Pupil Premium

What is Pupil Premium?

Pupil Premium is funding to improve education outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils.

The amount of funding the school receives is dependent on the number of children who are currently eligible for free school meals or those who have been eligible in the last six years. As a school we use the money carefully to ensure that our vulnerable children receive the best support possible. In relation to the last data reported, we had a relatively high number of pupil premium children in Year 6 in the 2018 - 2019 academic year and their attainment across reading, writing and maths was higher than National outcomes for non-pupil premium children.

We will be publishing our three year pupil premium spending plan in December 2021

Pupil Premium impact Strategy report for Halstow Primary School 2020 – 2021

Academic Year 2020 - 2021

Total number of pupils: 412

Date: Sept 10th 

Total PP Budget: £48,385

Number of pupils eligible for PP: 36 (9%)

Review: July 1st 2021


Past Attainment – 11 children (Year 6 SATs results from 2019)



Pupils eligible for PP (11 chn)

Pupils not eligible for PP (Yr 6)

% at exp for R,W&M



% at exp for reading



% at exp for writing



% at exp for maths



Past Attainment – 10 children (Year 6 results from 2018) (excluding 1 child with SEND and EHCP plan)



Pupils eligible for PP (6 chn)

Pupils not eligible for PP (Yr 6)

% at exp for R,W&M



% at exp for reading



% at exp for writing



% at exp for maths

91%     90%


Barriers to future progress and attainment

A number of pupil premium children also have SEN needs and this can add to their complex learning difficulties – these include severe autism, dyslexia, ADHD and also includes children with ongoing health concerns such as diabetes. This can have a negative impact on their progress and attainment across the school.

Two PP children have ongoing child protection issues, one around attendance, which add to their learning difficulties – these emotional issues are having a detrimental effect on their learning - we are working closely with the families in order to improve their children's progress and attainment.

`Oral communication skills and vocabulary acquisition is often lower for children who are in receipt of pupil premium funding. This slows early reading and writing progress.

Attendance figures are lower for PP – PP children average for 2018 – 2019 was 95.2% whereas for non PP children it was 97% – this will inhibit learning and reduce progress, especially for those children who are under 90%. We have two pupil premium children whose attendance was below 90%; we are working closely with the families in order to improve their attendance.

Initial indicators suggest uptake of home learning during lockdown was lower amongst pupil premium children.


Successful Outcomes

All children, regardless of their barriers to learning or SEN/medical needs make excellent progress across all areas of school life. Academic attainment is but one measure, along with life skills, a healthier lifestyle and confidence to progress in their next stage of development

Children will be happier and more motivated across their school and home life. They will feel safe at school and participate in all of school life, including trips and school journeys. This feeling of safety and happiness at school will lead to greater progress and attainment.

Children who are both PP, adopted, EAL make as good as or better progress than non PP children so their attainment, at the end of Year 6, is in line with their peers and in line with national figures. A meatcognitive approach is embedded across the school; this approach to teaching is proven to accelerate progress of all children but particularly disadvantaged groups.

Reduce the number of absences from PP children. Attendance of PP children is in line, or very close to, attendance for other children when two specific children are taken away. Those with specific medical needs should be targeted and provisions made, where possible, to make sure they miss as little school as possible.


Planned Expenditure

Desired outcome

Chosen action/approach

Evidence and rationale


Staff Lead

Review Date

Improved progress and attainment for all regardless of starting points

Teacher CPD- metacognition and dialogic classrooms

The development of children’s understanding of metacognition has been shown to have a huge impact on pupil attainment in all curriculum areas

Two members of staff will attend high quality CPD.

Staff will disseminate learning across the school supported by trust leader.

RT, JF, JC, MB and TG

March 2021

Progress gaps are closed

Timely interventions run by skilled staff to close the learning gaps of children

Interventions run by staff who know the children have been shown to help with progress and attainment.

Staff delivering interventions are well trained to ensure greater impact

CPD focused on strategies to close gaps in literacy and maths

PDMs will be used to deliver specific training

Intervention teachers to share good practice with colleagues

TG and SR

Jan 2021

High ability pupil premium children make excellent progress

Focus group interventions to accelerate learning

Small group focused teaching will increase the attainment and progress of all children

Identified children to engage in additional focused interventions to accelerate progress and improve attainment.

KS1 and KS2 teachers

March 2021

Total cost: £22,000

Fostering extra-curricular interest and engagement

Clubs – music tuition, karate, yoga, Mathletics and Spellodrome clubs etc

Children who partake in different sporting/extra curricula clubs become fitter, both physically and mentally. This will, in turn, lead to children’s attendance improving.


Identify key children and fund cost of club.


Jan 2021

All children, but especially those in receipt of PP funding, will have access a rich curriculum entitlements

School journeys/trips/Theatre trips are part or wholly subsidised by the school

Vulnerable children are able to access the wider curriculum to enhance their curriculum entitlement

All PP children have the same opportunities as their peers irrespective of funding


July 2021

All children have access to high quality books beyond school

Books – book tokens/Christmas books etc


Books are essential part of the education of children and often, pupil premium families struggle to buy a wealth of high quality books.

PP children are given a book token to spend at our biannual book fayre.

JP and TG

Jan 2021

All children have access to computers/Ipads at home More IT purchased to enable greater home learning uptake More children are having to isolate and therefore need access to computing resources at home. Most home learning is becoming digital through Google classroom, making access to hardware at home more important. PP children who do not have a computer or IPad at home receive one MB, TG and office staff Jan 2021

Total cost: £10,000

Identified PP children who have an intersection of need, have additional adult support

1:1 support

We have children who are pupil premium and have additional learning needs support is provided to support attainment and access

We have allocated resources to work with these children on a 1:1 basis

JP and TG

November 2021

Total cost: £18,000

Identified PP children have emotional and mental health difficulties, support for this increases access to the academic curriculum

1 learning mentor working alongside PP children in order to facilitate sessions based on self-esteem and confidence building

Research undertaken by BACP has shown counselling to be as effective as medication or other forms of intervention. Our learning mentor will create a suitable lunchtime experience for many of our PP children.

We have 1 learning mentor who works with various children with various needs across the school

JP and TG

November 2021

Total cost: £8,000