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Pupil Premium 2016 - 17

School’s Pupil Premium Strategy

The ‘Pupil Premium Grant’ (PPG) is the sum of money allocated to the school via the local authority under section 14 of the Education Act 2002 (2). To help support the learning of students from low-income families who are either eligible (or have been eligible within the past six years) for Free School Meals (FSM) or are Children in Local Authority Care (CLA) who have been looked after continuously for more than six months.

At Five Elms we aim to use the Pupil Premium funding to provide more focused support for Pupil Premium (PP) children aimed at improving attainment in English and mathematics.

We have developed an experienced Inclusion Team who monitor and engage with identified PP students to provide emotional and behavioural support.  We have both an experienced Learning Support Assistant and a specialist Speech and Language Therapist working to improve the communication and interaction skills of identified pupils.

In addition, we employ a Parent Support Adviser and two Learning Mentors who work with our young learners and their families to improve their child’s learning and to provide families with extra support and guidance. 

A Summary of the Barriers to Educational Achievement At Five Elms Primary:

At Five Elms we seek to work with children, parents and carers, the local education authority and appropriate agencies to reduce or barriers wherever possible. The purpose of the Pupil Premium is to help support those students from low-income and deprived families to ensure that they attain and make progress at an equal rate to their peers especially in Maths and English. We employ additional teachers and HLTAs who provide extra interventions to PP children.  We employ learning mentors who provide pastoral and emotional support to children in school.

The PSA and learning mentors work with vulnerable families who need extra support. They:

  • Ensure there is a positive relationship between home and school
  • Ensure there is a friendly welcoming school environment
  • Provide opportunities for parents to ensure high quality of support for pupils at home
  • Help improve attendance
  • Set up adult education courses which meet the needs of the parents
  • Involve parents in their child’s learning and school life
  • Provide more regular, meaningful communication
  • They hold CAF and TAF meetings and liaise with eternal agencies to support families.

This engagement ensures that:

  • parents are more involved, and children will enjoy school
  • students will develop a positive attitude to learning
  • students’ self-esteem is raised and confidence improved
  • Academic achievements improve.

We will also continue our commitment to pupils across the school by having access to most current ICT equipment, including iPads, Clicker Apps, Clever touch screen, the Android apps, and online IT learning, (Education City, Purple Mash, Espresso and DB Primary).

How the school Measures the Impact and effect of Pupil Premium allocation.

At Five Elms aim to use the funding to provide more focused support PP children aimed at improving attainment in English and mathematics. Extra intervention provided is measured via the July data, both national results and internal data from the school assessment system.  In-year attainment and progress are measured via termly tracking meetings and issues addressed through intervention and support systems.  Intervention teachers/staff are asked to evaluate their intervention groups.  

Date of the School’s next review of its pupils Premium Strategy is July 2017.

Record of Pupil Premium Grant spending by item/project 2016-17




















Impact of Pupil Premium 2015-16 (September 2016)

The information below details the achievement of pupils in the school in receipt of the Pupil Premium grant. The school received £244K from 2015 – 2016. The grant is used to pay for additional teachers to carry out intervention work.

Systems for tracking have been altered under the new school assessment system and use external data in order to underpin teacher assessment. Interventions have therefore been planned more closely to children’s needs. This has been an ongoing process of improvement. Evaluations of the interventions and the data from national testing and internal Classroom Monitor data indicate that children on Pupil Premium are achieving well. Where there are gaps the School Self-Evaluation and the School Development Plan have identified and addressed these matters.

Ever 6 progress and non Ever 6 progress: July 2016:

  • Ever 6 refers to children who have received Free School Meals at any point in the last six years. These children qualify for Pupil Premium.
  • A negative difference denotes where FSM progress is better than non- FSM progress.
  • Data shows Pupil Premium children are making as good progress overall in comparison with non-Pupil Premium children.
  • High correlation between Ever 6 and White British (typical for the school). Improvement in White British performance against national averages in comparison with data from previous years has positively impacted the Ever 6 data.
  • Evidence that Pupil Premium funded intervention work has been successful.
  • Interventions were more closely matched in 2015 – 16 because tracking was more robust under the new assessment system and accountability raised.
  • Materials for intervention were chosen carefully to meet specific needs and training provided to support the use of these materials.
  • A system to evaluate intervention work more accurately was introduced and will be reviewed in 2016 – 17.

