The Impact of our Pupil Premium Provision


In 2017-18 there were 67 pupils who qualified for Pupil Premium funding. These children included those in receipt of free school meals; children classed as Ever 6; those with forces connections and children who had previously been looked after/special guardianship order.


In EYFS pupil premium children (14 children out of a cohort of 68) attained positively and in some cases better than to other children.

Reading - 71% of PP children were at age related compared to 82% of the whole cohort.

Writing - 71% of PP attained ARE compared to 78% of whole cohort.

Maths –79% (number) of PP attained ARE compared to 84% of whole cohort.

71.43% attained Good level of Development compared to 76% for the whole cohort.

RWM combined, 71% of PP children were at age related in all three areas compared to 78% in the whole cohort.


Within EYFS we use our pupil premium funding to help deliver three smaller classes (no more than 25 pupils) with two adults to each class. This gives pupils more adult contact time to scaffold communication and learning during continuous provision activities and model the speaking and listening skills that they need to progress.


Across the rest of the school attainment and progress for Children in receipt of Pupil Premium is roughly in line with that of non pupil premium children.  At end of KS1 the Pupil Premium group made 3.12 points progress in maths (non PP 2.81), 2.84 points in reading (non PP2.82) and 2.95 points in writing (non PP 2.9).


In year 4 they made 3.12 points progress in maths, 3.36 points in reading and 3.19 in writing. In reading they out-performed their peers by 0.27 and in writing progress was the same and were 0.04 ahead their peers in maths. Here it is worth noting that the group in all subjects made more than the three points expected progress.


A major impact towards this has been careful tracking of these pupils and prioritising these children in our pupil progress meeting conversations. A range of approaches have then been planned to support their academic needs including extra teaching assistant support in class, additional teacher time and a range of intervention programmes. Another major aspect has been the social and emotional development of these leaners through our learning mentor, Forest School and employing our own part time trained Child Therapist. Giving children the opportunity to access all after school clubs and if required breakfast club, has improved attendance (PP attendance all pupils remain at 96%) and confidence and although not fully measurable in data, our professional observation is that these extended opportunities have supported the learning development and potential of our Pupil Premium children.


Examples of good practice



We continue to work with our enthusiastic group of volunteers from the Ilminster Rotary Club who, supported by the English subject lead, work with more able Pupil Premium children in Year 1 developing their higher order comprehension skills.

This has proved very successful and the volunteers bring many skills to the group from their previous professions. The children enjoy having the 1:1 contact time and it allows us to support our more able children to achieve even higher targets.

The year 2 children have received extra guided reading sessions with a focus on comprehension skills.

In KS2 several staff have been trained in Individualised Literacy Intervention and worked closely with selected children to help with reading and writing skills together.




For a group of pupil premium children who have a higher proportion of additional and social and emotional needs, we have ensured that they have extra emotional support as well as the academic support. Many in this group are narrowing the gap and are meeting the national expectations. This has been achieved by using a range of interventions which have included additional TA support in class and additional guided writing. We have worked closely with our CISP schools and the year 3 children have benefited from a range of workshops led by Anne Harvey and Annie Fisher on developing speaking and listening skills through drama and story as well as writing skills.

Emotional support provided by ELSAs has developed confidence which has positively impacted on self-esteem and self-worth for learning.



In KS1 maths interventions have been offered in addition to usual classroom intervention by an extra allocated TA who has been able to focus on specific skills and assess and fill gaps in understanding. Able pupil premium children have been involved in maths investigations and challenges to encoutrage higher order thinking skills.

Tracking at the end of Year 3 raised concerns that some pupils receiving pupil premium in Year 3 were not on track to the make the progress they needed to make in mathematics. Targeted additional intervention both in class and by teaching assistants with small/individual group additional teacher time to develop understanding of difficult concepts has both impacted on this group’s progress.

Year 4 pupil premium pupils were also prioritised for a before or after school maths club.


Whole School Impact

Some of our provision has had a whole school focus this year. We are aware that for a proportion of our pupil premium children they do not get the opportunities through lack of transport etc to move away from the local area to experience wider learning opportunities. To develop this we offer a range of experiences to all pupils so that not only our pupil premium children but all the children in the school can access a breadth of opportunities and a more holistic development. Not all of these activities cost money, some are free or may be match funded from other funding schemes e.g. Sports Premium. Activities include:

·         Performing in a ‘proper’ theatre for the Year 4 play

·         Taking part in Ilminster Children’s Carnival

·         Visiting story tellers and poets

·         Visitors offering multi-cultural experiences through song, story and rhyme

·         Access to annual lessons in the Life Education visiting classroom that support personal, social and health education development.

·         Opportunities to learn outside with Forest School and explore the local area e.g visit to Jurassic Coast

·         Performing during the town’s Victorian Christmas Lights event



In addition to the above we complete case studies for every Pupil Premium child in our school which focus on their own specific needs and preferences for learning. In this way we ensure continuity for the children as they move through the school both in expectations of academic attainment and in their emotional wellbeing.



Greenfylde Pupil Premium Policy May 2018.pdf
16/03/2019 13:30Claire.Oaten - SCH.196
Pupil Premium Spending grid 2018 2019 updated July 2018.docx
16/03/2019 13:27Claire.Oaten - SCH.196