Pupil Premium


Our Objectives in spending the Pupil Premium Grant:.

  • To remove barriers to learning.
  • To accelerate pupil progress and raise attainment
  • To support social and emotional development that enables  children to learn.
  • To broaden experiences and widen opportunities for children.

Strategy for using the funding

Increasing the rate of progress and overall achievement for targeted children through:

  • Focus on learning in the curriculum.
  • Focus on social, emotional and behaviour.
  • Focus on enrichment beyond the curriculum.
  • Focus  on families.


Our school self-evaluation to date shows that the additional support, opportunities, intervention strategies put in place through the Pupil a positive impact upon children's emotional, social and behavoural development. This aspect of our whole school self-evaluation will continue in order to judge the effectiveness and value for money of initiatives put in place through the Pupil Premium.


The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

Schools are free to spend the Pupil Premium as they see fit. However we will be held accountable for how we have used the additioal funding.

 Headteachers and school governing bodies are accountable for the impact of pupil premium funding in the following ways:

  • performance tables, which show the performance of disadvantaged pupils compared with their peers
  • requiring schools to publish details online each year of how they are using the pupil premium and the impact it is having on pupil achievement
  • the Ofsted inspection framework, where inspectors focus on the attainment of pupil groups, and in particular those who attract the pupil premium.




Ridgeway Primary School and Nursery

Pupil Premium Grant Report

Projected Expenditure: 2017/18



  1. 1.   Summary Information

Academic   Year


Total   Number of Pupils Eligible for Pupil Premium



Total   Pupil Premium Budget


Total   Number of Pupils


Number of Pupils   eligible for PPG


Total   Projected Expenditure





Number of Pupils   eligible for PPG+


Date   for next internal review of this strategy

Jan 2018


  1. 2.     Our   Strategy for supporting pupils who receive the Pupil Premium Grant


At Ridgeway, we believe that all children have the right to succeed, to feel valued and to develop the skills and   attributes to be life-long learners. Our approach starts with the unique   child, and centres on individual needs and next steps to ensure progress both   academically, and beyond the curriculum. Investing in children’s emotional well-being and developing the skills they need for the future are just as significant as ensuring academic success.


At   Ridgeway the needs of pupils eligible for Pupil Premium vary greatly across the school, with individuals requiring very different programmes of support. Pupils eligible for Pupil Premium include previously looked after children, a looked after child, pupils with SEND, those who are vulnerable, and pupils who are high ability. Ensuring a creative, rich and varied approach to enhancing disadvantaged pupils’ learning and development is essential to ensuring individual needs are met.


We aim to ensure we spend our Pupil Premium Grant on things that are effective in making a positive difference to our disadvantaged children, helping to combat their barriers to learning and   close any gaps in achievement. Furthermore, we aim to enrich the lives of our  most vulnerable pupils, offering wider learning and development opportunities, and enhancing well-being and sense of self.

Objectives in spending PPG:

  • To remove barriers to learning for disadvantaged children
  • To support social and emotional development enabling disadvantaged children to learn effectively
  • To provide quality-first teaching, including high quality, immediate feedback and enhanced levels of support
  • To accelerate pupil  progress and raise attainment
  • To broaden experiences and widen opportunities for children
  • To develop the  'whole-child’ by providing an enriched, holistic curriculum
  • To enrich  relationships with families to effectively support children




Strategy for using the funding


We are dedicated to increasing the rate of progress and overall achievement for targeted children through four key areas:


  •   Focus on learning in the curriculum – strategies that support pupils to learn more effectively
  •   Focus on social, emotional and behavioural needs – strategies that remove social and emotional barriers to learning; develop pupils’ well-being and self-esteem   so that they learn more effectively in the classroom; empower pupils the   strategies they need to be successful
  •   Focus on   enrichment beyond the curriculum – strategies that enhance the opportunities for disadvantaged pupils; widen pupils experiences; offer opportunities for leadership and success; develop life-long learning skills
  •   Focus on   families – strategies to enhance parental relationships in order to better support pupils; develop parenting skills; give parents better skills to support their children’s learning and development.


