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Pupil Premium

PUPIL PREMIUM 2016 - 2017

What is it?

The Pupil Premium is government money designed to help disadvantaged children and young people do well at school. The funding is allocated to schools for children from Reception to Year 11 who have registered for free school meals in the last six years, are Looked-After children or have parents in the Armed Forces.

In the 2015 to 2016 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • £1,300 for primary-aged pupils

Schools will also receive £1,900 for each looked-after pupil who:

  • has been looked after for 1 day or more
  • was adopted from care on or after 30 December 2005, or left care under:
    • a special guardianship order
    • a residence order


Pupil Premium Strategy Statement

1.Summary Information

                   NEW Burhill Robin (2)


Burhill Primary

Academic Year


Total PP budget


Date of most recent PP review


Total number of pupils


Number of pupils eligible for PP


14 of whom have significant SEND

4 have EHCPs

Date of next PP strategy review

Nov.  2017

2. Current attainment


Pupils eligible for PP at Burhill

All children- national average

% year 2 pupils meeting expected or beyond in Reading

80  (cohort size 5 children)


% year 2 pupils meeting expected or beyond in


20 (cohort size 5 children)


% year 2 pupils meeting expected or beyond in


60 (cohort size 5 children)


% year 1 pupils meeting expected or beyond in phonics

100  ( cohort size 2 pupils)




3. Barriers to future attainment (for pupils eligible for PP)

In school barriers


Limited life experiences leads to low oral/verbal skills for PP pupils when they enter Reception, slows progress in writing across the school


Poor emotional development for PP pupils at entry to reception caused sometimes by traumatic experiences in early childhood/attachment issues which inhibits growth mind-set behaviours


High numbers of PP children with significant SEND issues, especially around behaviour, inhibits progress.


Limited life experiences and poor language skills often leads to low self-esteem and poor self-confidence.

External barriers


Poor attendance/punctuality causes concern and causes pupils to miss vital early work


Lack of opportunities to work/practice at home leads to poor motor control, and low confidence


Poor nutrition/sleep patterns in some children cause lack of energy/motivation.



4. Desired outcomes, and how they will be measured

Success Criteria


Improved oral language skills for pupils on entry(identified in Nursery and at CC)

Children’s language skills will improve and this will be evident on tracking assessment


Improved emotional skills for PP pupils at entry to reception(identified in Nursery and at CC)

There will be an increase in the number of pupil premium and other vulnerable children achieving a good level of PSED at the end of reception


Improved behaviour for PP children with SEND issues

Behaviour will improve. There will be fewer recorded incidents and outcomes for learning will improve


Enriched home/life experiences pre-school and to supplement school life. Greater self-confidence at the start of the learning process and throughout

Knowledge and understanding of the world will be improved, as will vocabulary, word banks etc.


Improved attendance/punctuality for PP pupils

Broader opportunities for practice/work at home

Attendance rates for PP children will improve and the gap will close between PP and others

Children will practice basic skills more frequently at home.


Better engagement between home and school will encourage more practice in the basics at home.

Self-confidence will improve, as will basic skills in reading, writing and maths.


Improved nutrition/fitness and improved sleep patterns.

Focus and concentration levels will be improved.



5. Planned expenditure

Academic year 2016-17

  1. Quality of teaching for all

Desired outcome

Chosen Action/Approach

Rationale for this choice

How we ensure it is implemented well

Staff lead

Date for review

Closing gaps strategy will be embedded in all teaching staff

INSET training Sept 2016 to identify trajectories for learning for all pupils (plus PP pupils) and rates of progress needed to meet nationally expected end of year standards.

EEF research demonstrates that mastery teaching has significant impact on outcomes for gap closing.

Delivered by SLT plus HT

Weekly reports to HT

Reports monitored and trends identified by SLT


Feb 2017

Questioning skills improved, leading to better thinking skills and higher pupil confidence. Improved behaviour for learning.

Philosophy for schools (P4C)  training- refreshed for some, new for most

SAPERE recent research shows impact of improved thinking skills on PP pupils outcomes

Observation and monitoring.

HT and KS Coordinators

Sept 2017

Improved knowledge of SEND for all staff 

Training from specialist teaching staff including Behaviour Support, LLS, Freemantles, Helen Arkell.

Increased knowledge of strategies to support SEN pupils will improve outcomes for all

Learning walks and observations to ensure strategies are embedded  in class


July 2017

Total cost  £5000

  1. Targeted support

Desired outcome

Chosen Action/Approach

Rationale for this choice

How we ensure it is implemented well

Staff lead

Date for review

Differences between PP pupils reading/writing /maths outcomes and those of all other pupils will diminish.

