Pupil Premium

The primary aim of the school is to ensure that all children are able to access all aspects of the school’s provision in order to achieve the highest standards of achievement and the greatest possible progress, in relation to children’s individual starting points.


The Pupil Premium is funding provided to schools, which is additional to main school funding. It is allocated according to the number of pupil’s on-roll who are eligible for free school meals (FSM), a smaller amount allocated according to the number of children of service families, and an allocation for each pupil who has been ‘Looked After’, in the care of the Local Authority, now or in the past. In 2012, funding was extended to include pupils who have been eligible for free school meals within the past 6 years.


It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, this information must be published on the school website. Please see below for information regarding how the pupil premium was spent in the last financial year, the impact of this funding, and the plans for future spending.


Eastway’s Rationale for Pupil Premium Spending


At Eastway, our primary goal is to ensure that our children leave us as well-rounded citizens, fully prepared for the next stage in their education.


Looking at this in a little more detail we aim to ensure all our children:

  •          achieve as highly as they are able
  •          are academically prepared to thrive at secondary school
  •          find joy in success, be it academic, sporting, musical, artistic or another area
  •          are confident at building and maintaining positive relationships
  •          demonstrate kindness and respect to all people however different or similar they may be 
  •          understand our school's values and why they are important
  •          have the beginnings of their own set of personal values
  •          have the self-esteem and self-confidence to make the most of their innate gifts and talents


To achieve these aims with our Pupil Premium children, we use the funding we receive in a variety of ways. Being a small school some of the interventions we put in place are shared by children who are not in receipt of Pupil Premium in order to make them viable and promote good progress for all children as well as Pupil Premium children.


Many of our interventions are linked directly to the curriculum and, in particular, core subjects:


  •          We provide additional support through small group teaching, 1:1 teaching and in-class support to accelerate progress in all areas of English and maths, as it is widely recognised that attainment in these subjects underpins success across the curriculum at secondary school level.
  •          We provide technology and access to relevant computer programs which are proven to support learning in the above subjects and across the wider curriculum.
  •          We provide a range of strategies to support the development of a love of literature and reading.
  •          We provide regular and sustained outdoor learning experiences for our youngest children with a key emphasis on developing speaking and listening skills, as well as social interaction and problem solving.


Pupil Premium 2017-18

Allocation September 2017

Number of pupils and pupil premium grant (PPG) received 2017/18

Total number of pupils on roll


Total number of pupils eligble for PPG £1320

101 x £1320 =£133,320

Amount of PPG received per pupil

Service children PPG x 3 (£300 per pupil)

£300 x 4= £1200

Amount of PPG received per pupil

LA children PPG x 3 (£1900 per pupil)

£1900 x 4 = £7600

Total amount of PPG received

£142, 120


Objectives for spending Pupil Premium Grant 2017 – 18 

  1.   Raise attainment to meet and exceed national attainment averages and accelerate rates of progress for identified groups by addressing barriers to learning. Specifically, in Early Years and Key Stage 1, to narrow the gap between those disadvantaged pupils. 
  2.   To provide resources, including staffing, to enrich and deliver the rich and broad curriculum 
  3.   To support current Free School Meals families access a range of services, extra-curricular activities and school events.

How we plan spent our Pupil Premium Grant 2017 – 18 

Proposed Use of PP Spending &

Opportunities to enhance the PP Provision 

Predicted Impact 

CAMHS Training

SD to cascade training in how to support children and families with mental health issues. Will be able to support our more vulnerable 

Resources bought for SEMH Range of intervention and support programmes and practical resources  Nurture Room created

Used by children & FSW

Focus on providing tier 1 and 2 support for children and families with social and emotional difficulties 

Edsential Training – SEMH for all staff

Greater understanding of children with SEMH

PE & Sport Lead Teacher  2 Sports Apprentices 

Access to more sport and active enrichment opportunities 

8 additional days of Educational

Psychologist Support 

Identification of additional needs 

Subsidised educational visits, visitors, enrichment days and residential

Opportunities for all children to experience a broad and balanced and enriched curriculum 

EYFS Lead Teacher additional Release time 

Focus on targeting speech and language development of EY pupils 

KS2 Teacher additional release time

Pupil Premium Champion, to address gaps and work with children in small groups in afternoon sessions 

More pro-active-PP awareness and encouraging families to accept the funding 

More pupils on PP than before, increased awareness and funding for school  

Family Support Role in School  

To support vulnerable pupils and families 

Attendance Officer Support Role 

Consistent approach to support for vulnerable families and children 

Half termly Child Causing Concern Meetings- multi agency 

Meetings held to identify those children and families who may need extra support before any social care intervention, targeted support and intervention from a range of agencies 

Target Tracker- computer tracking

Identifies and tracks pupil premium children, able to track progress of


our disadvantaged pupils easily 

Cohort Overviews introduced

To easily identify PP children and assess whether on track, teachers and SLT more aware of the progress of those disadvantaged pupils and the areas for development and individual targets

Networking- links with outside agencies and school to school support 

Locality social worker in to support families, a wider range of agencies working with school to support families and children, share a range of expertise in the community and links to support groups and 

PP Website Audit G&M Murphy Ltd.

