The Impact of our Pupil Premium Provision


In 2018-19 there were 69 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 (6 children out of a cohort of 67) made positive progress with 50% (3 children) attaining in line or above national expectations for all children.

Reading - 67% of PP children were at age related compared to 81% of the whole cohort. In September only 17% had been assessed as age related.

Writing - 50% of PP attained ARE compared to 75% of whole cohort. In September only 17% had been assessed as age related.

Maths –83% (number) of PP attained ARE compared to 82% of whole cohort.

50% (3 children) attained Good level of Development compared to 75% for the whole cohort.

RWM combined, 50% of PP children (3) were at age related in all three areas compared to 75% in the whole cohort.


Within EYFS we used 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 2.71 points progress in maths (all 2.99), 2.9 points in reading (all 3.05) and 2.95 points in writing (all 3.09).


In year 4 they made 2.83 points progress in maths, 2.76 points in reading and 2.6 in writing. The progress here was in line with peers in Mathematics and only just behind in Reading (-0.1) and Writing (-0.2). 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 mentors, Forest School and use of Early Help support including PFSA and Thrive. Giving children the opportunity to access all after school clubs and if required breakfast club, has improved attendance (PP attendance is 95% all pupils is 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

In Yr 3 and 4 specifically targeted intervention has been provided by a qualified teacher focussing on the needs of PP children who are just below ARE to provide boost to their understanding.

Art club and crafts clubs prioritise the need of the PP children.

Harry Potter evening was repeated so that all the pp children who wanted to participate could do so.

Year 1 and 2 blocked interventions across the year groups so that children could receive more specifically tailored work for their needs and used LSAs and teachers from across the years to deliver to groups outside those from their own class.

AC did lunchtime and in class interventions 1-1 for his PP children while the student was leading class sessions and he was free to be able to give some high quality intervention time.

High ability pp children in year 1 are prioritised for higher level reading comprehension support by the rotary readers.

Uniform is still provided for those pp children who need it so that they can feel similar to their friends.

PP children were also prioritised in the engineering group that then went to Bristol to participate in a regional competition.




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 and 2 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.

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.




Extra in class support has been given to this group of children to try and ensure they are making good progress and they have been included in interventions where it was felt there was a specific need. Work scrutiny of their books shows that they more often get support during usual lesson time. ELSA has been given to some of the group where confidence or home issues have meant that the children have been struggling emotionally. This has had a positive impact and children have been more ready to access their learning. Katie Parrington a qualified teacher has done specific interventions for grammar, punctuation and spelling.



An allocated TA has provided interventions in KS 1 for maths focussing on the reasoning and language needed. She has also been able to focus on specific skills and assess and fill gaps in understanding. This is in addition to in class interventions and extra individual and group support for the focus children.

At KS 2 Katie Parrington – a qualified teacher has provided specific support to fill gaps in understanding for both children just below ARE to give the boost they needed to attain higher and at times for more able pupils for one off support to clear misconceptions.

Able pupil premium children have been involved in maths investigations and challenges to encourage higher order thinking skills.

In the Autumn term key stage 2 premium pupils were also prioritised for a before or after school maths club.

Children in this group were offered ELSA where it was felt necessary as per above.


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 July 2019.pdf
22/07/2019 13:18Claire.Oaten - SCH.196
Pupil Premium Spending grid 2019 2020 updated July 2019.pdf
22/07/2019 13:18Claire.Oaten - SCH.196