Your browser version is outdated. We recommend that you update your browser to the latest version.

Translate this page

For Braille, large print or audio, please contact us.

Parent View - Give Ofsted your view on your child's school

Appleton Wiske Community Primary School

Pupil Premium Funding 2018-19

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gap between them and their peers. Schools attract £2300 per 'looked-after child' (CLA) and £1320 per ‘free school meals’ child (FSM) within the last 6 years. Pupils from service families also attract Pupil Premium funding at the level of £300 per child; this money is used to support pupils’ pastoral needs. At Appleton Wiske Community Primary School, we ensure that teaching and learning opportunities meet the needs of all our children and that appropriate provision is made for children who belong to vulnerable groups. We recognise that not all children who receive the Pupil Premium funding will be socially disadvantaged and that some children who are socially disadvantaged do not qualify for free school meals. Our aim is to allocate the Pupil Premium funding to support any child who has been identified as being socially disadvantaged or who belongs to a vulnerable group. The Pupil Premium funding is carefully targeted at disadvantaged children in order for them to make accelerated progress and achieve age related expectations. The range of provision we typically make for this group of children includes:

  • Additional teaching assistant time for targeted interventions and classroom support
  • Specific and personalised resources
  • Guidance and support from external agencies when appropriate
  • Booster classes for Year 6 children
  • Staff training (CPD) which impacts on the progress of disadvantaged pupils  
  • Subsidising extra-curricular activities in order for all pupils to have equal opportunities

Progress of pupils is carefully monitored by all staff, the Head Teacher and Governors and analysis of data is rigorous.


In preparing this strategy, we have taken into consideration the Education Endowment Foundation’s ‘Teaching and Learning Toolkit’. Strategies referenced in the EEF toolkit are highlighted in green text.

Appleton Wiske Community Primary School

Pupil Premium Strategy Statement 2018-19

1. Summary Information


Appleton Wiske Community Primary School

Academic Year


Total PP budget Apr 2018-Mar 2019


Date of most recent PP review



Total PP budget Apr 2019-Mar2020


Total Number of Pupils


Number of pupils eligible for PP Jan 2018


Date for next internal review of this strategy

April 2019

Number of pupils eligible for PP Sep 2018



2. Current attainment at the end of Key Stage 2


Pupils eligible for PP

Pupils not eligible for PP

% achieving expected standard or above in reading, writing and maths



% making at least expected progress in reading



% making at least expected progress in writing



% making at least expected progress in maths



The DfE’s policy is to suppress (SUPP) publication of figures relating to a very small cohort in order to make sure the pupils cannot be identified.


3. Barriers to future attainment (for pupils eligible for PP including high ability)

In-school barriers


English and mathematics attainment for some pupils in receipt of the Pupil Premium is below non PP. Pupils in receipt of the Pupil Premium are making expected progress in English and maths but should be targeted to make accelerated progress.


One disadvantaged pupil is on the SEND register.


Some pupils in receipt of the Pupil Premium require Personal, Social and Emotional support.

External barriers


No external barriers. 


4. Outcomes


Desired outcomes

Success criteria


Higher rates of attainment and progress in RWM for PP pupils. 

6 out of 7 PP pupils (85.7%) will meet age related expectations in RWM. Pupils eligible for the PP will make accelerated progress (measured by steps progress on Target tracker) – aim for 7 steps to close the attainment gap.


Disadvantaged SEND pupils and low prior attainers make accelerated progress.

Disadvantaged SEND pupils and low prior attainers will be targeted through specific interventions and their progress monitored rigorously (steps progress on Target Tracker).  The difference in outcomes between these pupils and other pupils will be diminished.


Provide specific PSE support for PP pupils.

Pupils in receipt of the Pupil Premium will develop their personal, social and emotional skills which will have a positive impact on their progress.


5. Planned Expenditure

Academic Year


How our school is using PP funding to improve classroom pedagogy, provide targeted support and support whole school strategies.

Desired outcome


Chosen action

Evidence and rationale for this choice

How we will ensure it is implemented

Staff lead


A. Higher rates of attainment and progress in RWM for PP pupils

Rigorous monitoring of progress. Combination of one to one support, small group support and classroom support (provided by teacher and TA). Effective feedback from teachers with clear next steps and targets.


Some disadvantaged pupils are performing below ‘other’ children in English and mathematics. PP pupils are making expected progress but some require accelerated progress in order to ‘diminish the difference’ and reach ARE.  Specific gaps in learning and targeted interventions are required to accelerate rates of progress.

