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Pupil Premium


Coleridge Primary School

Pupil Premium Strategy 2016-17

Context of the School

Coleridge Primary School is a one form entry school in Rotherham offering full-time education from F2. We also offer part-time education for F1 children. We have high aspirations and ambitions for our children and we believe that every child should achieve beyond their current potential. No child should be left behind. We passionately believe that any one of us is capable of anything we set our mind to! We give our children the message that if you want something enough, you can achieve it; your passion and thirst for knowledge, and your dedication and commitment to learning make the difference between achieving your dreams and achieving beyond your wildest dreams. We are determined to ensure that our children are given every chance to do this.

Pupil Premium funding represents a significant proportion of our budget and we are committed to ensuring it is spent to maximum effect to raise the attainment of all our pupils, and to narrow the nationally recognised attainment gap between children who eligible for pupil premium funding, and those who are not. As a school, we go a long way to ensure that our pupil premium children achieve just as well as non-pupil premium children. Data from the Education Endowment Fund’s ‘Families of Schools Database’ uses data collated between 2011-15 and demonstrates that there is no gap between how well our pupil premium and non-pupil premium children achieve. This data is compared with the school’s nearest statistical neighbour (blue – St Philip’s Cof E) and demonstrates that we achieve not only higher attainment but also a diminished attainment gap. 2016 data demonstrates that the progress of our pupil premium children at KS2 is above, or significantly above national averages.

2011- 2015: EEF Families of Schools Database

2016: Inspection Dashboard

Recent Initiatives and Improvements

  • Increased trajectory of performance at EYFS, KS1 and KS2
  • Outstanding progress from KS1-KS2 in 2016
  • Additional teaching personnel established across phases to ensure smaller class sizes and improved quality first teaching
  • Raised expectations of the attainment of all our pupils
  • Early intervention to accelerate progress when children fall behind, starting at Foundation Stage; this is teacher-led wherever possible.
  • New reading resources and staff CPD on guided reading resulting in accelerated progress in reading in most year groups
  • Y6 mentoring providing personalised support for children to overcome their barriers to learning in order for them to achieve beyond their current potential
  • Regular, rigorous Pupil Progress meetings focussing on children as individuals, their barriers to learning and how these can be overcome
  • Personalised provision mapping to support our pupil-premium children to overcome their barriers to learning and raise their attainment
  • Heavy investment in staff CPD which to directly linked to the outcomes of a thorough QA system
  • Improved sports/PE provision has impacted positively on the outcomes of school teams in local community competitions, this in turn has improved children’s self-esteem
  • Introduction of the mastery curriculum in Maths, resulting in accelerated progress in the majority of year groups
  • The headteacher is part of Rotherham-wide research on the impact of Pupil Premium funding; the findings of this will feed into the school’s future improvement planning
  • We are keen system leaders and aim to impact on children’s outcomes beyond our own school; we are a partner school to ‘Learners First’ and offer teacher training through School Direct as a way to develop high quality teachers for the local area. Our staff also deliver Local Authority training and lead reviews of other local schools.
  • Plans to introduce an immersive curriculum in order to improve provision and delivery in Science and the foundation subjects
  • Action research projects – we are considering the possibility of these being fed through appraisal in 2017-18, and making links with EEF trials.

Overarching Goals for the Pupil Premium Grant

  1. ALL staff seek to continually seek to improve the quality of their teaching, learning and assessment so that this impacts positively on the outcomes of ALL pupils.
  2. ALL staff are accountable for ALL children’s outcomes and work tirelessly to reduce the attainment gap between disadvantaged children and other children within the context of rising attainment for ALL children.
  3. ALL staff have high expectations of all children and adopt a ‘solution-focused’ approach to identifying and overcoming ALL children’s barriers to learning.
  4. ALL children to have strong self-belief, to be ambitious and secure in setting aspirational personal goals.
  5. Cultural literacy to be embedded in the curriculum, offering ALL children varied and rich experiences which broaden horizons.