Measuring the Impact of PPG spending:

We regularly measure the impact or effect of our Pupil Premium strategies and initiatives using a range of methods including:

  • analysis of achievement data (pupil progress and the standards they attain) to see if we are successfully closing any gaps;
  • specifically tracking their  progress in the intervention programmes they are on, and other support they and their families receive, to see if they are working using our  whole school provision map and pupil progress meetings, leading to an in-depth discussion and guidance from the Headship Team, SENCO and team  leaders on how best to help each individual pupil as well as groups of pupils;
  • dedicated, solution-focused  “narrowing the gap” progress meetings in which all disadvantaged  hildren (including higher ability PP children and those identified as ‘school vulnerable’) are discussed in detail with member of the Headship Team, gaps in learning are identified, specific short-term targets are  set as well as agreed strategies to ensure the identified need is met quickly. The effectiveness of strategies to overcome their barriers to learning are constantly monitored and evaluated, through conversations with teachers, Headship Team monitoring of pupils and analysis of learning achievements;
  • observation of in-class support, intervention programmes and other provision, such as Forest School, to ensure they are being     delivered well and are targeted on the children who will benefit most from them to maximise their effectiveness and impact;  
  • directly comparing the quality of work and progress in their books to that of the other children in the class;  
  • feedback from internal nurture provision staff in The Learning Zone as to the progress pupils are  making socially and emotionally;  
  • feedback from the additional  outside agencies we buy in such as our professional counselling service Place2Be, and from staff about the positive difference these services are making;  
  • analysis of other relevant key indicators such as attendance, punctuality, behaviour;  
  • drawing information from other  relevant records as well as information relating to Social Care involvement, safeguarding and child protection.

We use this information to decide which strategies are working well, which can be expanded and developed  further. If an approach is having little effect it may need to be targeted on different children, improved, or abandoned and replaced with something better. We always aim to ensure that approaches provide the best value for money and are selected for their greatest impact on pupils’ development.



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


Area   of Focus

Identified barriers

Desired outcomes

Success criteria


Learning   in the Curriculum


Many   disadvantaged children enter Nursery and Reception with below expected levels   of Communication and Language.


Across   the school, PPG needs are specific to individuals, so there needs to be a   robust system for identifying gaps for individuals with specific targets   which are rigorously monitored.


14%   of pupils who are entitled to PPG are also SEN.


A   few pupils have poor engagement and attitudes to learning which affects their   ability to learn effectively.

To   ensure PP pupils have the necessary communication and language skills   required to access learning and the curriculum.


To   ensure the needs of ALL pupils are effectively met.


To   continue to close the gap between pupils eligible for PPG and others, and to   ensure more PPG children are making accelerated progress to ensure they are   attaining the expected standard (or higher) in Reading, Writing and   Maths. 

Communication   and Language needs are effectively targeted and met in the EYFS and beyond.   Children rapidly catch up with peers.


Barriers  to learning for individuals are established early. Gaps in learning are   identified.


Pupils   with SEND have effective plans which robustly track and monitor progress.


Disadvantaged   pupils’ attainment is more in line with other pupils nationally.  Disadvantaged pupils (without SEN), who are not secure, make accelerated   progress.




Social   and Emotional Needs

A   large number of pupils eligible for PP are PPG+ and need support with   attachment and well-being in order to make progress, both academically and   emotionally/socially.


Other   pupils eligible for PP, who are not PPG+, also need support with emotional,   social and behavioural difficulties in order to ensure high levels of   well-being, engagement and involvement in learning.

Pupils   with attachment difficulties and those requiring emotional, social and   behavioural support are effectively supported to enable them to achieve a   high sense of well-being and as a result, improved academic progress.

Impact   is seen on children’s social and emotional development. This may be through:

-       Improved well-being and self-esteem

-       Improved relationships

-       More positive attitudes to learning,   with effective behaviours for learning

-       Development of life-long learning   skills (Resourcefulness, Reciprocity, Relationships, Reflectiveness)


Enrichment   beyond the curriculum

A   number of pupils have limited access to enrichment opportunities outside of   school.


Higher   attaining pupils need to be effectively challenged in the wider curriculum to   ensure they are motivated to learn, develop and excel.

Pupils   with limited experiences, poor self-esteem and attitude to learning receive   enrichment opportunities that enhance their understanding of the world,   feelings of well-being and result in a more positive attitude towards self,   school and learning.


High   attaining pupils, are given opportunities to further excel in areas of   interest e.g. music, performing arts or sport


A   range of enrichments are provided which match children’s needs.


Children   have access to opportunities that they might not otherwise have accessed.


Children   are offered opportunities to excel beyond the curriculum.




Some pupils have poor attendance, which impacts on their achievement. Families   need to be appropriately supported to ensure attendance improves.


Some pupils have families who need effective support to enable their children to   make progress e.g. parenting support, support to engage with school, support with   their children’s learning, and nurture support.


Numbers of pupil premium children have declined, so some families may not be getting   the support to which they are entitled.


Attendance   improves which impacts positively on pupil’s attainment and well-being.



Families feel well supported to enable their children to progress.


Parents have increased awareness of entitlement to Pupil Premium.


