. This in turn impacts upon their readiness to learn.

  • Parents attitudes towards school or struggles with managing their home situation can mean that these children are less likely to receive additional support at home with reading etc.


  • The average attendance/punctuality for our children who are eligible for pupil premium is lower than that for the whole cohort.


  • Covid restrictions have impacting on relationship building and the provision of services for the wider family





Summary allocation of funding and rationale


Teaching and Learning

  • Accelerate the progress of children eligible for PPG in the area of communication and language

  • Ensure high quality teaching for all, to improve the outcomes for all, particularly in regard to the teaching of spelling and engagement in writing



  • Full time classroom LSAs provided across the school


  • Utilise Language Link and provide time for EKlAN to deliver the programmes


 In excess of £10,800

Emotional, social and behavioural support

  • Provide an opportunity for parents to ask for support in a nurturing and relaxed atmosphere by continuing a weekly parent support group

  • Provide those children within this group who have experienced emotional upset an opportunity to name, discuss and own their feelings through provision of ELSA support

  • Additional thrive experiences and adults to support this development

  • Designated Teacher attendance at Peps and LACs

  • Additional MDSAs to support at lunchtimes




  • Family Link Worker to run parent drop in session on Fridays

  • Family link worker available to support with families

  • Provide nurture experiences eg breakfast and sensory play

  • ELSA 20 hours a week specifically for children eligible for pupil premium

  • MDSA hours

  • Designated teacher time




TOTAL: In excess of £30,433


  • As part of review of curriculum intent, implementation and impact ensure opportunities for enrichment planned throughout, in order that the curriculum truly reflects the school aspiration of equity for all

  • PPA to provide additional enrichment experiences eg. Farms, garden centres



  • Time for school leaders to review, evaluate and make enhancements to school curriculum for learning



  • Subsidise school uniform, school trips, after school clubs, breakfast and snacks


TOTAL:  £1000

Total Expenditure



School Improvement Plan priorities for disadvantaged pupils

Area of Focus

Expected Impact


Resources/ Timings


Evaluation / Impact


Identify language barriers for vulnerable children in years R, 1 and 2 in order to close the gap in their attainment

Utilise speech link to identify year R children with language needs and provide interventions and also support for parents. Continue support for year 1 and 2 children identified previously


Begin Autumn term 2020

Progress check at end of each phase





Individual programmes and assessments analysed by SENCO to ensure children are closing the gap/ making progress



Pupil Progress meetings termly by HT class teachers


Increase pupil’s engagement in writing, ensuring they are clear about the purpose for writing

During PPA year 1 and 2 teams ensure high quality hooks and clear outcomes with a purposeful audience.

Year R to regularly audit the environment to ensure there are opportunities for mark making across both the indoor and outdoor environment.

Weekly by all year group teams

Work scrutiny by HT/DHT/English leader and learning walk by HT/DHT to monitor quality of writing opportunities across the school



Increase reading outcomes for PPG and support parents in gaining skills to support their children

Pupil Premium children to receive additional reading opportunities from available adults.




Personal development and well-being

HT/ Home link and teachers to establish positive relationship s with PPG children


Autumn one spend time getting to know the children and their families


SLT during learning walks and specific half termly meetings with PPA


Raise the profile and quality of teaching of PSHE across the school, including parents understanding of emotional and social development

PSHE to be taught by class teachers every Monday afternoon in order to raise its profile and provide dedicated time

Parent workshop to share with parents the SCARF materials

Weekly lessons





Autumn Term

PSHE Leader learning walks, book scrutiny and pupil conferencing.  Parental feedback gained.


Provide support and guidance to parents, particularly with routines, changes at the start of the school year through the roles of PPA and also Home Link

Continue weekly drop in session for parents to share parenting challenges and provide mutual support and guidance

Weekly session Family Link

Feedback from those who attend


Leadership and management

PPG progress and attainment maximised as a result of staffs increased understanding of the needs of these children.

Establish pupil premium strategy group who meet at the end of each phase to review progress of children eligible for pupil premium

HT to review provision until Covid staffing settles.

Established at beginning of school year

Progress reviewed every 6 weeks

Pupil strategy group to meet at end of each phase

Progress for children eligible for PPG has strengthened and any gap in attainment has narrowed

All staff have a clear picture of the provision of each individual child




Attainment KS1 (2019) Disadvantaged Pupils

Percentage reaching expected standard

PP Outcomes (10)

Non-PP Outcomes (81)


National PP Outcomes 

National Non-PP Outcomes























RWM combined















PP Outcomes (9)

Non-PP Outcomes (81)


National PP Outcomes 

National Non-PP Outcomes


Phonics %age







Phonics APS















PP Outcomes (11)

Non-PP Outcomes (78)


National PP Outcomes 

National Non-PP Outcomes
























The impact of the funding allocations and improvements outlined in the PP strategy 2018/19 academic year for disadvantaged pupils

Teaching and learning

Each group of children eligible for PPG are different and need provision which is tailored to their needs. Also, as the school can sometimes have a very small group in a cohort so comparisons year on year can be misleading. However, outcomes for children in both years 1 and 2 were strong with the children eligible for PPG performing as well as children nationally in writing and better in maths and reading.


In the year 1 phonic test PPG have performed better than non PPG children.


The group of children in year R presented with difficulties across the prime areas, so the provision for them was focused on this. Accelerated progress was seen in all of these areas allowing them to almost achieve in line with non PPG children.


Emotional, social and behavioural support

There were no exclusions for any child during the academic year 2018-2019. Attendance was tracked half termly for every child eligible for PPG and support for parents offered. Attendance for PPG children was in line with non PPG and as a school all groups of children achieved 97.73% placing us in the 14th percentile nationally up 5 places from last year.

All children needing access to an ELSA were provided for.



The impact of service premium for 2018/19 academic year

In 2018-2019 there were 2 service children in year 2, 2 in year 1 and 1 in year 1

These children and their families were all supported through the school’s ELSA, the annual family picnic and the ongoing display that recognises their unique family situations.

All of these children had academic outcomes which were in line or above their peers.