An audit of the website in terms of the PP information that we currently have published and what needs to be addressed- actions set for summer term 

Early years-Speech and Language Resources purchased

To encourage talk for Writing, identified as an area for development for our PP children in EYFS 

Purchased small world resources for role play/talk

Welcom screening identified that our EYFS PP children were scoring below non PP children so more resources that promote talk and communication purchased 

Boxhall profile purchased and training for all staff arranged 

To assess emotional needs of disadvantaged pupil and be able to measure the progress and impact of any interventions given in terms of SEMH

Purchased new testing-Spelling and reading age tests

To track pupils from baseline as part of a more robust tracking and monitoring system- forms part of quantative data tracking against chronological age

Purchase of Sandwell Maths testing KS2

To track pupils who are underachieving in Maths at KS2- identifies areas for development on baseline set, sets targets and tests on exit of intervention to measure the progress made and the impact of any support programme. 

Case Studies produced for disadvantaged pupils  

Identifying those children working below ARE or making little progress, tracking all interventions and building a bigger picture around the child. 

Change to start of school day

1:1 support TAs in class at 8:45, increase in punctuality for all children, support available for those children, hard to reach families are more engaged in school 

Book bags purchased for F2 pupils 

Ensuring that all children have what they need for school 

Homework Packs purchased for every child 

Ensuring that all children have what they need for school 

PE Kits purchased for all children 

As above 

Self esteem 

Early birds support offered by all TAs

To focus on Pupil premium and SEN children to close the gap in attainment and develop key skills- children targeted every half term 

Purchase concrete apparatus to support learning in Maths

Making maths more accessible for all children 

Early Years Part time apprentice 

To focus on Speaking & listening and communication development, more adults to provide more focused support for our youngest pupils 

Morning snack in EYFS 

More availability for those children and a wider range of healthier and more filling morning snack for those children who may not have breakfast in a morning. Increased concentration in morning sessions 


Provision maps reintroduced and focus on PP  children

Staff held to account for PP children’s progress in  Pupil Progress meetings

Attendance Work & Panel Meetings 

Additional support of Local Authority ESWO supporting school to hold regular meetings with attendance officer, SR and EM to bring in parents with children with poor attendance and punctuality. SR to attend SIMs training to look at how we monitor and track the PP children and their attendance.

Planned Provision & Continued Allocation Pupil Premium Grant 2017 – 18

Additional Speech and Language to support vulnerable pupils who are causing concern – fortnghtly visits from Speech Therapist  to increase attainment and progress in phonics, reading and writing

Every class allocated additional support every morning to support the learning of vulnerable groups so that all pupils make at least expected progress-Gap busting, Early Bird interventions etc

Solution focused therapy is used to address the emotional well-being of more vulnerable pupils on a 1:1 basis so that they are able to learn more effectively

Learning mentor-1:1 support for children with a range of needs

Specific support programmes funded to support the learning of pupils and address gaps in learning. These include: social and communication programmes, speech and language programmes, dyspraxia programmes, phonic support and maths initiatives eg Numbers Count

Increased staffing to target Pupil Premium pupils to  increase attainment and progress in English and Maths

Out of hours activities funded to support individuals during term and holiday times

Purchasing new books to inspire and develop daily reading and response

Vouchers offered to spend at the annual book fair to encourage reading

A reduction towards class trips and visitors

Part funding towards new resources to inspire learning linked to new curriculum

1 free after school club per term from clubs which charge a fee

Homework and Computer Access/Club for Pupil Premium pupils, weekly

Targeted intervention and support from 1:1 tuition 

More Able Pupil Premium groups run by senior teacher with experience of tutoring 

Purchasing of high quality resources for Early Years Pupil Premium to promote quality talk and language skills 

Additional TA support for EYFS and Key Stage One to address early intervention and challenge for pupil premium children to reach their potential

Narrowing the gap using the Pupil Premium  

At Eastway we have used Pupil Premium funding to ensure our shared vision of high expectations, outcomes and success for all is appropriately resourced and supported by an effective workforce. 

We have created a whole school ethos based on positive attitudes, good relationships, equal opportunities and respect. We have developed a whole school learning culture using Guy Claxton’s ‘Building Learning Power’ to help children, staff and parents understand and develop their learning habits. 

We have established more consistent high quality first teaching by developing agreed policy and practice which is followed by all staff; including the effective use of AfL. We have an engaging and motivating curriculum which provides stimulating contexts for learning and follows the Excite, Enhance, Celebrate pathway. 

We have a strong leadership team who regularly monitor the impact of teaching on pupil progress and hold staff accountable. We have an effective assessment and tracking system that is used to quickly identify ‘off track’ pupils and target additional support and interventions. We have provided carefully targeted CPD, mentoring, peer observation and collaboration. We have trained Teaching Assistants who deliver effective maths and literacy interventions. 

We have employed a full time Family Support Co-ordinator to engage with parents and carers who need additional support and an Attendance Officer to ensure children attend school regularly and on time.