Well-trained staff provide effective support, deliver interventions and monitor progress closely against the expected standards. Progress will be monitored through formative and summative assessment.

Class teachers/

Support staff/

Subject co-ordinators/

Head Teacher

Regular and rigorous assessment and tracking


At least half-termly


Pupil Progress meetings

B. Disadvantaged SEND pupils and low prior attainers make accelerated progress

Identify all pupils requiring interventions (individualised learning) due to lower attainment in English and mathematics. Monitor the quality and impact of interventions. Rigorous tracking of progress. Individual and small group support provided by teaching assistants and teachers.

Disadvantaged SEND pupils and low prior attainers are one of the most vulnerable groups. Evidence indicates that swift identification and effective intervention can lead to increased attainment.

Provide appropriate support and intervention. Close collaboration with parents to set aspirational targets and ensure home school engagement is positive. Track progress. 

SENDCo/Class teachers/

Support staff/

Head Teacher

Regular and rigorous assessment and tracking


At least half-termly


Pupil Progress meetings

C. Provide specific PSE support for PP pupils.

Develop use of the SEND overview in monitoring pupil vulnerability to identify needs. Ensure a ‘Growth Mindset’ culture is embedded in the school (Metacognition CPD for staff). Support staff to access Level 2 and Level 3 mental health training through ‘Compass Buzz’. Pastoral support provided to identified pupils. Subsidise After School Club and trips.

Evidence indicates that pastoral support and nurturing of vulnerable children leads to better health and wellbeing, a ‘can do’ culture and raised attainment.

Appropriate and targeted support provided to vulnerable groups. Clear understanding of pupils’ needs. Monitoring of curriculum/interventions and impact.

Teaching staff/ Support staff/

Head Teacher

Nov 2018

Apr 2019


Total budgeted cost



Review of Pupil Premium 2017/18 (Sept 2017 to August 2018)

The Pupil Premium Grant (PPG) allocation for 2017/18 of was used in the following ways:

  • Additional GTA hours to support vulnerable pupils
  • Delivering interventions such as ‘Write from the Start’, ‘Reading for Meaning’, ‘Accelleread Accellewrite’, ‘First Class at Maths’
  • Pastoral support for vulnerable pupils
  • Purchase of SEND materials and resources
  • Subsidising extra-curricular activities
  • Staff CPD – metacognition training


  • 100% expected progress or better of disadvantaged pupils in reading, writing and mathematics
  • High quality pastoral support
  • Good quality assessment of need leading to focussed and relevant interventions
  • Enrichment opportunities for all pupils
  • Improved attendance rates of targeted PP pupils
  • Pastoral support for identified pupils  

Pupil Premium Review

The school took part in a successful Pupil Premium Review in December 2017 with a follow-up visit in July 2018. The review confirmed that the Pupil Premium is being used effectively in our school. The following is an overview of some of the key findings:






School ethos and attitudes to learning

Pupil premium spend on Growth Mind-set and focus on PSE has contributed to ethos and positive attitudes to learning.

All pupils could articulate how they are motivated to improve.

They feel supported in their work and explain how they are made to think for themselves and are not just given answers.

Positive relationships established that meet wide range of needs

Pupils, including those eligible for PP, are engaged in sessions and enjoy their learning.


Thorough knowledge of PP children by senior leaders, teaching staff and non-teaching staff

Needs of individual PP children are identified and support is in place through TA intervention and targeted support in class.

Case studies available for PP pupils.

Senior leader/ teaching staff have good knowledge of pupils.

Improved marking and feedback is starting to have positive impact on pupil progress.

Data reflects that  PP children are making at least expected progress and some more than expected progress.



Governors have a clear understanding of PP

Governors are gaining an in depth and first hand understanding of impact of PP spend through targeted termly monitoring of the school.

-       talking to staff re planning/targets

-       questioning of half termly data

-       Book scrutiny to check progress

Rigorous processes are in place tor Governors and leaders to ensure PP spend has an impact on pupil progress.

 Ofsted – May 2018

Leaders use the additional funding for disadvantaged pupils judiciously. They also target the small pot of additional funding for pupils who have special educational needs (SEN) and/or disabilities wisely. Individuals’ needs are carefully considered and there is a perceptible, positive impact on improving pupils’ social, emotional and mental health needs.

Cookie Policy

This site uses cookies to store information on your computer.

Do you accept?