Attendance   rates for PP pupils improve so that they are more in line with National (96%).   50% of PP pupils had attendance of 96% or above in 2016-17.


Effective   support is provided through 1:1 meetings, support groups, parents support   initiatives


Increased  staff confidence to accelerate learning through enhanced relationships/ conversations with parents.


Pupils receive the benefits to which they are entitled.





Desired    Outcome




Evidence    and Rationale




A. Learning    in the curriculum (quality of teaching for all)


To improve pupils communication and language skills, particularly in the EYFS.


SALT support  

Three    TAs (P/T) to identify and effectively support pupils whose language and    communication skills are proving a barrier to progress (SALT)




Planning and delivering personalised SALT support to pupils.




Liaison with SALT service, teachers, parents.




Poor language and communication skills are a barrier to accessing learning, and often result in negative behaviours and    difficulties in forming successful relationships.




Early Years and oral interventions have very good  impact on pupils success (EEF Toolkit)




SALT provision provided is highly effective, as evidenced through pupils’ progress and feedback from the schools’ assigned Speech    and Language Therapist.






£6,000 (1/3 of total    cost)






To raise pupil attainment in reading, writing and maths.


Teaching Assistants to support individuals and groups of pupils throughout the EYFS, KS1 and    KS2.






Focus  on quality first teaching, with highly skilled TAs enhancing in-class    learning alongside the class teacher. Supporting whole class teaching, small group work and individual support.




Approach  based on research evidencing the high impact of effective feedback for ALL    pupils, particularly those who are disadvantaged, and the importance of TAs supporting pupils in class so that the most disadvantaged receive first class teaching from the class teacher.










To raise pupil attainment across the curriculum


Context  linked books packs for identified disadvantaged pupils.




Packs of books linked to the Contexts for Learning from Years1-6.




Packs to contain 2-3 key texts to support learning during that term.




Books to be given out termly.




Books may be key fiction texts, CLPE texts or    high quality non-fiction.


Children will take packs home and be able to use them to support their understanding, research for home learning and enhance their wider knowledge of a subject. Where needed, some pupils may share the texts in school with a key adult to ensure they receive the maximum benefit.   




Enhancing pupils understanding through a pre-learn approach will enable pupils to come to class learning informed and with prior knowledge, increasing confidence and ability to learn. Pupils and    families will also be equipped with quality texts to support their learning outside of school.




To raise pupil attainment and well-being




Also links to


D. Support for Families


To become an Adoption Friendly School




Further    establishing and promoting a whole school ethos and vision towards    understanding, supporting and including adopted children and their families.   




Furthermore,  engendering a climate of inclusion for all which permeates through all    pupils, families, staff and the wider community.




To ensure ALL disadvantaged pupils, particularly those entitled to PPG+, and    their families receive a programme that supports their needs and develops    their academic progress.




The    programme will involve:  

-          Devising a clear vision for our school  

-          Setting up a taskforce  

-          Involving all stakeholders  

-          Identifying families and needs  

-          Re-thinking relationships  

-          Partnership  

-          Behaviour and strategies  

-          Reflecting and protecting adoptive families




The outcomes will be wide reaching and impact all pupils with attachment difficulties and those with SEN. Many approaches will benefit all pupils and families in school, raising achievement for all.






A. Learning in the    Curriculum (targeted support)


To meet the gaps identified in pupils learning to    accelerate progress and attainment


Precision teaching


Teaching Assistants delivering daily targeted support for identified pupils from Years 1-6.




One of the most effective teaching strategies for ensuring high levels of fluency and accuracy is Precision Teaching.




Precision teaching is targeted to meet gaps identified in pupils learning.




Carefully designed tasks allow children to practise key skills until they are fluent. It provides the mechanisms for assessing and monitoring progress. Precision Teaching lets you monitor and track the    progress the child makes very carefully and make changes to ensure the child is learning as fast as they can.








(1 hour per day in years 1-6)


To  raise pupil confidence and attainment in reading.




Reading Project




1 TA daily from year 2-6




Provision    of daily structured one-to-one support for learners who find reading    difficult.




Reading Project prioritises the reading of ‘real books’ with disadvantaged pupils to engender a love of books and reading.




Reading Project also supports the development of essential reading skills including comprehension, inference and decoding.




Reading  Project embeds the ‘apprenticeship approach’ to reading. The sharing of a key text is modelled by the adult who reads to the pupil. The pupil shares in the experience by reading the text to the adult. This book is then taken home by the child to share with key questions and prompts for parents.








To improve attainment in reading.






Systematic daily support for pupils’ who are not at the expected standard in reading in Years 1-6 through the programme Lexia.