Gap closing meetings to identify, with parents, the area for concerted effort. 4-6 week review dates set to ensure rapid progress. Coincidence with intervention at school.

Evidence from successful local schools (SCC training 2015) highlighted this strategy. Guidance provided by SCC.

Staff (year teams) report to HT weekly regarding closing gaps. Pupil progress meetings half termly drill into PP pupils’ progress and rates of improvement. Where progress is slower that desired, SEN assessments are considered.



KS Coordinators


Specific areas of delay/slow progress will be addressed and gaps closed-



Various proven targeted  interventions will continue and new suitable interventions will be in place in KS2

Small group/individual work with CT or TA, specifically to close gaps further.



  • Fisher Family Trust
  • Precision Teaching
  • Daily Reading
  • Number Sense
  • Talk for Number 

Each intervention based on research- published outcomes.

Monitored by SENCo, HT at pupil progress meetings. Monitored weekly by CTs and reported on to HT weekly.

Intervention planners reviewed half termly.



KS Coordinators

Half termly, ongoing

Improved oral language skills in EYFS pupil

Small group/individual work with CT or TA, specifically to close gaps further.







Family Learning workshops for targeted families in EYFS

Each intervention based on research- published outcomes.







Improved relationships and parents and school working together  improve outcomes for children

Monitored by SENCo, HT at pupil progress meetings. Monitored weekly by CTs and reported on to HT weekly.

Intervention planners reviewed half termly.





Feedback from workshops 



Half termly, ongoing

Improved personal, social and emotional skills resulting in happier, more confident children. Parents will be less anxious and better equipped to deal with  anxiety and behaviour issues

Parenting workshops initially open to all, followed by a parenting course for targeted families

Interventions to boost self esteem and emotional resilience to continue such as “Happy to be me”

“Elsa Support”, Drawing and Talking” 

It has been evident in previous years that highly anxious parents create highly anxious children who struggle to manage emotions and can’t risk failure.

Some of our pupil premium children have experienced significant trauma in their early years.

Parent feedback from workshop and courses. Improved personal and social skills will  be evident in the children’s tracking 


Reviewed termly

Improved relationships with school for  targeted families  resulting in better attendance and improved outcomes for their children

Investment  in our own Home School Worker

The HSLW can spend time working with targeted families to improve attendance and provide support with any difficulties that may impact on the family

HSLW will liaise with staff and work alongside Senco


Half termly/Ongoing

Improved literacy achievement for all. Particular focus on raising achievement of pupil premium and other vulnerable  children who have specific  learning difficulties

Investment in ICT equipment i.e. Laptops and tablets in addition to the purchase of Clicker 7 for whole school

At least a third of our pupil premium children have SEND needs and there is a gap in achievement in writing between pupil premium and others

All staff to receive training on Clicker 7. Ongoing monitoring of use of new laptops/tablets intervention. Ongoing assessment of the work

the children produce


Half termly/ongoing

Total cost £50,000 approx

  1. Other approaches

Desired outcome

Chosen Action/Approach

Rationale for this choice

How we ensure it is implemented well

Staff lead

Date for review

Improved behaviour for learning across PP pupils in school

Establish a climate of positive growth mind-set in all classes

Research from Dame Alison Peacock, Carole Dweck etc

A visit to The Wroxam School and some independent training in Mind Sets helped crystallise our approach.

Regular learning walks around school, monitoring schedule supports observation of mind set features.


Sept 2017

Continued improved attendance /punctuality, and greater engagement with parents in school activities.

Continue to embed intriguing classroom experiences and irresistible learning opportunities through our Creative Curriculum approach. Fresh, not recycled planning provides new experiences for children.



Continue to identify and meet with families where attendance/punctuality is an issue. Address circumstances individually with support of new HSLW.

Successes using this approach before.








Attendance has steadily improved using this method.

New HSLW having impact immediately.

Regular monitoring from our SCC attendance officer

Office staff inform SENco/HT  of attendance concerns











All curriculum leads


Termly reviews of attendance for governors

Children from vulnerable families will not be hindered by  lack of finances and be able to broaden their experiences by attending  residential trips and participate in extracurricular activities

Financial support for residential trips

Referrals to Walton Charities for financial support too.



