Pupil Premium Strategy Statement 2017-18

Pupil Premium

The pupil premium is a government initiative that targets additional money to children who may be facing barriers to learning and require more support in
school. The government uses the number of children eligible for free school meals as an indicator for the level of deprivation that may impact on education.

Funding in the first year (financial year 2011-12) was based on the number of children receiving free school meals at the time of the January census. In 2012-
13 this was extended to children who had received free school meals at any time during the past six years.

We use this money to provide adults and resources that will ensure that there is little or no difference between the achievement of children eligible for free
school meals and those that are not.

It should be noted that the strategies facilitated by the introduction of the pupil premium are planned for the academic year (Sept-Aug) whereas the allocation
is received for the financial year (Apr-March)

Statement from the Governing Body

Governors have agreed that whilst the Pupil Premium Grant must prioritise the achievement and well-being of disadvantaged pupils, the benefits of resources
and services should, wherever possible, extend to include other pupils, many of whom are also vulnerable.

The provision and impact through Pupil premium is monitored through all levels of leadership and management:

 Governor meetings
 Senior leadership meetings
 Staff meetings
 Pupil progress meetings
 Performance Management meetings
 Continual Professional Development

Governors, Leaders, Teachers and Support staff are collectively accountable for improving the educational opportunities for pupils entitled to the Pupil
Premium. The impact of provision and strategies to accelerate pupil outcomes can be seen in the table under the section Impact on Attainment and Progress.

If you have any further questions about pupil premium, or you believe that your child may be eligible for free school meals (which triggers Pupil Premium
funding), please contact Mrs Fitzgibbon for a confidential discussion. Please ask at the school office or click on the link below to download the forms you need
to complete for this.
 Pupil Premium Strategy Statement 2017-18

Principles

 We ensure that teaching and learning opportunities meet the needs of all the pupils.
 We ensure that appropriate provision is made for pupils who belong to vulnerable groups.
 In making provision for socially disadvantaged pupils we recognise that not all pupils that receive free school meals may be socially disadvantaged.
 We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate
the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
 Pupil premium funding will be allocated following a needs analysis, which will identify priority classes, groups or individuals. Limited funding and
resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Pupil Premium Strategy Statement 2017-18

Summary Information
School Booker Hill Primary and Nursery School
Academic Year 2017-18 Total PP Budget £72,280 Date of most recent external PP 21.03.16
review
Total Number of pupils 246 Number of pupils eligible 53 Date of next internal review of Jan 2018
for PP 22% this strategy

Current Attainment
Pupils eligible for PP School Pupils not eligible for PP
% KS2 achieving in RWM combined 2017 67% July 2017 53% National Average
% making expected or better progress in Reading 86.5% School July 2017 90% School July 2017
% making expected or better progress in Writing 92.3% School July 2017 91% School July 2017
% making expected or better progress in Maths 86.6% School July 2017 93.4% School July 2017
 Pupil Premium Strategy Statement 2017-18

2017-2018: Barriers to future attainment (for pupils eligible for PP)

In-School barriers
A The percentage of pupils making at least ARE attainment in Maths is lower in every year group for PP pupils than non PP pupils.
B The percentage of pupils making at least expected progress in Reading in KS1 and KS2 (Yrs 3&4) is less for PP pupils than Non-PP pupils.
C Pupils in the EYFS and those transitioning through KS1 typically present with poor language and communication skills (Reading & Writing specific areas of learning)
D Poor emotional resilience and self-regulation skills impact on many pupils’ ability to work collaboratively and to accept a degree of challenge in their learning.
External barriers
E The percentage of pupils with attendance below 96% is higher than Non PP pupils
F The majority of PP pupils have additional needs and present with multiple barriers to learning e.g. SEN, EAL, PP and Social Care needs.
G A large number of PP pupils have significantly less capacity to support learning at home than non-PP pupils

