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Pupil Premium 2018/19

Pupil Premium Funding 2018/19


This year’s Pupil Premium Funding allocation is £147,840.

The pupil premium is additional funding given to schools to raise the attainment of disadvantaged pupils and close the gap between them and their peers.  The government uses eligibility recorded as Ever 6 FSM at pupil level in year groups reception to year 6.  At Stoneyholme Community Primary School, 112 (26.4%) of pupils were eligible under this measure. 

Barriers to educational achievement

We recognise that common barriers to learning for disadvantaged pupils can be; weak language and communication skills, lack of confidence, more frequent behavioural difficulties, attendance and punctuality issues and less support at home.  There may also be complex family situations that can have an impact on children’s learning and progress.  The challenges are intricate and varied, therefore it is important that individual needs are identified and catered for as we are very clear that negative outside factors are not an excuse for underachievement. 

94% of pupils are measured at E* in the Overall Multiple Deprivation Index breakdown and we serve a ward that is in the top 1% of deprivation nationally.  At Stoneyholme Community Primary School, there is an uncompromising, school-wide commitment to raising achievement for ALL pupils, whatever their background or ability and a key objective for the use of the pupil premium grant is to close the gap between pupil groups. 

Aims for utilising the Pupil Premium Grant

  • To further develop language and communication skills
  • To close the attainment gap in Reading
  • To close the attainment gap in Writing
  • To close the attainment gap in Mathematics
  • To continue to improve confidence, independence and self esteem
  • To continue to improve attendance and punctuality
  • To continue to develop parental engagement, support and partnership work to remove barriers to learning
  • For ALL pupils to achieve the highest possible standards and realise their full potential in all aspects of their learning



  • Early identification and intervention. 

These are key to accelerating progress and maximising learning for all pupils and central to all of our practice, achieved in the following ways;


-Strong baseline assessments and ongoing summative and formative assessment inform planning, differentiation and provision mapping for individuals, groups and classes

-Challenging target setting for all pupils in Reading Writing and Mathematics (based on FFT D predictions).

- A robust pupil tracking systems, with meticulous analysis undertaken every half term to identify any under achievement at the earliest opportunity

- Half termly progress meetings held with teachers and the headteacher to ensure all pupils’ needs are accurately identified

- Half termly Provision Mapping completed by Senior Leaders to ensure interventions are timely and effective in closing the attainment gap for pupils and groups at risk of not meeting their targets

- Solution focused formal weekly meetings (involving teaching, support and pastoral staff), with discussions focused entirely on learning. The prime emphasis is on pupils identified as being at risk of not reaching their targets, identifying barriers to learning for these pupils, and agreeing immediate actions to be taken in order to address identified needs.

-An immediate response to the identification of pupils at risk of harm and engaging with partners to respond appropriately, supported by high quality safeguarding training and the support of the pastoral team.

-SLT hold a weekly Standards Meeting to monitor, analyse and evaluate learning and teaching. 

-Teaching staff are given one session a week of Standards Time, in which they complete tasks related to the analysis and raising of standards in order to provide a swift response to underachievement

-Interventions are targeted forensically and moderated stringently using assessment data, observations, work scrutiny, pupil interviews etc. in order to ensure that pupils are accessing provision highly tailored to their specific needs.

-Swift response when under achievement is identified including; re-deployment of staff, changes of interventions, involvement of school specialist staff or ‘bought in’ services, parental involvement/support etc.

-Support staff are given high quality training and support to plan and deliver effective interventions.

-The employment of high quality staff with complementary skills to provide additional support needed by our pupils and families and to assist with the early identification of need (Inclusion Leader, Outreach Worker with specialism in Speech and Language, Family Liaison Worker)


  • Ensured strong teaching of basic skills and a curriculum designed to meet the needs of the pupils at Stoneyholme, removing barriers to their learning and sustaining school improvement

This has been achieved by:


-The employment of an additional teacher in Early Years Foundation Stage, and each of the year groups in Key Stage 1 to reduce the pupil to teacher ratio thus ensuring that high quality first teaching could be most effectively targeted at groups at risk of underachievement.

-Targeted CPD linked to School Development Plan targets, teacher’s challenging appraisal targets (linked to school priorities and teacher standards) and support staff Personal Development Review targets, to ensure Quality First Teaching and expertise in learning and teaching strategies and interventions

-The continuation of our innovative Enrichment Programme with a focus on pupils taking risks, learning new skills, discovering new talents and interests, building resilience, developing confidence and self-esteem (see Enrichment Report)

-The continued employment of specialist staff (non class-based Maths Subject Leader, Sports Coach, ICT Support Assistant in addition to existing ICT Manager and Artist in Residence) to provide excellent curriculum support and provide a range of before school, lunchtime and after school provision (see also Sports Premium Report)

- Maintained commitment to providing learning opportunities in the form of visits and visitors to provoke a response of awe and wonder in our pupils.

- The continued leasing of 2 minibuses which enabled visits out of school to support and enhance the curriculum to be easily planned and regularly carried out

-The use of additional funding to enable all pupils to participate fully in activities and to provide financial support for educational visits


  • Further developed parental engagement/support programmes to improve partnerships and remove barriers to learning


-Conducted in-depth consultation with parents and stakeholders linked to the vision of the school, considering what we want for our children, community and organisation

-Prioritised need and designed a programme of family and community support

-Ensured high quality monitoring and evaluation of the programmes linked directly to positive impact for children, tracking their academic progress (see Pastoral Team Report)

-Formed meaningful partnerships to share expertise and resources for delivery of the required programmes

-Maintained a high quality staff with complementary skills to create a cohesive, skilled and high performing team

-Further developed strategies for engaging with parents to the benefit of our children, including those who find working with school difficult

-Further strengthened transition from pre-school into the Foundation Stage including; working in partnership with the main feeder nursery to create more consistency in learning of the basic skills (e.g. phonics), working with nursery providers, parents and carers and Health Visitors to identify and prioritise needs and using home visits, open days, new intake meetings etc. to share strategies to ensure a greater number of children were prepared to start school


Achievement Measures

  • Language and communication skills outcomes will be measured using assessment data, reviewed half termly.
  • Reading, Writing and Maths
  • Confidence, independence and self esteem are seen to be improving year on year, BLP outcomes show marked improvements in children’s capacity to be Resilient, Responsible, Reflective and maintain good relationships. This will continue to be recorded and reviewed throughout the year.
  • Improvement of the wider opportunity’s success is measured by
  • levels of attendance at extra-curricular activities
  • numbers of pupils taking part in activities
  • higher levels of attainment as measured by national/year end tests
  • pupils holistic progress as measured by the class teacher through BLP assessments
  • pupil/teacher relationships
  • pupils’ attitudes to learning
  • Attendance and punctuality is measured weekly via SIMS


To be reviewed no less than termly.

Next Review: 12/07/2019