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Pupil Premium

On this page you will find information about how we spend our Pupil Premium grant at Broomgrove Infant School.  This grant was introduced by the government in April 2011, and is paid into schools by means of a specific grant based on the school census figures.  The aim of the grant is  to address inequalities between children from low-income families and their wealthier peers.  Our policy for the spending of this grant is attached to each update document.  If you have any questions about the PPG, or believe you may be eligible please contact either the school office or the head teacher.


Proposed Summary of Spending


Final pupil impact data will be available for the academic year 2015-2016 here, in June 2016.


Pupil Numbers:


2012-2013 DATA

2013-2014 DATA

2014-2015 DATA

2015-2016 DATA

Total on roll:





Receiving Pupil Premium

21 (12%)

16 (9%)

11 (6%)

19 (11%)

Funding received:

(into schools April of the academic year)

2013 Financial Year £18,900

(£900 per pupil)

2014 Financial Year £20,800

(£1300 per pupil)

additional £2308

given in April

2015 Financial Year


(£1300 per pupil)

Only 10 eligible on census day

2016 Financial Year


(£1320 per pupil

£1900 per PP+)

Only 19 eligible on census day







Year 1





Year 2






Last Reviewed April 2016

After the Headteacher’s attendance at the Local Authority Pupil Premium Conference, areas for improvement in the use of the PP funding have been identified.  This has resulted in using the Local Authority Pupil Premium Toolkit and a Pupil Premium audit with our school improvement partner.  This policy has been revised and further actions put in place to improve outcomes for disadvantaged pupils.



The Pupil Premium Grant (PPG) was introduced by the government in April 2011, and is paid into schools by means of a specific grant based on the school census figures. The Pupil Premium Grant is an additional source of funding provided to help address the inequalities that exist between children from low-income families and their wealthier peers. The measure used for identifying the children who receive the PPG are those who are known to be:-

  • registered as eligible for Free school meals (FSM) within the last 6 years
  • Looked After by the local Authority (for these children the Pupil Premium was calculated using the Children Looked After data returns SSDA903).
  • Children of parents who are currently serving in the armed forces. (The service premium is designed to address the emotional and social well-being of these pupils).


It is for schools to decide how their Pupil Premium funding is spent, since they are best placed to assess what additional provision should be made for the individual children for which they are responsible. Although schools are free to spend the Pupil Premium as they see fit, they will be held accountable for how they have used the additional funding. Part of this accountability is for schools to report to parents how the Pupil Premium has been used.

Measuring the impact of spending:

The School will evaluate the impact on each child. Evaluation will focus on academic gains and how pupils’ self-confidence has developed as a consequence of the intervention.  As part of our termly Pupil Progress Meetings the achievement of all eligible PPG children will be monitored.  Governors will receive termly reports regarding the PPG at both the Curriculum, Pupil Related committee and the Personnel Finance and Premises committee.




Whole school ethos

“Attainment for All”

No excuses

The children are at the heart of everything we do

High expectations for all children

Understand children and family needs

Regular communication with parents




High Quality teaching

High quality teaching and learning should be prioritised over intervention

Consistent approach to teaching and learning

Focus on addressing gaps in learning (and in teaching)

Behaviour and Attendance

Attendance is rigorously monitored and followed up promptly.

A referral to the Family support worker is made for persistent absence.

Specialist Teacher Team involvement for behaviour issues.

Midday assistant supports PP over the lunchtime



Individual needs

A forensic approach: What are the characteristics and barriers to learning for each individual? What are the levers to accelerate them forward?

Training for staff relevant to our children’s needs

Laptops to borrow for home use

Deploy staff effectively

Teachers and TAs are placed according to the needs of the class

TA skills are matched to pupil needs

The school has been part of the MITA project (maximising the impact of teaching assistants) and



Data driven at individual level

Children who are identified at risk of not making expected progress or achieving national expectations in terms of attainment are identified and closely tracked and interventions may be appropriate  

At Broomgrove Infant School priority will be given to the children who attract the PPG whose:

  1. Progress is not in line with national expectations
  2. Attainment is not at national expectations
  3. Are struggling with emotional and or social issues

Children who do not attract the PPG but also meet the above criteria will be eligible to benefit from the funding where PP children are meeting the above criteria.


Effective Leadership

Programme of professional development to ensure high quality teaching and learning

Effective monitoring of disadvantaged pupils and the impact of support given

There is a nominated governor for PP



The Pupil Premium will be used to provide additional educational support to narrow and close the gap for these pupils this will involve improving progress and raising standards of achievement so all children can achieve at least age related expectations.  Where appropriate, specific, monitored intervention is put in place to meet the variety of needs both academic, social and emotional to help close the gap and address individual issues. We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.





We have allocated half our original funding into Teaching Assistants totalling £13,700 (TA £)




School Development Plan/Equality Objective Link


Whole school training


Theraplay training, Sound Discovery, Attachment Awareness Training, Autism Training. Enhance whole school provision and support

AP1:4, AP3:3 EObj 3


Speech & Language Therapist


To support pupils, parents and teachers in removing barriers to progress identified as S&L and communication/interaction issues at pupil progress meetings.

Music Tuition


targeted intervention of 1:1 music to allow expression and develop confidence

Local Delivery Group Pupil Levy for PP children


The LDG has commissioned services on our behalf to ensure that children and their families are supported, particularly in their emotional well-being. This provides the school with access to: Family Support worker (3 tier), Occupational Therapy, Theraplay, Counselling

EObj 2


Bug Club


Additional reading resource to supplement school scheme

Clubs payment


Targeted support to allow targeted children attend our Holiday club to support social interactional and/or positive behaviour.

Sound Discovery


Phonics intervention programme


Dynamo Maths


Maths intervention programme - trialling


1:1 learning support

TA £

To provide focused support to improve behaviour/additional learning support  of identified children across the week


Precision teaching

TA £

Short focused 1:1 daily intervention for improving letter, word and number recognition


Cover class teacher for additional PPA time according to need of each class

TA £

PP children receive weekly feedback and 1:1 time with their class teacher.


Time to Talk

TA £

Improve social interaction and confidence to talk.

Number box


TA £

Number Box is a multi-sensory teaching programme and maths resource focusing on key skills

Nurture group


TA £

Small group work focussing on social and emotional needs.

Gym trail


TA £

An intervention aimed at developing children’s gross and fine motor development.

Pupil Premium Midday Assistant


To support positive behaviour and emotional well-being across the lunchtime period so targeted children come back into class ready for learning

Daily 10 minute phonics+

TA £

Further practice in blending for reading


Sound Discovery

TA £

Phonics intervention in addition to letters and sounds