Key Principles

Building Belief

We will provide a culture where:

  • staff believe in ALL children
  • staff have belief in themselves
  • there are “no excuses” made for underperformance
  • staff adopt a “solution-focused” approach to overcoming barriers
  • staff support children to develop ‘growth’ mindsets towards learning

Improving Teaching and Learning

We believe that the best way to improve outcomes for all our pupils is through high quality CPD which impacts positively on classroom practice. We facilitate this by:

  • setting high expectations
  • having a focussed, rigorous QA system which informs CPD
  • CPD focussed staff meetings which include support staff
  • Weekly Teaching and Learning Briefings
  • NQT support programmes and training plans
  • Sharing good practice through staff observing one another
  • Staff evaluating their own practice using technology
  • Facilitating phase PPA time for teachers so more experienced staff can support our NQTs
  • Ensuring support is given to teachers who need to improve their practice
  • expertise
  • Improve assessment through joint levelling and moderation within the school and the wider Rotherham Hub

Analysing Data

  • Our Assistant Headteacher leads on analysing assessment data
  • All staff are involved in the analysis of data and attend half termly pupil progress meetings so that they are fully aware of strengths and weaknesses in their year group and across the school
  • We use research to support us in determining the strategies that will be most effective to improve our practice and continue to raise attainment

Identification of Pupils

We ensure that:

  • ALL teaching staff and support staff are involved in analysis of data and identification of pupils who need support
  • ALL staff are aware of who pupil premium and vulnerable children are
  • ALL pupil premium children benefit from the funding, not just those who are underperforming
  • Underachievement at all levels is targeted (not just lower attaining pupils)
  • Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…”

Increasing learning time

We maximise the time children have to “catch up” through:

  • Improving attendance and punctuality
  • Providing early intervention (from EYFS onwards)
  • Extended learning out of school hours
  • Early mornings and after school booster sessions

Individualising support

We will ensure that the additional support we provide is effective by:

  • Looking at the individual needs of each child and identifying their barriers to learning
  • Ensuring additional support staff and class teachers communicate regularly
  • Using Phase Leaders to provide high quality interventions across their phases
  • Matching the skills of the teachers and support staff to the interventions they provide
  • Working with other agencies to bring in additional expertise
  • Providing a growing body of support for parents
  • Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions in the afternoons for children who struggle in the main lesson)
  • Recognising and building on children’s strengths to further boost confidence

Funding Priorities 2016-17

This year our aim is to further increase the percentage of good and outstanding teaching across the school whilst further developing highly skilled leadership at all levels. The school and leadership team has been restructured to facilitate this. QA focussed, research-based CPD will continue to flourish.

We also want to raise standards across the curriculum, by enthusing children to become avid learners, especially in Theme lessons. We plan to trial an immersive learning approach in Theme to increase children’s motivation and engagement and subsequently raise standards. We aim to cater for the whole child whilst continuing our high attainment and excellent progress measures. We aim to further challenge our children in their learning so that they move from their learning comfort zone to their learning stretch zone – especially our disadvantaged HAPs.

We are determined to ensure that the percentage of children working at and above age related expectations continues to increase and our assessments, now without levels, are being revised ‘behind the scenes’ to ensure that they assess the skills our children need in order to be both ‘secondary ready’ and able to contribute to the local community.