Outcomes (Desired Outcomes and how they will be measured)
A Increase the proportions of PP pupils achieving ARE Maths. Diminish the
attainment difference between PP and non PP pupils in Maths.
B Increase the proportions of PP pupils making at least expected progress in
Reading.
Diminish the attainment difference between PP pupils and Non PP Pupils in
Reading in KS1
C Early literacy gaps are closed
Success criteria
 Percentage of PP pupils making accelerated progress in Maths is
greater than peers.
 Cohort targets for PP pupils have been achieved (see internal target
setting)
 ARE attainment gap is further diminished
 Most able PP pupils attain well compared to PP others
 Percentage of PP pupils making accelerated progress in Reading is
greater than their peers.
 Gains in ARE & GD attainment when compared to prior starting points
 EYFS attainment as measured by GLD should be at least equivalent for
PP pupils and Non-PP pupils in the area of Communication and
Language.
 Increased proportion of PP pupils attaining ARE in KS1 compared to
prior starting points (EYFS outcomes)
 Pupil Premium Strategy Statement 2017-18

D Self- regulation skills continue to be developed through taught metacognition
skills underpinned by the Learning without Limits ethos and Growth Mind-set
philosophy.
Reinforced both inside and outside the classroom.
Self and peer reflection is age appropriate and evidence in pupils work &
teachers marking
E Improved attendance figures for PP pupils. Fewer PP pupils with attendance
less 95%
F Pupils with complex or multiple barriers to learning will make progress at least in line
with their peers.
G PP pupils with limited capacity to support learning at home will make at least expected
progress and diminish the attainment difference between themselves and their peers.
 Evidence from pupils work books; pupil voice records, teacher
observations and external reports will validate that all pupils
demonstrate stamina for learning, resilience and embrace challenge.
 Pupils’ books evidence a range of age appropriate reflection strategies
are being used in line with school policy
 Attendance for PP pupils improves from 95% to be at least in line with
school average. The percentage of PP pupils with attendance below
95% is reduced.
 Teacher Assessment indicates that pupils with complex or multiple barriers to
learning make accelerated progress in comparison to their peers.
 Percentage of PP pupils with multiple/complex barriers to learning making
accelerated progress is greater than their peers.
 PP pupil survey evidences that pupils are confident and play an active role in
all aspects of school life

Planned Expenditure
Academic Year 2017-18
The three headings below enable the school to demonstrate how they are using the Pupil premium to improve classroom pedagogy, provide targeted support and
support whole school strategies
Quality of Teaching for All
Desired Chosen What is the evidence and rationale for this How will this be implemented Staff Lead Review/Impact
outcome Action/support choice

A In house CPD to embed
the school’s problem
solving and reasoning
curriculum in Maths.
(White Rose approach)
Develop pupils’
understanding of number
 The NFER 2015 report concludes that high quality  Staff training SB June 2018
teaching for all is fundamental to supporting the  Team teaching/coaching
attainment of disadvantaged pupils.  Monitoring cycle learning
 Internal assessment information evidences that walks, book scrutiny and
with the introduction of the problem solving planning audits.
curriculum, PP pupils made better rates of
progress – attainment is closing when compared to
prior starting points
 Pupil Premium Strategy Statement 2017-18

concepts
Mathematics strategy )

Develop pupils recall and

fluency of x-tables
B Implement the second  Research demonstrates that young people who  Staff training KW June 2018
phase of the ‘Outstanding receive free school meals (FSM) are less likely to  Team teaching/coaching
Reading school‘ plan read fiction outside of the classroom. (Clark 2011,  Monitoring cycle learning
and Clark and Douglas 2011) walks, book scrutiny and
Diminish the attainment  Internal tracking information combined with planning audits
difference between PP monitoring of teaching & learning evidences that  Pupil surveys
pupils and Non PP Pupils phase one was successful and had a positive  ½ termly pupil progress mtgs
in Reading in KS1/KS2 impact in raising rates of expected and accelerated
progress in Reading – the differences in attainment
KS2 – Reading with RIC to between PP and others have diminished during the
develop pupils inference last academic year
skills
C Development of the new  Internal assessment information and GLD  EYFS Nursery ECERs review KH/EM/KS June 2018
Nursery and Reception outcomes for PP pupils need to improve  Reception class external review
provision – extended  We want to improve speech and language skills  SLT & EYFS Leader learning
learning environment for all pupils. The EEF toolkit shows that oral walks
language interventions have a highly positive  EYFS moderation
Purchase of additional impact on learning and future outcomes.  Pupil progress mtgs
resources to support L&C  Provision for mark making is comprehensive and
and Rd and Wr Early supports pupils progress
Learning Goals teaching
provision
D Embed the school’s  The evaluation of impact for 2016-2017 evidenced  Pupil voice surveys KW/ DK June 2018
‘Learning without limits’ that pupils are aware of what they need to do to  SLT and subject leader
culture and ethos in line further improve and are increasingly more able to observations of learning
with the updated Teaching reflect on learning during lessons and over time. behaviours both inside and
and learning policy  Many of our pupils have social and emotional outside the classroom
needs that impact on their ability to persevere  Use of LO & SC slides in Maths
Further develop the peer with challenging tasks and work with others. It is books (KS2)
and self- assessment the aim of the SLT to change the culture of the  Writing tool kits for English
strategies across the school and to help pupils develop as well rounded books

