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Pupil Premium
The Pupil Premium is funding provided to schools which is additional to main school funding. It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM) or have been eligible within the past 6 years, a smaller amount allocated according to the number of children of service families and an allocation for each pupil who has been adopted from care. Children who have been in local-authority care for 1 day or more also receive pupil premium funding. Funding for these pupils doesn’t go to their school; it goes to the virtual school head (VSH) in the local authority that looks after the child.
It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families.
Please see below for information regarding how the Pupil Premium was spent.
2020-2021 Statement
Pupil premium strategy statement
School overview
| Metric | Data |
| School name | Leckhampton C of E Primary |
| Pupils in school | 536 |
| Proportion of disadvantaged pupils | 2% |
| Pupil premium allocation this academic year | £16140 |
| Academic year or years covered by statement | 2020 – 2021 |
| Publish date | Autumn 2020 |
| Review date | Autumn 2021 |
| Statement authorised by | Samantha Porter, Headteacher |
| Pupil premium lead | Rachel Curtis, Inclusion Lead |
| Governor lead |
Disadvantaged pupil progress scores for last academic year
In 2020 the government cancelled the National Curriculum Tests and this means that we do not have the data in the usual form and progress scores cannot be calculated.
Disadvantaged pupil performance overview for last academic year
The information below is taken from Teacher Assessment for the end of Key Stage 2.
| Measure | Score |
| Reading | 100% of cohort expected |
| Writing | 100% of cohort expected |
| Maths | 100% expected 25% higher standard |
| Measure | Score |
| Meeting expected standard at KS2 | 100% |
| Achieving high standard at KS2 | – |
Strategy aims for disadvantaged pupils
| Measure | Activity |
| Priority 1 | All disadvantaged pupils to achieve expected standard in reading and mathematics.
Address the difference between disadvantaged children’s low attainment on entry and their peers’ attainment on entry in reading and mathematics. |
| Priority 2 | Ensure children have access to regular individual pastoral and academic support which addresses issues which prevent children learning. This may include, equipment for home learning, readiness to learn in school, pre-teaching specialist vocabulary, support for homework activities in school, building self-esteem. |
| Barriers to learning these priorities address | 74% of Pupil Premium children assessed as below ARE in numbers on entry. Diminishing the difference in attainment and ensuring children can achieve their potential.
Children’s holistic needs impact on their learning. |
| Projected spending | £7100 |
Teaching priorities for current academic year
| Aim | Target | Target date |
| Progress in Reading | Continue to provide high quality whole class reading lessons in Year 4, 5 and 6, and carefully planned and delivered Reciprocal Reading at KS1 and Y3. Establish small group reading interventions to ensure all disadvantaged children achieve the expected standard in reading. All non- SEND disadvantaged pupils to achieve expected or higher. | July 2021 |
| Progress in Writing | Embed new writing curriculum. Monitor teaching and learning. All non-SEND disadvantaged pupils to make 8 steps progress from September 2020 – July 2021. | July 2021 |
| Progress in Mathematics | Embed mastery teaching – monitor teaching. Use well-researched intervention for small group interventions. All non-SEND disadvantaged children to achieve expected standard. | July 2021 |
| Phonics | All disadvantaged children to pass phonics check – in Year 2 Autumn 2020 and in Year 1 Summer 2021 | July 2021 |
Targeted academic support for current academic year
| Measure | Activity |
| Priority 1 | Research and purchase high quality maths intervention for Key Stage 2 for reaching expected standard and for reaching greater depth. Ensure all relevant teachers and teaching partners know how to use and implement with fidelity. |
| Priority 2 | Research and purchase high quality reading intervention for Key Stage 2 for reaching expected standard and for reaching greater depth. Ensure all relevant teachers and teaching partners know how to use and implement with fidelity. |
| Barriers to learning these priorities address | 74% of Pupil Premium children assessed as below ARE on entry.
Understanding the most effective ways to accelerate progress. |
| Projected spending | £3000 |
Wider strategies for current academic year
| Measure | Activity |
| Priority 1 | All disadvantaged children have regular access to individual pastoral and academic support to ensure readiness to learn, build confidence and contribute to progress. We want to ensure that any gaps caused by partial school closures can be addressed rapidly. |
| Priority 2 | Ensuring children have priority access to extra-curricular activities and clubs and access to all trips.
Support families in applying for bursaries for music tuition and ensure places are prioritised for PP children. Learning Mentor TP to support children with any barriers to participation. Learning Mentor TP to discuss clubs with children and facilitates their participation (including asking teachers to prioritise places). |
| Barriers to learning these priorities address | Children lack confidence to share their knowledge and ideas.
Lockdowns have led to some missed learning and other opportunities. Instrumental teachers traditionally chose children for instrumental lessons using different criteria. Financial commitment for families. |
| Projected spending | £6000 |
Monitoring and Implementation
| Area | Challenge | Mitigating action |
| Teaching | · Continuing with whole class reading, reciprocal reading and mastery maths during lockdowns.
· Ensuring disadvantaged children have the support (practical and emotional) for home learning. · Ensuring disadvantaged children have extra support as necessary when they return to school. |
· Ensure disadvantaged children have access to devices and internet.
· Check in with pupils by phone or zoom. · Ensure interventions and pastoral support in school. |
| Targeted support | · Ensuring all teachers understand how to use Rising Stars interventions.
· Ensuring a whole school strategy to prioritise which children need interventions. |
· Inclusion lead to monitor implementation of Rising Stars intervention.
· Inclusion lead to oversee provision for disadvantaged children. · Learning Mentor TP to champion for PP children and ensure they have academic and pastoral support. |
| Wider strategies | · Ensuring disadvantaged children have access to extra-curricular activities, clubs and trips. | · Prioritise PP children.
· Learning Mentor TP to monitor participation. |
Review: last year’s aims and outcomes
| Aim | Outcome |
| Providing a range of teacher and TP led interventions including; Learning Mentors | 69% of all pupil premium children met the expected or in reading, writing and mathematics combined. Interventions were not possible for half of the academic year due to pandemic partial school closures.
New focus: well-researched systematic interventions. |
| Pastoral Support offering 1:1 or group sessions | Children are able to discuss concerns or worries which may impact on their learning and well-being. They feel safe and happy in school and know what to do if they feel unsure about any aspect of school life.
New focus: ensuring all pupil premium pupils have regular 1:1 support. |
| Enriched curriculum opportunities- subsidised trips and visitor | Only possible for half of year (pandemic) and residential visit could not take place. |