Lexia  offers pupils personalised phonics and comprehension support through    adaptive assessment technology, so that individual needs are specifically targeted. Lexia will be used at school and at home.




Action research carried out by SENCO identified clear progress for children accessing Lexia. Positive child and parent feedback. Significant progress in reading Age checks made by pupils using    Lexia.




To improve attainment in reading.


Lexia breakfast club




For targeted pupils in KS2




4  days per week (2 sessions per pupil)




Lexia  has greatest impact when it is fully utilised by pupils. Pupils will be invited to two breakfast club sessions per week where they will be supported to access Lexia.




Two TAs will run the club, monitor usage, update class teachers on progress and identify where children are stuck. TAs will offer targeted support to pupils  who need it, ensuring progress.




B. Social and    Emotional Needs


To improve personal, social and emotional well-being.






To    improve pupils ability to access the curriculum.




Learning Zone provision




3  specialised TAs (incl 2 HLTAs)




Provide a range of interventions to support and develop children’s emotional and social needs addressing and removing barriers to learning. Including:



Drawing and Talking  

Lego therapy  

Sand therapy  

Drop-in sessions 

Planned Learning Zone Time  

Friendship support groups






The  Learning Zone supports social and emotional development that allows children the freedom to learn with fewer/without extra challenges.




LZ  staff identify and address emotional barriers to learning and development  through targeted therapies and approaches. Support and strategies are also given to teachers, enabling pupils to learn more effectively.




LZ staff provide targeted support developing strategies for learning and social development.




When pupils social and emotional needs are met, they feel safe, happy and have a positive sense of well-being, allowing them to learn effectively. Providing highly effective in-school nurture provision allows pupils emotional needs to be supported quickly and effectively by a dedicated and highly-trained team of Teaching Assistants.






To provide targeted counselling support for pupils with emotional and behavioural difficulties.


Place 2 Be 


Running    a specialised in school counselling service 


Including    a full range of services:  



1    to 1 counselling  

Parent  counselling  

liaison  with teachers  

Family    Support  





Supporting children’s mental well-being is critical to enabling them to access school  life, including learning and the curriculum.




Support for individuals to cope with emotional and behavioural difficulties has a  positive impact on the whole class, and ensures teachers are able to focus  on teaching.




(20% of total cost)


To  develop core skills to engender motivated, successful life-long learners


Forest School




Prioritised  places for disadvantaged children




Planning  to develop the areas of need for individuals e.g. team building for those    struggling with relationships.






Supporting all pupils to develop key life skills, with increased impact on disadvantaged pupils:

  • Self-Awareness   
  • Self-Regulation   
  • Intrinsic  motivation   
  • Empathy   
  • Good social communication skills   
  • Independence   
  • A positive mental attitude, self-esteem and confidence

Developing these skills through Forest School has wide reaching    implications for disadvantaged pupils who feel empowered and display more positive attitudes towards themselves, others and their learning.








C.    Enrichment beyond the Curriculum


To enable pupils to access extra-curricular activities (inclusion)


Year 6 School Journey to the Isle of Wight.


Support for vulnerable families with residential costs for Year 6 school journey, so all disadvantaged children can participate in this experience.




To subsidise the cost of educational visits for eligible pupils.


Supplement Educational Visits/Visitors/Clubs/Music tuition to enrich the curriculum.


Educational visits offer a rich experience for all children, but have increased impact on disadvantaged children who may not otherwise access the opportunity.












To subsidise the cost of external enrichment activities


Extra-Curricular tuition






To enable pupils to access extra-curricular activities that enrich their  experiences and develop skills, confidence and well-being.




Identified programmes that support the needs of individuals.

  • Stagecoach musical theatre classes developing self-confidence and performance skills
  • Music tuition  enabling gifted pupils to develop their skills









(£495 Stagecoach; £300 1:1 music tuition;


£300 1:1 music tution)






D.    Families


To support effective transition into school and improve pupil punctuality and    attendance




Breakfast Club provided for    children in KS1 & KS2 by invitation






Separate  breakfast clubs for KS1 and KS2 children to allow small sessions with  intensive support from experienced staff, including Higher Level TAs




Support for selected individuals to ease their transition into the school day,  ensure punctual attendance and provide a nutritious breakfast alongside nurture care before school.






To engage parents and improve parenting skills to better support learners at  home.


Parent Gym




30hrs  of sessions during the year; 6 weekly workshops delivered over a half term.




Invite and prioritise parents of disadvantaged children.




Mind Gym trained HLTA providing a school-based parenting programme.




The course aims to create better futures by enhancing the quality of parenting.  It helps parents to develop and enhance skills to support their children.














Projected Expenditure