school
Desired Chosen
outcome Action/support
Employment of Maths specialist
teacher to provide small group
support for targeted groups of
A pupil premium pupils.
To further accelerated progress
and increase percentage of PP
pupils achieving ARE or GD in
Maths.
Pupil Premium Strategy Statement 2017-18
confident life-long learners, regardless of
background and circumstances
Targeted Support
What is the evidence and rationale for this
choice
 1:1 or small group tuition is described in the EEF
toolkit as being costly but effective in accelerating
learning.
 We use highly experienced teaching staff to work
both in class and to support small groups and
ensure that we maximise the links between
intervention work and whole class teaching.
 Planning closely linked to on-going assessment -
triangulated between pupils’ work, class teacher
and Maths specialist teacher
 External validation of
independent learning strategies
and collaborative partnerships
 Pupils’ books evidence planned
opportunities for peer and self-
reflection over time
Total Budgeted Cost £10,580
How will this be implemented Staff Lead Review/Impact
 Analysis of internal data JM/ SB June 2018
indicates the focus pupils in
each cohort.
 ½ termly pupil progress mtgs to
review provision and impact of
planned intervention
 Maths specialist supports PP
pupils at risk of not achieving
ARE and those who are on track
for GD in identified cohorts (on
a needs led basis)
Autumn term Y3, Y4 and Y5
Spring Term Y2, Y3 and Y4 and Y6

B Employment of Reading Recovery
teacher for targeted reading
support in Y1 and to provide
support for focus children from Y2
and Y3-Y4
C Individual targeted children to
receive 1:1 support through Music
therapy or play therapy
Desired Chosen
outcome Action/support
Pupil Premium Strategy Statement 2017-18
 This approach has been successful in raising the  Early identification A-FG/ KW June 2018
attainment of PP pupils at risk of not achieving  Targeted support through 1:1
ARE. sessions and support for
 It has been particularly successful in engaging parents.
parents and supporting them to teach rather than  Develop close links with the
hear reading at home. schools approach to the
 Internal assessment information (2016-2017) teaching of Reading into and
demonstrates that pupil premium pupils with across identified year groups in
multiple barriers to learning including those who KS2 – RIC strategy focusing on
are EAL require additional support to develop their inference
inference skills  Regular communication with
parents
 Termly pupil progress reports
to class teachers and SLT
 Some of our pupils need a more individualised  Identification of pupils – ½ DK/CR June 2018
approach to support their social and emotional termly pupil progress mtgs/
needs. SENDco mtgs
 The EEF toolkit studies show that effect sizes are  12 week blocks of 1:1 or 1:3
larger for targeted interventions matched to therapy sessions with qualified
specific students with particular needs or therapists.
behavioural issues, than for universal interventions  Assessment of pupils prior to
or whole school strategies. therapy and at the end of
 Evaluation of 2016-2017 PP spend evidences that therapy sessions.
this strategy continues to be effective in  Reports and recommendations
supporting identified pupils social & emotional to class teachers and parents at
development end of block.
Total Budgeted Cost £53,700
Other Approaches
What is the evidence and rationale for this How will this be implemented Staff Lead Review/Impact
choice
 Pupil Premium Strategy Statement 2017-18

Breakfast Club – Prioritises PP  Poor attendance leads to gaps in learning and  Regular meetings with the CH/CR/DK June 2018
pupils who are reluctant to come must be addressed. attendance officer to monitor
to school  Some of our families have a history of poor attendance rates and figures.
E attendance.  Parents meetings with SLT,
Attendance officer – Targeted  Some families are in need of additional support SENDco and EWO to address
families receive regular attendance but don’t meet the threshold for local services. attendance issues.
meetings. Several families are now  Internal case studies demonstrate PP attending  Use of Parent Contracts for
in fining system with LA. breakfast club have a more settled and consistent identified pupils
start to the school day.
F  Internal tracking and monitoring information  Pupil voice feedback CR/ KW/ YB June 2018
Forest Schools demonstrates that identified classes would benefit  Monitoring evidence from
from the Forest Schools strategy to enhance social learning walks and scrutiny of
To address personal, emotional & emotional development pupils work over time
and social needs

