Pupil Premium Funding

Schools, head teachers and teachers will decide how to use the pupil premium allocation, as they are best placed to assess what additional provision should be made for individual pupils – Department for Education

The Pupil Premium (PP) is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to underachievement. These include pupils who are;

  • entitled to free school meals or have been within the last 6 years
  • looked after by the local authority or adopted
  • children of armed service personnel.

At Damers First School:

  • We aim to ensure that high quality teaching and learning opportunities meet the needs of all of our pupils;
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are adequately assessed and addressed;
  • In making provision for disadvantaged pupils, we acknowledge that not all pupils who receive free school meals (FSM) will be disadvantaged and that not all pupils who are disadvantaged are registered or qualify for free school meals;
  • We ensure that the targeted and strategic use of Pupil Premium funding is determined following a thorough needs analysis of all children.

Key priorities:

  • Our core aim, when allocating Pupil Premium funding, is to raise the attainment and progress of disadvantaged pupils so that their performance compares favourably with non-disadvantaged peers.

What we expect to see:

Outstanding teaching and learning is paramount to the success and progress of all pupils including those from disadvantaged backgrounds. This remains a consistent and relentless focus in our school. In addition to this, targeted intervention and support strategies are deployed in order to:

  • improve levels of attainment and progress;
  • close attainment gaps relative to school averages;
  • enhance reading, writing, mathematics and communication skills;
  • engage children in education, learning, enjoyment and aspiration through comprehensive extra-curricular provision;
  • offer pastoral support in the form of social and emotional or family support;
  • have a clear focus on all disadvantaged pupils, including those with SEND and more able pupils;
  • support pupils in becoming aspirational, confident and successful learners.

Key Developments since September 2013

It was clear following a thorough analysis of Pupil Premium data (Sep 13) that a more thorough strategic approach to the use of Pupil Premium funding was needed. The new headteacher and strong leadership team began urgent intervention work to narrow the widening gap. They were fully aware that, although progress measures in the school on the whole were good, this particular group needed to make equal or better progress. This has been a core priority in the School Development Plan (2013/17) and following an extensive study of best practice through the use of Ofsted reports, the EEF Toolkit, local and national best practice and a detailed analysis of current interventions and impact, the leadership team devised a strategic and rigorous approach to the use of Pupil Premium funding and the continuous evaluation of impact. This is now embedded in our self-evaluation practices, informs our planning and any amendments to our provision, and has resulted in rapid and sustained improvements in aspects of this area over the last four years.

Evaluation and impact of 2016/17 and key developments for 2017/18

There are currently 73 pupils (17%) in receipt of Free School Meals in our school and 92 pupils in total (21%) are in receipt of Pupil Premium funding. In 2016/17 we received £129,940 in Pupil Premium funding. The school used this to develop the following strategies:   (Further key developments for 2017/18 appear in green)


Teaching and learning


A wide range of teaching and learning programmes that develop teacher skills and classroom practice. These include:

  • CPD Programme to develop outstanding practice in marking and feedback
  • Middle Leadership Development Programme, with a focus on coaching and mentoring
  • Specialist Teachers to lead additional provision (eg Digital Leaders/ Boys Bookclubs/ Maths Leaders/ School newspaper)
  • A strategic analysis of the progress of ‘focus pupils’
  • Home Learning workshops
  • CPD in the use of structured conversations when working with vulnerable families
  • Teacher release to facilitate structured conversations
Support for Inclusion


Many aspects of the Inclusion team’s work impact on the progress and attainment of disadvantaged pupils, including:

  • A designated Inclusion Leader
  • Specialist support staff
  • Early identification and targeted support
  • Alternative provision support
  • Support from external agencies
  • Motivational support to raise aspirations
  • Targeted projects for specific groups of disadvantaged pupils
  • Further development of the Strategic Leadership Group for Inclusion
Intervention support


An in depth programme of intervention support, this includes:

  • Reading Recovery (now known as Reading Rescue)
  • IEP Provision for pupils not making the expected progress in English and mathematics
  • Cognition and Learning interventions such as First Class @ Number 2, Better Reading Partners and FFT Reading and Inference training
  • Communication and Interaction interventions such as Narrative Therapy and Talking Partners, and EAL support where language is a potential barrier to learning.
  • Emotional, Behavioural and Social Development support such as Breakfast Club, Lunch Club and swimming club
  • ELSA support – One to one ELSA provision to support pupils with emotional and social difficulties. When required pupils work alongside a specialist ELSA TA who tracks and monitors progress against specific targets.
  • Specialist Support
  • Sensory and Physical Interventions which include the Learn to Move programme
  • Intervention Plus – support for parents
  • Structured Conversation workshops
Leadership and Management


Clear leadership responsibilities are now based on the progress and accountability of disadvantaged pupils these include:

  • Leadership and management of an intensive identification and analysis process
  • Rigorous tracking and monitoring measures to ensure pupils who are not reaching their full potential have been identified and have appropriate intervention and support in place
  • Rigorous tracking and monitoring of attendance and punctuality
  • Enhancement of leadership structure and practice through the further development of Strategic Leadership Groups (SLGs) with a specific focus on disadvantage and gender
  • Appointment of a Senior Teaching Assistant post with a focus on leadership of intervention provision and a strategic approach to social, emotional and mental health
  • Parent Support Adviser / Senior Teaching Assistant working closely with targeted families – to include introduction of Stay and Play sessions,  ‘Intervention Plus’ (parent support workshops to run alongside interventions) and ‘Stay and …’ sessions
  • A detailed review of the impact and value for money of all provisions and interventions that are in place
  • Provision for targeted work with families (such as Family SEAL, Incredible Years and structured conversations)
  • Release time for teachers to work alongside the Inclusion Leader
  • Whole school events which encourage parental engagement and celebration of the arts, ensuring that targeted families are motivated to attend


A targeted transition programme for Year 4 pupils takes place during the spring/ summer term. The focus this year allows any disadvantaged or vulnerable pupils to gain extra support and guidance during the transition phase to Year 5 through a sharing of targeted practice with the middle school (team around the child) and the sharing of a specialist TA.

Additional costs/ enrichment activities


A wide range of extra-curricular activities to engage pupils during lunch time, before and after school. These include:

  • Sports clubs
  • Music tuition and instruments
  • Digital Leader programme
  • KS1/KS2 Book Clubs
  • Breakfast Club
  • Lunch Club
  • Maths Club
  • Creative Writing Club
  • Performance Group (dance/ drumming/ music)
  • Funding for residential/ extra-curricular trips to raise achievement and cultural understanding
  • School Newspaper
  • Glee Club
  • Energy Club
  • Swimming / water activities
  • Boys Book Clubs (Invitation Only)
  • Sci-Fi Writers Club (Year 1 Boys)
  • Forest School – KS1
  • Nurturing Arts provision (Arts Leaders / Arts Awards / JRock and materials)
  • ‘Stay and …’ sessions for parents

Impact 2014 – 2017

To review the detailed impact of the above programmes and interventions click here.


The Inclusion Leader produces termly reports for the Governors’ School Improvement Group (SIG) on:

  • The progress made towards narrowing the gap, by class and year group, for disadvantaged pupils
  • An outline of current provision
  • An evaluation of the cost effectiveness and impact of targeted interventions

The Governors of the school ensure that there is an annual statement to parents and carers on how the Pupil Premium funding has been used to address the issue of ‘narrowing the gap’ for disadvantaged pupils.  This statement is published on the school’s website.

Our nominated Governor link for Pupil Premium funding is Margaret Moss.

For more information on the Pupil Premium, please visit: