Birdwell Primary Pupil Premium Strategy for effective spending of DfE funding.

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Pupil Premium Expenditure Report 2016-2017

Pupil Premium Expenditure Report 2017-2018


The Pupil Premium is additional funding for a school that is based on the eligibility of pupils for free school meals (FSM) at any time in the last 6 years. (known as disadvantaged funding). Schools have the freedom to spend the Premium in a way they think will best support the raising of achievement for funded pupils, in comparison with their non Pupil Premium peers within the school and those nationally. Whilst we recognise that eligible children are referred to as ‘disadvantaged’ by Ofsted and on RAISEonline, we prefer to use the term ‘Pupil Premium’ children.


Our main objective is to utilise the Pupil Premium funding to close the attainment and progress gap between eligible pupils and their peers.

  1. Curriculum – to develop further the range of intervention strategies to ensure Pupil Premium children in all year groups make progress in line with, or exceeding the progress of their non Pupil Premium peers.
  2. Teaching and Learning – to further improve teaching and learning across school and for the targeted children.
  3. Wider Outcomes – to ensure that Pupil Premium children have same access to learning opportunities as non Pupil Premium children.
  4. Attendance – to implement strategies to address the attendance gap between Pupil Premium children and non Pupil Premium children.
  5. Behaviour – to support those Pupil Premium children that require help in improving their attitude to learning by giving them access to quality adult counselling and behaviour management strategies.

A proportion of the Pupil Premium funding is committed to maintaining the provision for Pupil Premium children that is currently in place. e.g. on going intervention programmes. The impact of this support is monitored closely through progress data, attainment assessments, case study observations and assessments related to particular support programmes. This progress is evaluated by the Headteacher half termly and reported to Governors at their termly meeting. The Headteacher will outline any changes in provision and evaluate the cost effectiveness in terms of the progress made by pupils receiving a particular provision. The achievement of Pupil Premium children is included in the staff Appraisal system and is part of the discussion in Support Staff reviews. This means that the Leadership are able to make informed decisions in this area which will be rigorously monitored by the Governors.


The Leadership Team and Governing Body will consider evidence from a variety of sources, including: schools own data, external evaluation material such as the Education Endowment Foundation Teaching and Learning Toolkit and Ofsted case studies, when analysing the effectiveness of interventions.

Key Objective Examples of Interventions
  • Reading, Writing, Maths Booster Groups
  • After School 1:1 Tuition
  • Handwriting/Spelling support
  • Additional 1:1 Reading
  • Additional Comprehension skills
  • Read, Write, Inc
  • Catch up programme
  • Rapid writing
  • Active phonics
  • Rapid Maths
  • Vocabulary development
  • Words and Sounds programme
  • Active Maths
Teaching and Learning
  • Staff training on observation of Pupil Premium children to up-skill teaching and identify barriers to learning.
  • Memory games
  • Beat Dyslexia
  • Processing speed support
  • Gross and Fine Motor skills
  • Speech programmes
  • Utilise the Educational Psychologist to understand the barriers children have to learning.
Wider Opportunities
  • Subsidy for trips and residential visits
  • Instrumental tuition
  • Homework club
  • Access to Parent Support worker
  • Access to Community support workers.
  • Wake up programme
  • SEAL group
  • Anger management
  • Self Esteem programmes
  • Lego play therapy
  • Listening and turn taking skills


Pupil Premium Spending Report

In 2014/15 Birdwell School received £61,000. This money was spent on additional support staff who delivered specialist programmes for Pupil Premium children as identified on class provision maps. The impact of this support is monitored closely to ensure that the interventions are successful. Funding has also been used for our Parent Support worker who helps families and children who have issues that might be a barrier to a child’s learning. She works with families to improve attendance and support pupil welfare.



The national data for the end of Key Stage 2 in 2015 shows that in Reading the Pupil Premium children were at or above the other pupils nationally and achieved a higher value added score than the non Pupil Premium children. This clearly shows the impact of the reading support programmes.