To develop self-confidence and

resilience.
G Pre and after school support for  Research by the National Literacy Trust sites the  Intervention is needs based. Class June 2018
learning groups impact of parental engagement in learning on  Focus children attend school teachers
improved outcomes for children. Where parents from 8.30am for extra
Bespoke mentoring and coaching have limited capacity to support at home the curriculum support esp reading SFG
school has a moral duty to address this to ensure (Better Reading Partners)
Homework support gaps are diminished. DK
 Booster groups run after school
Enrichment Activities  2016-2017 Internal work book scrutiny and for focus pupils in R, W and M.
(Music/drama) teacher observation has indicated that limited life
experiences due to financial constraints have a  PP & CLA pupils are given
School visits and uniform negative impact children’s ability to produce priority places at Homework
quality written work, vocabulary development and club
the ability to think creatively.
 School will subsidise PP pupils
to enable them to attend
enrichment activities.

 School will assist parents of PP

pupils with accessing school
 Pupil Premium Strategy Statement 2017-18

visits, uniform and food banks

as necessary.
Total Budgeted Cost £8,000
Total Budgeted Expenditure £72,280

Review of Expenditure
Academic Year 2016-17
Outcomes (Desired Outcomes and how they will be measured)
A Increase the proportions of PP pupils making at least expected progress in
Maths. Diminish the attainment difference between PP and non PP pupils in
Maths.
B Increase the proportions of PP pupils making at least expected progress in
Reading.
Diminish the attainment difference between PP pupils and Non PP Pupils in
Reading in KS1
C Self- regulation skills continue to be developed through taught metacognition
skills underpinned by the Learning without Limits ethos and Growth Mind-set
philosophy.
Reinforced both inside and outside the classroom.
D Early literacy gaps are closed
E Improved attendance figures for PP pupils. Fewer PP pupils with attendance
less 95%
F Pupils with complex or multiple barriers to learning will make progress at least in line
with their peers.
G PP pupils with limited capacity to support learning at home will make at least expected
progress and diminish the attainment difference between themselves and their peers.
Success criteria
Percentage of PP pupils making accelerated progress in Maths is greater than
peers.
Percentage of pupils making accelerated progress in Reading is greater than
their peers.
Evidence from pupils work books; pupil voice records, teacher observations and
external reports will validate that all pupils demonstrate stamina for learning,
resilience and embrace challenge.
Attainment as measured by GLD and KS1 Teacher Assessment should be at least
equivalent for PP pupils and Non-PP pupils in the area of Communication and
Language.
Attendance for PP pupils improves from 94% to be at least in line with school
average. The percentage of PP pupils with attendance below 95% is reduced.
Teacher Assessment indicates that pupils with complex or multiple barriers to learning
make accelerated progress in comparison to their peers.
Percentage of PP pupils with multiple/complex barriers to learning making accelerated
progress is greater than their peers.
 Pupil Premium Strategy Statement 2017-18

The three headings below enable the school to demonstrate how they are using the Pupil premium to improve classroom pedagogy, provide targeted support and
support whole school strategies
Quality of Teaching for All
Desired Chosen Action/support What is the evidence and How will this be Evaluation of IMPACT Lessons Learned
outcome rationale for this choice implemented

A In house CPD to launch new
problem solving and
reasoning curriculum in
Maths through-out 2016-17.
Implementation of White
Rose Maths Scheme.
B Implement the ‘Outstanding
Reading school‘ plan
Diminish the attainment
difference between PP
pupils and Non PP Pupils in
Reading in KS1/KS2
The NFER 2015 report concludes
that high quality teaching for all is
fundamental to supporting the
attainment of disadvantaged pupils.
Research demonstrates that young
people who receive free school
meals (FSM) are less likely to read
fiction outside of the classroom.
(Clark 2011, and Clark and Douglas
2011)
Staff training
Team teaching/coaching
Monitoring cycle learning walks,
book scrutiny and planning
audits.
Staff training
Team teaching/coaching
Monitoring cycle learning walks,
book scrutiny and planning
audits
Pupil surveys
Monitoring of teaching &
learning demonstrates that
pupils have planned
opportunities to apply their
knowledge & understanding of
mathematical concepts to
wider problem solving
The very large majority 87% of
PP pupils made at least
expected progress in maths
with a further 55% who made
accelerated progress
Identified pupils are now more
positive to Reading which is
particularly evident across KS2
51.9% of PP pupils made
accelerated progress compared
to 30.6% of ‘others’
The use of White Rose
materials are being delivered
across the school’s curriculum
This strategic approach is
working as both attainment
and rates of progress have
increased during the academic
year
Continue to review the schools
reading provision and
purchase additional reading
books based on pupils’
interests