Number of pupils and pupil premium grant (PPG) received
Total number pupils on roll (excluding F1) 202 (January 2016 Census)
Total number of pupils eligible for PPG  (FSM + Ever6) 107 (January 2016 Census)
Amount PPG received per pupil £1,320
Amount PPG received per Looked After Child (LAC) £1,900
Total Amount of PPG £141,240

Objectives for our Current Projects

  1. Ensure the basic needs of our children are met so that they are able to access learning e.g. Maslow’s physiological aspects within the hierarchy of needs.
  2. Ensure children attend school regularly and punctually (in line with the school target) and that no child becomes a persistent absentee (PA)
  3. Enable children to have high self-esteem and self-confidence
  4. Enable children to access school provision in its widest sense e.g. creative and sporting activities
  5. Provide children with effective feedback so that this helps them gain a clear understanding of what they need to do in order to improve
  6. Involve parents in supporting their children’s learning
  7. Provide children with collaborative learning opportunities e.g. group intervention support
  8. Provide children with a confident and skilled staff
  9. Support children to make good progress so they attain in line with or higher than national expectations
  10. To accelerate the progress made in reading, writing and maths for identified groups of pupils
  11. Close the gap between pupils eligible for FSM with other groups of learners
  12. Provide children with first hand experiences to use as meaningful starting points for learning e.g. visits and visitors

Nature of Provision

Project Objective
Breakfast Club 1, 2
After School Clubs 2,3,4,7,8,9
Additional Staffing 2,5,7,8,9,10,11
Visits/Visitors to support learning 2,4,12
Swimming Sessions 3,4
Urban Scrap – playground equipment 3,4,7
Intervention Packages 3,5,7,8,9,10,11
Parent welcome meetings and support packs 2,6,9,10,11


Expenditure Breakdown

PPG Project Spending
Project Cost Objective Outcome
Breakfast Club 55 children

£2.50 per week x 39 wks = £100 per year, per pupil  =  £5,500

£6,300 – 3 members of staff

£7,000 – Resources and catering

Total – £18,800

To ensure chn’s basic needs are met so they are ready to learn

To improve punctuality rates

To raise children’s self esteem

To provide opportunities to socialise and see good models of social behaviour.

To increase number of children who attend Breakfast Club as demonstrated by the daily register.

% of ‘lates’ decreases as shown in weekly attendance summary email.

Number of PA children decreases by 50% (2016-17 = 16 PA)

KS1 Milk £1 per week x 39 wks = £39 per year, per child.

89 chn x £39

Total – £3,471

To ensure chn’s basic needs are met so they are ready to learn.


Children respond well to the teacher and listen carefully. This impacts positively on their learning and results in accelerated progress as shown by half termly data analysis of PP children.
After/Before School Clubs Live & Learn – 2 clubs per week.

£35.00 per session

£70.00 per week x 39 weeks

Total for L & L- £2,730

Resources for clubs: £2,070

Total – £4,800

To raise chn’s self esteem

To provide opportunities to socialise

To increase involvement in wider outcomes

% of children eligible for PPG attending clubs increases, as shown by registers.

This impacts positively on their self-esteem, and is reflected in improvements to their attitudes to learning.

Swimming lessons 30 children

Total – £1240

To raise chn’s self esteem

To raise confidence in water

To increase involvement in wider outcomes

Increased % of children achieving minimum expectations in PE.

This impacts positively on their self-esteem, and is reflected in improvements to their attitudes to learning.

Urban Scrap – playground equipment Total: £890 To raise chn’s self esteem

To provide opportunities to socialise

To increase involvement in wider outcomes

A reduction in the number of behaviour incidents at playtimes.


Subsidised additional staffing, including Attendance Officer Total – £103,629 To identify PPG children who need additional support in Maths, reading or writing and to target through small group intervention sessions


To teach English, Maths & Guided Reading in smaller groups to ensure good progress as measured by APS in Y2/Y6


Smaller groups so as to raise attainment for all children with particular regard to vulnerable groups as identified on the Electronic Mapping Attainment Grids (EMAGs)

To raise attendance

Improving trajectory of attainment for all pupils measured half termly at pupil progress meetings.

At least good progress for all pupils -measured half termly at pupil progress meetings.

PP children’s make accelerated progress to ensure there is no gap between their attainment and others.  Measured half termly at PP meetings.

Interventions overcome barriers to learning and support progress in lessons, as shown by highlighted LO grids in pupils’ books.