In writing there is an improving picture, particularly for those children with low prior attainment. This is reflected in the upward trend in the value added score.

In Maths those with low prior attainment were at or above the level of progress of the non Pupil Premium children nationally, but more needs to be done to accelerate the progress of Pupil Premium children so they reach above national expectations.


In Key Stage 1, Y1 phonics and Early Years Foundation Stage Profile the 2015 dashboard data shows a wide gap between Pupil Premium and non Pupil Premium children. This reflects the low level that many of the Pupil Premium children are at, when they are in their first few years at school. A school priority is therefore to identify these children at an early stage and put in place intervention programmes to help them catch up as well as work with the families to help them support their child with their learning.



Birdwell School received £54,435 Pupil Premium funding. The school continues to use the funding for a whole range of support programmes in order to achieve our key objectives. Further staff training has been undertaken and more personalised programmes have been drawn up which are documented in individual case studies. All school staff are involved in the monitoring of progress and our INCERTS tracking system is being used more effectively to identify key areas of learning.



The Key Stage 2 national assessments showed that out of the 7 children who were in receipt of Pupil Premium, 2 children achieved the expected level in all areas, one child achieved in writing and maths and another child just achieved the expected level in Maths. The school has identified that barriers to achievement were lack of resilience and a slow working pace.

Reading – all the Pupil Premium children who did not achieve the Reading level were unable to answer inference questions.

Writing – 3 out of the 7 children achieved the expected standard in writing. Although the other 4 children made progress there was insufficient evidence to meet the new criteria.

Maths – Due to the focused support and extra tuition 4 out of the 7 children achieved the expected standard.

Key Stage 1 2016

The children that were higher attainers all reached the expected standard or above. Although 3 out of 7 achieved the reading standard, 1achieved the writing standard and 4 achieved the Maths standard. The school can evidence that 6 out of the 7 children made expected or more progress in at least one subject area. This is from a starting point on entry of 5 of the children well below and 2 children below that expected for starting school. The 1st wave teaching and the impact of the interventions have ensured that these children have made progress.



Our Pupil premium grant allocation has decreased slightly from last year at £53,100. This funding is to cover a range of support and interventions as specified in the provision section. Monitoring of the progress of individual children shows that there are a range of barriers to learning. These include, low attendance, limited parental support and engagement, difficulty concentrating in whole class settings, particular Special Needs and a lack of resilience. The impact of the measures put in place to support the children are monitored through a range of assessments that include the use of our INCERTs assessment system, regular testing, work scrutiny and staff observations. This is recorded for identified children in termly case studies and the progress of all Pupil premium children is monitored by a small Governors panel alongside the Leadership team. The formal tracking and monitoring of all Pupil Premium pupils takes place termly. The interventions are monitored by support staff and are linked to the Annual Appraisal process. The Pupil Premium strategy is reviewed annually in July when the summative assessment data is discussed.


Birdwell Primary School Pupil Premium support 16/17

  • FS2 – TA support 10 hours general learning skills and phonics
  • Y1 –   TA support 25 hours general learning skills and phonics
  • Y2 –   10 hours extra teaching support for reading writing and maths
  • Y3 – 10 hours targeted intervention strategies that are specific to the needs of the child.
  • Y4 – 15 hours targeted intervention strategies that are specific to the needs of the child.
  • Y5 – 15 hours targeted intervention strategies that are specific to the needs of the child.
  • Y6 – 25 hours HLTA support general learning Specialised HLTA and teacher support for maths reading and writing.
  • 15 hours across all year group’s 1:1 reading support accessed by all pupil premium children.
  • The school will also continue with the policy of assisting pupil premium children to access wider educational opportunities that are deemed conducive to their accelerated education progress.
  • Team teach training x 8 staff x 6 hours each
  • Parent Support Assistant 2.5 hours per week

The above measures put into place will help to ensure that those pupils on Pupil Premium are making at least expected and in some cases above average progress which is continually monitored throughout the year.          

For further information on Pupil Premium please visit.