KS2 Reading gap has

diminished – see school
tracking information

C Provision of additional Early
Years Key Worker Hours in
the EYFS to implement
Spirals (Speech and language
intervention)
D Learning without limits
culture and ethos embedded
through Teaching and
learning policy, Home-work
policy and applied through
Forest School and work
reflection tools.
Desired Chosen Action/support
outcome
Pupil Premium Strategy Statement 2017-18
We want to improve speech and
language skills for all pupils. The EEF
toolkit shows that oral language
interventions have a highly positive
impact on learning and future
outcomes.
Many of our pupils have social and
emotional needs that impact on
their ability to persevere with
challenging tasks and work with
others. It is the aim of the SLT to
change the culture of the school
and to help pupils develop as well
rounded confident life-long
learners, regardless of background
and circumstances
Targeted Support
What is the evidence and
rationale for this choice
Intervention monitoring
records. Assessment progress
measures.
Pupil voice surveys
Teacher observations of learning
behaviours both inside and
outside the classroom
External validation of
independent learning strategies
and collaborative partnerships
How will this be
implemented
Due to complex emotional This approach has been highly
needs, some of our pupils effective in meeting the needs
respond better to addressing of pupils with multiple barriers
their needs with the support of to learning and should
a 1:1 key worker. This enables continue next academic year.
pupils space to work in quieter
environments when
appropriate and return to the
classroom discreetly. This
approach provides flexibility to
address specific and/or complex
barriers to learning.
Pupil’s attitudes towards Make further refinements to
homework and independent the school’s approach to
learning are GOOD and has Homework based on feedback
improved significantly – from Parents and Pupils.
reflection tickets and effort
meters enable pupils to reflect
on what they have learnt
during lessons
Vast majority of pupils made
expected progress in Reading,
Writing & Maths
Total Budgeted Cost £14,500
Evaluation of IMPACT Lessons Learned

Employment of Maths specialist
teacher to provide small group
support for targeted groups of
A pupil premium pupils. To ensure
accelerated progress and increase
percentage of PP pupils achieving
ARE or GD in Maths.
B Employment of Reading Recovery
teacher for targeted reading
support in Y1 and to provide
support for focus children from Y2
and Y3
C Individual targeted children to
receive 1:1 support through Music
therapy or play therapy
Pupil Premium Strategy Statement 2017-18
1:1 or small group tuition is
described in the EEF toolkit as being
costly but effective in accelerating
learning. We use highly experienced
teaching staff to work both in class
and to support small groups and
ensure that we maximise the links
between intervention work and
whole class teaching.
This approach has been successful
in raising the attainment of PP
pupils at risk of not achieving ARE. It
has been particularly successful in
engaging parents and supporting
them to teach rather than hear
reading at home.
Some of our pupils need a more
individualised approach to support
their social and emotional needs.
The EEF toolkit studies show that
effect sizes are larger for targeted
interventions matched to specific
students with particular needs or
behavioural issues, than for
universal interventions or whole
school strategies.
Analysis of internal data
indicates the focus pupils in
each cohort.
Maths specialist supports PP
pupils at risk of not achieving
ARE and those who are on track
for GD in identified cohorts (on
a needs led basis)
Autumn term Y2, Y3 and Y5
Spring Term Y2, Y3 and Y6
Early identification
Targeted support through 1:1
sessions and support for
parents.
Regular communication with
parents
Termly pupil progress reports to
class teachers and SLT
12 week blocks of 1:1 or 1:3
therapy sessions with qualified
therapists. Assessment of pupils
prior to therapy and at the end
of therapy sessions. Reports and
recommendations to class
teachers and parents at end of
block.
Small group and 1:1 targeted
teaching was highly effective in
addressing identified gaps in
pupils’ learning
The difference in Maths
attainment has continued to
diminished – See internal
tracking information
Early 1:1 intervention continues
to be highly effective at
supporting pupils with
developing their decoding skills
Parent classes and training
sessions enables parents to
support their children –
increased communication
between home and school
90% of Year 1 pupils passed the
Phonics check with 100% of
Year 2 pupils
Progress is measured using the
Music therapy star. On average
all pupils made progress across
all areas of the star. This was
reinforced by positive feedback
from class teachers, pupils and
parents.
Total Budgeted Cost
This provision continues to be
highly effective – PP pupils
feedback about learning in
Maths is very positive
Internal tracking has identified
pupils in KS1 and KS2 (Yrs3&4)
who will be supported by
Reading Recovery for 2017-
2018
Next year the school will
continue to raise standards in
Reading by developing
stronger links between
Reading Recovery and the
teaching of reading across KS2
This continues to be a good
intervention to address
complex personal, emotional
and social needs that are
presenting as a barrier to
learning and should therefore
continue next academic year.
£53,700