F2/Y1/Y2/Y6 – increased % of children achieving/exceeding national average

Improved attendance – school to reach target of 97% by the end of the 2016-17 academic year.

Visits/Visitors – subsidised Y5/6 – Residential

20 children x £110

Total – £2,200 subsidised + 2 additional members of staff

School Visits – 107 x £10 x 3 visits per year

Total for school visits- £3210

Total for year – £5410

To reduce pressure of affording school visits, ensure that children attend on visit days and access experiences they might not otherwise have. Children’s engagement in learning is increased through relevant experiences, as evidenced by LO grids in books and the outcomes of lesson observations.

All children have the opportunity to attend all school visits, and do, as shown by registers taken on the day of trips.


Intervention Packages + Resources Phonics Resources: £350

Maths Equipment (White Rose Scheme) – £1,100

Reading Books – £500

Test Base – £250

Total – £2,200

To provide appropriate interventions


To provide staff with the skills and expertise to improve provision and outcomes for this group of children



PP children to make accelerated progress when compared with others – shown on half termly data overviews.

All year groups make at least good progress as shown by half-termly overviews.

Individuals make good progress in learning as shown by highlighted LO grids in books.

Parent Welcome Meetings and Workshops 11 Members of Staff: £500

Resources cost: £300

Total – £800


Parents are better able to support their children with learning at home – this is evident in their interactions with staff and in the quality of the children’s homework.
Total Projected Spend £141,240      


The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, and so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement.

  • A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice
  • Assessment Data is collected 6 weekly so that the impact of interventions can be monitored regularly
  • Assessments are closely moderated to ensure they are accurate
  • Teaching staff and, where possible, support staff attend and contribute to pupil progress meetings each term and the identification of children is reviewed during PGMs
  • Regular feedback about performance is given to children and parents
  • Interventions are adapted or changed if they are not working
  • Case studies are used to evaluate the impact of pastoral interventions, such as of attendance and behaviour
  • A designated member of the SLT maintains an overview of pupil premium spending
  • A governor is given responsibility for pupil premium
  • We will use RAISEOnline, KS2 KS1, Phonics, Inspection Dashboard, FFT Aspire, as well as whole school data (using EAZMAG) to evaluate impact in terms of attainment and progress


Pupil Premium – Evaluation 2015/16

Download Evaluation of 2015/16 Pupil Premium



Pupil Premium 2015/16

We have 111 pupils eligible for pupil premium at £1320 each.

Total Pupil Premium       £146,520

The majority of this money has been spent on additional teachers in order to reduce class sizes and increase teacher to child ratios.

In order to do this we have funded four teachers out of the pupils premium money at a cost of £124,710

£8,500 has been used to subsidise educational visits and residentials to allow us to offer these  valuable activities at a more affordable rate to parents.

We have used the remainder of the money to contribute to the running of the free breakfast club to ensure vulnerable pupils have a breakfast, attend school regularly and punctually. This all contributes positively to the pupil’s learning.

Breakfast Club £21,800



Progress measures for Pupil Premium and Non Pupil Premium Based on APS


Pupil Premium


Non Pupil Premium


Pupil Premium


Non Pupil Premium


Pupil Premium


Non Pupil Premium

Y1 7.4 7.1 7.4 7.1 7.4 7.9
Y2 6.1 5.0 6.8 5.5 6.2 4.4
Y3 3.8 3.6 3.9 3.9 4.6 4.0
Y4 3.4 2.7 4.0 4.0 3.5 3.3
Y5 3.1 2.8 3.9 2.8 3.5 3.5
Y6 4.2 2.7 4.2 3.4 4.2 3.6


Pupil premium money has allowed us to employ extra teaching staff to ensure that pupil premium children make good levels of progress. For all cohorts pupil premium figures show that the progress for 2013-14 was at least good-similar to national and in many places good-above national or outstanding.

Free School Meal Grant