Opportunities to learn and develop new skills such as gymnastics, dance , football or learn to play a musical instrument

Contributions made in this area in previous years with positive outcomes



Children will have enriched experiences and develop new skills which will improve self-esteem, confidence, language , team building skills and overall well being

Feedback from children, parents and staff



Greater exposure to broader experiences pre school

Use Children’s centre staff to identify and target PP families with younger siblings

Local provision, well known to our reluctant families.

Monitored by HT and manager of CC



Improved nutrition and sleep patterns in PP families

Family learning opportunities centred around food and sleep.

Also use Cc staff to lead on same for pre-school children.

Can target specific individual families, with provision familiar to them.

Monitored by HT and manager of CC



Total cost:£4000



6. Review of expenditure

Previous academic year 2015-16

  1. Quality teaching for all

Desired outcome

Chosen Action/Approach

Estimated impact

Lessons learned


Wave 1 Quality first teaching  will be improved

 Focus on improving  quality first teaching by increasing staff knowledge on SEN through training provided by Specialist Teachers, Helen Arkell, PSSS etc 

Staff will have increased knowledge.  and better able to meet the needs of children with SEN

There is evidence in many classrooms of improved quality first teaching. However,  changing staff and new cohorts of children with differing needs mean that training is always ongoing

£ 2500

  1. Targeted support

Desired outcome

Chosen Action/Approach

Estimated impact

Lessons learned


Vulnerable children will make accelerated progress in their reading and writing skills during the 20 week intervention

Fischer Family Trust , a well proven daily literacy intervention  for targeted PP children in KS1 who are struggling with reading writing

Children who participate will make accelerated progress and develop skills and strategies that can be embedded in classroom learning 

All children who participated made really good progress towards their targets. For two children progress was much slower than expected due to significant SEN needs. Both these children now have an Education Health Care Plan.

This intervention provided a real boost to our year 1 pupil premium children who took part resulting in 100% pass rate in the phonics assessment, an increase from 60% last year 


Pupil premium and other vulnerable readers will make progress and the gap between disadvantaged and others will close. 

Daily reading intervention for all PP and vulnerable children

Better results in reading at key stage one and all our daily readers will develop their speaking, listening and comprehension skills during this time

Reading performance continues to be strength at Burhill with 87% of all children reaching expected standards at the end of KS1 and 38% working at greater depth in comparison to 74% and 24% nationally. The performance of our disadvantaged children was 80% reaching expected standard and 20% working at greater depth compared to the national average of 78% and 27%. While it is disappointing that more of our disadvantaged children are not working at greater depth we are very aware of the context as  our results are impacted by very small numbers (only 5 disadvantaged in this cohort of 89 children) and at the time of the assessments 2 of these children (40%) were on the SEN register 


Improved outcomes in phonics for vulnerable children in Year 1

Targeted phonics interventions for vulnerable children

KS1 phonics results will improve

Improved outcomes 96% of pupils in school passed the phonics test in comparison to 91% last year (National score for 2015-16 was 81%)

100% of our pupil premium children (2 children)passed the phonic test in comparison to last year 60%. (National score for disadvantaged children for the year 2015-16 was 70%)  The scores in the previous  year had been affected due to several pupil premium children having special educational needs


Improved outcomes in maths for vulnerable children

Introduction of 2 new Maths Interventions.  Number Sense  and Talk 4 Number in KS2




Snap maths in KS1Maths Number Sense intervention and Talk 4 Number

Vulnerable children will make accelerated progress in maths and the gap will close.

They will gain confidence in their number skills  

4 children took part in this intervention. They were assessed using the Sandwell Maths Test at the start and end of the intervention. The children made an average of just over 9 month’s progress in 4 months.  Although one child with high anxiety only made 5 months progress during this time her teacher noted that the intervention increased her confidence in participating in class lessons. She will now  confidently put her hand up and respond to questions from her teacher


3 children took part in this intervention. 2 children made very good progress in recalling number facts. One child struggled to make sufficient progress despite 20 weeks of intervention. New approaches were tried and Precision teaching worked best for her. She has been referred to our specialist teachers to identify further barriers to learning 

Cost of training £650

Intervention £500





Cost of training £999

Intervention £1000

More harmonious lunchtimes with fewer nincidents and disruptive behaviour.

Through participation in sports activities the children will develop team building, co- operation and social skills. 

Play leader at lunchtime providing organised sports.


Improved team spirit. co-operative play and social skills  Less disruptive incidents at lunchtime

Targeted children will be given roles of responsibility.

Children will be better able to concentrate on their learning in the afternoons


Improved understanding of team spirit and team cooperation. Fewer disruptive problems at lunchtime, leading to improved concentration and access to afternoon learning. Better behaviour is evident in school and specific pupils have had the opportunity to shine in roles with added responsibility. E.g. helping the sports leader set out and pack away equipment.