Desired Chosen
outcome Action/support
Breakfast Club – Prioritises PP
pupils who are reluctant to come
to school
E of poor attendance. Some families
Attendance officer – Targeted
families receive regular attendance
meetings. Several families are now
in fining system with LA.
F Off-site study support (Matrix)
G Pre and after school support for
learning groups
Bespoke mentoring and coaching
Pupil Premium Strategy Statement 2017-18
Other Approaches
What is the evidence and
rationale for this choice
Poor attendance leads to gaps in
learning and must be addressed.
Some of our families have a history
are in need of additional support
but don’t meet the threshold for
local services. Internal case studies
demonstrate PP attending breakfast
club have a more settled and
consistent start to the school day.
Intervention reports indicate that
this intervention has had a
significant impact in raising self-
esteem and confidence over last
three years
Research by the National Literacy
Trust sites the impact of parental
engagement in learning on
improved outcomes for children.
Where parents have limited
How will this be
implemented
Regular meetings with the
attendance officer to monitor
attendance rates and figures.
Parents meetings with SLT and
EWO to address attendance
issues.
Pupil attitude surveys before
and after intervention
Final Impact report from Matrix
Intervention is needs based.
Focus children attend school
from 8.30am for extra
curriculum support esp reading
(Better Reading Partners)
Evaluation of IMPACT Lessons Learned
Breakfast club enables pupils to Review Breakfast Club
arrive punctually for school and capacity for further expansion
to have had a healthy breakfast
prior to commencing learning.
EWO & Parent Contract mtgs
has resulted in further
improvement to the attendance
of identified PP pupils – See
case study
PP attendance figure has
improved from 94% to 95.8% -
The difference between
disadvantaged and others has
diminished
Class teachers report improved This continues to be a good
attitudes and learning intervention to address
behaviours in classroom and complex learning needs and
accelerated rates of progress. attitudes that are presenting
Pupils transitioned to as a barrier to learning. It is a
Secondary school smoothly and highly personalised approach
with significantly reduced which results in a flexible
anxiety. approach to addressing pupil
needs.
Such activities have enabled PP Pupils have first- hand
pupils to develop resilience and experience of opportunities
experience wider world which enrich their
opportunities and be more engagement to learning which
 Pupil Premium Strategy Statement 2017-18
Homework support capacity to support at home the
school has a moral duty to address
Enrichment Activities this to ensure gaps are diminished.
(Music/drama)
Internal work book scrutiny and
School visits and uniform teacher observation has indicated
that limited life experiences due to
financial constraints have a negative
impact children’s ability to produce
quality written work, vocabulary
development and the ability to
think creatively.
Booster groups run after school
for focus pupils in R,W and M.
PP pupils are given priority
places at Homework club
School will subsidise PP pupils to
enable them to receive Music
lessons and attend enrichment
activities such as Scouts and
drama groups.
School will assist parents of PP
pupils with accessing school
visits, uniform and food banks
as necessary.
Total Budgeted Expenditure
aspirational in their life-long would otherwise have not
learning goals. The experiences been possible.
have provided enrichment to
the curriculum which would not
otherwise have been possible
due to cost implications.
Accelerated Progress:
Rd:51.9%
Wr:38.5%
Ma:55.8%
Total Budgeted Cost £18,900
£87,100