Pupil Premium Attainment Y1-6 July 2016

July 2016 Reading Attainment





  • Attainment in all year groups except Y1 and Y5 met the expected or aspirational target.
  • Performance in other year groups is strong.
  • Gaps in Y1 and 5 (Y1 – 4 children with SEN; Y5 6 children with SEN, 3 working well below the level of Y5 National Curriculum).

July 2016 Writing Attainment





  • Only Y4 and 6 met the expected or aspirational target, however in all year groups except Y1 the Ever6 was broadly in line with the cohort percentage.
  • Gap in Y1 – see above.

July 2016 Maths Attainment





  • All year groups met the expected or aspirational target.
  • Gaps in Y1 and 3. Otherwise Ever 6 achievement compares well to that of the whole cohort.

Pupil Premium: GL Assessment of Y2 to show externally tested in-year progress

Year 2 Autumn 2015: Maths

Year 2 Spring 2016: Maths

  • The graphs above show that in autumn 2015 36% of the Year 2 Ever6 pupils were achieving a Standard Age Score (SAS) of below average.
  • By spring 2016 (although tests were conducted earlier), 25% of the Ever6 pupil were achieving in the Average and 25% were achieving in the Above Average SAS band.  The distribution had shifted.

NB: The second test was administered in Spring 2 as a diagnostic. The test is designed to be taken at the end of  Summer term.

Year 2 Autumn 2015: English

Year 2 Spring 2016: English

  • In Autumn the graphs show how the SAS bands have shifted from 60% of children sitting in the average group to 63% sitting in the highest group for Average to Above Average and very high SAS band by Spring 2016.

NB: The second test was administered in Spring 2 as a diagnostic. The test is designed aken at the end of the Summer term.

Early Years Pupil Premium

In Early Years there were 16 Ever 6 pupils. The school received £4800K from 2015 – 2016.

Table of Pupil Premium Spend












% of Pupil Premium children meeting GLD




More pupil premium children achieved EYFS GLD score compared to non-pupil premium. 14 of the 16 Pupil Premium children achieved GLD.  The 2 children who did not achieve the GLD have additional needs (1 Statement and 1 on SEN support).

Pupil Premium Attainment in KS1 SATs 2016

KS1 2016:






  • Pupil Premium children are achieving well in comparison with other groups.

Pupil Premium Attainment in KS2 SATs 2016




  • In comparison to the whole cohort children in receipt of Pupil Premium achieved higher in all measures.





  • National Average = 0 and school progress scores are above or below.
  • A difference of 1 point either way is not considered significant.
  • Pupil Premium children are strongly correlated with non- EAL – 60% of children on Ever6 were WB and 76% were non-EAL.
  • Non Pupil Premium children are strongly correlated with EAL – 60% of children not entitled to Pupil Premium are EAL.
  • Reading progress reflects difficulty of EAL children to access the reading test and the new tougher standards of the reading curriculum. Previous data has always indicated that EAL perform well. This is a priority for improvement.
  • Scores in writing and maths are either above or not significantly different from the national average.






  • Actions: explore why so few EAL families access Pupil Premium funding. Some families have no recourse to public funds and are therefore unable to access this as it is dependent on Free School Meal uptake.
  • Focus on EAL achievement in the School Development Plan, looking at improving teaching and learning and providing training.
  • Focus on EAL children not in receipt of Pupil Premium at tracking to ensure these children receive intervention in other ways.

Pupil Premium 2015-16

Impact of Pupil Premium: July 2015

Difference between FSM progress and non FSM progress: July 2015:

Year Reading Writing Maths
1 -0.7 -1.3 -1.0
2 1.6 0.9 1.3
3 0 0.4 0.8
4 -0.6 -0.4 1.3
5 -0.7 -1.3 -1.0
6 -0.8 -1.9 -1.4
  • A negative difference denotes where FSM progress is better than non- FSM progress.