Children who have social and emotional difficulties or are going through some kind of trauma in their life will be well supported in school

ELSA support

Vulnerable children will have targeted support to talk about their worries and have time with an adult to help develop their emotional regulation

Fewer emotional outbursts makes this group of children more settled in class, and leads to better access to their work/curriculum. Behaviour has improved both at home and at school.  Our ELSA has supported many children who display high anxiety or have great difficulty in recognising and managing emotions both at home and at school.  This supportive intervention has meant this has reduced, enabling children to access their learning, enjoy school and make better progress


Vulnerable families will receive the support they need

Home School Link Worker

Vulnerable families will receive timely targeted support in times of crisis.

The HSLW also worked closely with school supporting families to access other agencies and services such as, Family Support, Walton Charities, CAHMS, Parenting Courses, Housing and Parent/ Carer support groups to improve outcomes for the whole family.  

In addition she provided “Drawing and Talking” intervention for 11 children throughout the year focusing on helping them  reduce anxiety and improve  self esteem thus enabling the children to be better able to access learning.  



Other approaches

Desired outcome

Chosen Action/Approach

Estimated impact

Lessons learned


Our pupil premium children will have  the opportunity to complete their homework at school using school resources and have a member of staff to support

Homework Club offered to PP premium and other vulnerable children in year 3 and Year 4

Vulnerable children will feel well supported and have the opportunity to complete their homework in school. They will be able to use school resources and have the support of a member of staff.

25 children have benefitted from attending homework club.   Feedback from parents, teachers and children is extremely positive.”This is the best club ever.”  Year 4 pupil   “its fun doing your homework with friends and the teacher and your friends are there to help if you get stuck.” Year 4 pupil. “I love the snack and the drink before we get started” Year 3 pupil.        “It’s much better doing it at school; at home my little brothers always pester me.” Year 4 pupil

“It’s a great feeling knowing that your homework is done and you have more time to  do other things at the  weekend” Year 3 pupil


Vulnerable children from disadvantaged families will be able to have the same opportunities as others which will develop their self esteem, independence, team building and problem solving skills. Enriched experiences will in turn develop literacy skills

Contributions made for residential trips for pupil premium children who are eligible for FSM

Children from disadvantaged families will be able to go on the residential trips and have the same opportunities as others

Improved self esteem, independence, team building and problem solving skills. Broadens experiences for this group, which means that their literacy skills improved



This club will support those vulnerable children who find it difficult to cope at lunchtime in the large busy playground. It will provide a safe nurturing environment where the children are supported to develop their social skills with their peers 

Lunch club  for vulnerable children

Vulnerable children will feel safe and happy at lunchtime and have the opportunity to develop their social skills and develop new friendships

Improved understanding of team spirit and team cooperation. Fewer disruptive problems at lunchtime, leading to improved concentration and access to afternoon learning. Children who attend feel nurtured and safe and develop positive relationships with both adults and peers which increases self confidence.  Better behaviour, because of improved social skills, and higher self esteem.


SEN coffee mornings will help create links with our most vulnerable groups and help provide a supportive network  between the parents

SEN coffee mornings

Improved inclusion and strong links between our SEN parents and school will be developed resulting in parents feeling well supported

Stronger relationships with parents of disadvantaged pupils (with SEN). Parental confidence has built, which has led to parents accessing further help and support on specialist courses and other services. Over 30% of our pupil premium children have special educational needs compared with 10% of our non pupil premium children



Vulnerable children will have the opportunity to develop their self-esteem, confidence, friendship and emotional wellbeing in a small group

Happy to be Me Intervention

Children’s emotional wellbeing will improve through a targeted small group intervention

Increased confidence and improved self-esteem of the pupils who took part has been noted by teachers, parents and the pupils themselves

“I really noticed a difference in how much more confident she was at home. She had been struggling with her reading and blending words and her swimming but I think doing this course has help massively with both of these things. I want to say a massive thank you for letting her join in the course. ”  (parent of child in reception )

 “ I am getting better at talking about my feelings

“I’m better at dealing with my brother when he is annoying”

“I have made new friends”  

“ I am not as shy”  

(Feedback from pupils )


Disadvantaged pupils will have opportunities to participate in music lessons and not be hindered by cost.

Guitar lessons


Pupil enjoyed having the opportunity to participate in these lessons and learn and develop new skills



7. Additional detail

This pupil premium strategy will be reviewed in NOVEMBER 2017