Home Page

Pupil Premium

The Pupil Premium at Ardleigh Green Infant School

The Pupil Premium is a government grant allocated to all schools once a year according to the number of children whose families currently receive benefits, or those who have been in receipt over the past six years. Schools have received this funding since April 2011. The funding is calculated using the January census figures for children registered as eligible for FSM in Reception to year 2.  There are currently 24 children identified in the budget allocation for 2016/17.  Nationally, pupils who receive Free School Meals underperform in comparison to those children who do not and Pupil Premium funding is therefore allocated to this vulnerable group of pupils in order to diminish the difference.


Regulations require all schools to publish on the school website the amount allocated for PP in respect of the current financial year, details of how it is intended to be spent, how the previous academic year’s allocation was spent, and the impact of this expenditure on the educational attainment of the identified group of pupils.


Pupil Premium Co-ordinator  –      Verity Hoffman

Pupil Premium Governor       –      Sue Consterdine

Pupil Premium Champion      –       Jan Wootton


Objectives in spending PPG:

  • We ensure that teaching and learning opportunities meet the needs of all the pupils

  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

  • In making provision for socially disadvantaged pupils we recognise that not all pupils who receive FSM will be socially disadvantaged.

  • We direct the funding to support teaching, learning and the progress of vulnerable groups.

  • To improve pupils’ speech, language and communication

  • To support personal and social development to ensure that they make good progress

  • To ensure that attendance and punctuality is in line with national expectations

  • To enhance and broaden pupils’ learning experience through the use of outside providers

  • To provide a safe, secure and welcoming environment, including a rich and varied curriculum to enthuse pupils

  • The Pupil Premium is used to support the progress and raise the standard of achievement of those children, including the more able.

  • The Head teacher and Governing body have agreed a policy for Pupil Premium to guide the use of funds and to ensure that it represents value for money.

  • The Head teacher will regularly and rigorously monitor, evaluate and review the strategies put in place for PP and report to the governing body on progress and impact.


Summary of Funding

Since 2011 the funding allocation has risen to £1,320 or £1,900 per Pupil Premium Plus.  Funding is paid directly to schools for schools to use. Adoptive parents/guardians need to self-declare their child’s status to the school where their child is on roll. Funding is not ring-fenced and schools can pool Pupil Premium money for numerous children to pay for collective support to gain maximum impact from the funding.  The Pupil Premium is additional money for schools to improve the educational and personal outcomes of disadvantaged pupils including those who have been adopted from care, or:


  • Have been entitled to FSM at any point in the last six years

  • Children looked after for more than 6 months continuously at any point in the child’s history

  • Children whose parents are currently serving in the armed forces


(Based on January Census)


Number of pupils and pupil premium grant received (£)

Total Number of pupils on roll













Total eligible for Pupil premium







% of school







Amount received per pupil (£)










Total Amount received (£)








Use of Pupil Premium Funding 2014/15

The Pupil Premium for the academic year 2014/15 was used to provide additional teaching support throughout the school from both teachers and teaching assistants.  In addition to 1:1 and small group support for identified pupils, support for Year 1/2 children needing regular reading and in class support to give confidences and encouragement to achieve.  The additional funding also allowed us to extend our range of intervention programmes, provide increased support for identified pupils, purchase additional resources and offer before and after school provision for all pupils.  The Pupil Premium Funding also provided subsidy school trips, a uniform grant for identified pupils whose families are experiencing financial hardship and provided activities during the holidays.


Specific support was given to improve the educational achievement of all children including the wider needs of those children needing support emotionally and socially.  Support was directed and specific for all pupils in a whole class situation and small group situation.



  • Of the 5.5% children in receipt of the pupil premium in year 2 at Ardleigh Green Infant School (2014/15) all achieved level 2b and above in the end of key stage SATS.

  • Children in 1:1 phonic teaching have all made good progress

  • Children’s confidence in speaking and listening skills have developed as a result of small group work following specific objectives. This has had a direct impact on writing.

  • Targeted children have developed confidence and competence in applying phonic skills for reading and writing.


The targeted and strategic use of the pupil premium throughout the school supports our aim for all children to be the best they can be through outstanding provision and teaching and learning that meets the needs of all our pupils


Use of Pupil Premium Funding 2015/16

Area of Expenditure  2015/16

Intended outcome and cost (£)

Additional staffing to raise standards in reading and phonics

Extra staff to ensure support to further extend vulnerable groups. All children to make good level of progress. Seen through pupil progress reviews and work scrutiny


Staff cover for release time

Time given for 1-1 support to develop language and in some cases improve behaviour data analysis and work scrutiny


Additional support staff hours

Staff additional to current hours to give support to raise standards in Maths and English


Curriculum resources

Targeted resources to impact teaching and learning


Books to support learning

Targeted resources to impact teaching and learning


IT targeted support

To give children the opportunity to improve skills by giving access to relevant hardware and software


Support for educational visits and clubs

Children enjoy the visits and are able to take a full and active role


Educational transport

To provide financial support for all vulnerable groups to have access to extra-curricular activities


Staff development

Training for staff to improve the educational and personal outcomes of pupils


Additional 1:1 support

Tuition to support learning and progress







  • The impact of the targeted expenditure which gave extra support and targeted teaching to our disadvantaged/pupil premium pupils is that their progress has been accelerated during the year.