  • Significant difference would be greater than 2 points of progress (would indicate 1 sublevel difference).

  • Data shows PP children are making as good progress overall in comparison with non-PP children.

  • Gaps widened in Y1 reading, Y2, Y3 writing.

  • Gaps narrowed in Y3 maths, Y4 maths,

  • Gaps closed in Y6, Y3 reading,Y4 reading, writing, Y5

  • Y2 FSM contextual data: 10 WB, 4 statements, 1 SEN support, 3 attendance, 7 with emotional needs, 3 with MLD (not classified as SEN), 4 EAL.

  • Staff mobility in Y1 and Y2 during the year.

  • Additional support and interventions were targeted towards increasing higher attainment and mediating the demands of the new curriculum.

  • Reciprocal reading programme, maths challenges effective in KS2 in raising standards.

  • New curriculum

  • Phonics addressed in SDP 2015-16. Additional interventions eg Toe by Toe in place.

    NB: Some slippage in data in Y1,3,4,5 due to transfer between old and new assessment systems.

Attainment: July 2015 – Comparison between attainment 2014 and 2015.

FSM with SEN APS Reading 14 Writing 14 Maths 14 Reading 15 Writing 15 Maths 15
Y1 11.0 10.4 10.4 11.7 11.0 11.6
Y2 17.3 16.5 16.8 14.5 13.9 14
Y3 20.6 19.9 19.4 20 18.8 19.2
Y4 24.5 23.3 23.4 24.1 23.1 22.2
Y5 27.7 26.4 26.9 28.3 27.5 27.7
Y6 27.0 27.4 25.8 28.8 28.4 27.9
FSM without SEN APS Reading 14 Writing 14 Maths 14 Reading 15 Writing 15 Maths 15
Y1 11.0 10.4 10.4 13.2 12.5 12.6
Y2 17.3 16.5 16.8 15.5 16.6 16.2
Y3 20.6 19.9 19.4 20.9 19.8 19.5
Y4 24.5 23.3 23.4 26.5 25.5 24.1
Y5 27.7 26.4 26.9 28.4 27.9 27.7
Y6 27.0 27.4 25.8 29.5 29.4 29.6
  • Gap of 1 APS is the equivalent of 3 months progress approximately.

  • Attainment with SEN shows Y1,Y3 maths, Y4 reading and writing, Y5 and Y6 at expected+ levels of attainment.

  • Attainment with SEN shows Y2, Y3 reading and writing and Y4 maths below expected levels of attainment.

  • Attainment with SEN removed show that attainment is at expected+ levels, except for Y2 reading and mathematics.

  • SEN children who are FSM (approximately 15% of FSM) receive additional intervention and support.

Artis programme successful in building confidence, skills and links across the curriculum. Programme linked with maths to complement other initiatives to raise standards in maths.

All year groups benefited from first-hand experience visits and events to enrich the curriculum, engage children in their learning and begin to develop deep learning.

CLA spend agreed as part of review meetings.

Pupil Premium 2014-15

Children on FSM or CLA are awarded £1300 under the Pupil Premium allowance. The school has a total of £256,000 allocated for Pupil Premium. The money has been principally allocated to

  • The provision of extra teachers/ HLTAs. Training of additional HLTAs will also be undertaken to strengthen the support team. Tracking systems are used to check attainment and progress through the year and focus intervention work, including with the more able.
  • Additional staff eg Learning Mentor, Parent Support Worker to support children and families in wider ways.
  • Purchase of a new maths scheme and other resources to support children to tackle and succeed with the greater demands of the new National Curriculum.
  • Buying in Artis for two terms to provide curricular enrichment via an arts programme designed to link with maths in the wider curriculum.
  • Money is also allocated to subsidise access to sporting, cultural and educational activities eg after school clubs, theatre performances, trips.
Pupil Premium Income 25 6000
Additional Teachers 108,400
Learning Mentor/PSA 35,800
HLTA x 2.0 47,485
Maths/ English Resources 10,000
Curriculum Access including trips, events, visitors 30,000
Training 20,000
Total Pupil Premium 251,685
Unallocated Pupil Premium (including CLA) 4,315
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