• Mrs Alison Ruff
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Pupil Premium

Pupil premium was introduced in April 2011 and is paid to schools as a grant. It is allocated to schools for each child who;

  • Is entitled to Free School Meals (FSM); currently entitled to FSM or who has been eligible for FSM within the last 6 years.
  • Has parents who are currently serving in the armed forces.
  • Is in the care of the Local Authority or post adoption.

Schools decide how funding will be spent, since they are best placed to assess what additional provision should be made for individual pupils within their responsibility.  However, school is held accountable for how pupil premium funding is spent in supporting pupils.

At Congerstone Primary School we believe Pupil Premium should benefit the ‘whole child’ and be used to;

  • Remove barriers and ‘Build Learning Power’, in order to extend confidence and maximise progress/attainment in reading, writing and maths.
  • Enhance emotional literacy, communication/social skills and self-awareness through enrichment opportunities within school.

 We will ensure that:

  • Teaching and learning opportunities meet the needs of all pupils
  • ALL pupil premium children benefit from funding, not just those who are underperforming
  • ALL staff are aware of who pupil premium and vulnerable children are
  • Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”
  • ALL teaching staff are involved in data analysis and identification of need so that they are fully aware of how best to meet a child’s needs in school
  • Research (e.g Sutton Trust Toolkit) supports us in determining the most effective strategies

We recognise that not all pupils who are eligible for free school meals, (or have been eligible in the last 6 years) are socially disadvantaged and further, some children who experience disadvantaged backgrounds are not eligible for free school meals and thereby do not attract Pupil Premium Funding.

We will ensure all pupils who have additional needs receive the highest quality personalised provision, which helps them to achieve success regardless of their status as disadvantaged or non-disadvantaged. We therefore allocate Pupil Premium funding to support any pupil or groups of pupils that school has legitimately identified as being socially disadvantaged.


All Pupil Premium pupils have an Individual Pupil Provision Plan, which enables school to identify, monitor and review each child’s needs regularly.

The range of provision may include:

  • Support within small groups during lessons
  • Small group intervention programmes
  • 1:1 support in class
  • Challenging and supporting more able children through structured prompts in class and additional sessions outside of class.
  • Small group work with an experienced teacher focusing on specific gaps in learning.
  • Working with other agencies to bring in additional expertise and support e.g for assessments, training and advice from specialists such as speech therapists, educational psychologists etc.
  • Working with parents to ensure they can support their child’s learning.
  • Subsidising activities that broaden knowledge of the curriculum or participation in school activities. E.g residential trips and Keystage 2 music lessons.
  • Ensuring good attendance, punctuality and readiness for learning and supporting if this is a barrier to learning.

We will ensure this is effective by:

  • Regularly reviewing children’s individual needs and adapting or changing if they are not making progress.
  • Ensuring support staff and class teachers communicate regularly.
  • Matching support staff skills to the interventions they provide.
  • Recognising and building on children’s strengths to further boost confidence.

Monitoring and Evaluation

The Headteacher and SENCo maintain an overview of pupil premium spending. A nominated governor is given responsibility for pupil premium.

We ensure that:

  • A wide range of data is used to assess progress and attainment -pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice.
  • Analysis of assessment data includes impact of interventions.
  • Assessments are closely moderated to ensure they are accurate.
  • Teaching staff and support staff attend and contribute to pupil progress meetings.
  • Regular feedback about performance is given to children and parents.
  • Attendance and behaviour are regularly monitored to ensure this has a positive effect on progress and attainment.
  • Practice and impact are reviewed annually before writing the projected spend for the next year.



  • Termly reports to governors as part of on attainment and progress updates.
  • Annual report for the website on spending and impact for last academic year.
  • Annual report for the website about projected spend for the next academic year.