  • Teaching Assistants’ focused support for vulnerable pupils either in class on in additional intervention groups helped pupil confidence and progress in reading, writing and maths.

  • The proportion of disadvantaged pupils that gained at least level 2b was equal to or above the national figure for reading, writing or maths.

  • PP Pupils also attended a wide range of extra curricular clubs.

  • Resources have been purchased to enhance vulnerable pupils’ learning.

  • All children were given the opportunity of curricular enrichment through arranged school visits and holiday clubs.


Total allocation for 2016/2017 - £41,180

Area of Expenditure  2016/17

Intended outcome and cost (£)

Additional staffing to raise standards in reading and phonics

Pupils to have increased confidence and raised attainment in reading, writing and maths.


Additional curriculum support staff

Staff employed to support PP pupils in phonics, reading comprehension and maths.


Social communication, speech and language provision

Increased confidence and social skills.


Staff development, trauma & separation

Raised awareness to support vulnerable children.


Additional resources to support IT

Early literacy support for EYFS Pupil Premium children


Books and resources relevant to need

Additional resources for the library.


Educational visits

Wider opportunities for children to broaden their experience.


School clubs

Opportunity to take part in a wide variety of clubs.






In  the October 2016 census there were 19 children identified as EVER6, which allocates funding for any pupil who has been eligible for Free School Meals  at any of the termly census dates of the last six years.  This figure is significantly below the national average.  The school writes termly to parents explaining Free School Meals entitlement setting out the benefits to the school and family.  We are aware that not all eligible families apply for Free School Meals.  We continue to seek ways to encourage parents to apply for Free School Meals.  New families registered for Pupil Premium when their children entered school in September 2016.


In the case of children adopted from care parents and guardians need to self-declare their child’s status to the school when their child is on roll.  Parents and guardians are required to provide evidence to the school, for example their Adoption Order or a letter from the local authority that originally looked after the child. The school will use this evidence to record the child's status on the school census. Once schools have declared a child's eligibility on the school census, they can access Pupil Premium funding.


Impact of 2016 End of KS1 SATS


Number of vulnerable pupils in Y2 cohort



% of pupils in cohort




Greater Depth

% of pupils achieving age related expectations in Reading



% of pupils achieving age related expectations in Writing



% of pupils achieving age related expectations in Maths




1 child = 6.6%


As a result of the increased expectations of the new National Curriculum and related assessment procedures, the percentage of our pupils meeting national expectations and working beyond was lower than in previous years for all pupils.  To redress this in 2016-17 the priority for all pupils, but particularly those in receipt of PP:


  • Raise levels of achievement in reading.

  • Raise the percentage of children achieving the required standard in the phonic screening test.

  • More disadvantaged children to achieve at greater depth.


One child represents 6.6% of the disadvantaged cohort.


Funding for 2016/17 has allowed us to allocate a member of staff solely for the purpose of raising standards and diminishing the difference for our disadvantaged group.


Barriers to Learning

As a school we are committed to all pupils reaching their full potential and to be the best they can be regardless of their background or ability.  Where there are potential barriers to learning we seek to overcome them through strategic planning, targeted support and effective use of all resources.


In relation to the children in receipt of Pupil Premium it is important to note that our children:


  • Come from a range of social and economic backgrounds

  • Have a range of academic ability

  • Have varying degrees of parental support

  • A number have specific SEND needs

  • A number are in temporary accommodation as a result of eviction

  • A number are facing financial difficulties

  • A number are adopted from care


To overcome these potential barriers:


  • Academic needs are met through a range of group/individual interventions

  • Social and financial needs are met through the work of our family centre staff who support pastorally and with time and money.



Appendix I

Ardleigh Green Infant School – Contextual Information Autumn 2016



AGI is an average sized infant school.  The percentage of pupils known to be eligible for FSM is below the national average, as it the percentage of children with SEN support or with an Educational Health Care Plan.


The school currently has an above average percentage of girls, but pupil stability is significantly above average having a positive impact on progress and achievement.



Appendix II

Pupil Premium Grant Cycle


  1. Funding allocation received.

  2. Priorities identified.

  3. Assessment Data (School and National) used to inform provision.

  4. Intervention Programmes established.

  5. On-going monitoring of provision.

  6. Evaluation of impact of interventions on progress.


1:  What do you want to achieve?


Regular analysis of internal and end of key stage data identifies areas where pupils eligible for the funding are vulnerable compared to national and non-pupil premium funded pupils. The Education Endowment Fund Toolkit and Sutton Trust Website provides advice and data to help evaluate intervention programmes to ensure pupil progress is sustained.


Pupil Progress meetings are held termly to discuss the progress and attainment of all pupils, as well as measuring the impact of interventions for targeted pupils. All interventions are continually evaluated to ensure that the provision is having the maximum impact on progress and attainment.


The overall analysis of progress and achievement is completed at the end of the academic year and reported to governors in the Autumn Term, with regular updates to the Learning & Achievement Committee who monitor school improvement.



For comparison data relating to vulnerable pupils please visit.     www.ofsted/