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Pupil Premium

Silverdale Primary School - Pupil Premium 2014 to 2015

Report to Governors and Parents 2014 - 2015


At Silverdale Primary Academy we have high aspirations and ambitions for all children and believe in a culture of excellence for all. We strongly believe that a child’s thirst for knowledge, commitment and dedication to learning that makes the difference between success and failure. We are determined to ensure that all of our children are given every chance to realise their full potential. Pupil premium funding represents a significant proportion of our budget and this document outlines how we will ensure it is spent to maximum effect.


The pupil premium is a government initiative that targets extra money at pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non-deprived peers. The premium is provided to enable these pupils to be supported to reach their potential.

The Government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and have provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six year period. This fixed amount of money is expected to increase every year for the course of this current Parliament. At Silverdale Primary Academy we will be using the indicator of those eligible for FSM as well as identified vulnerable groups as our target children to ‘close the gap’ regarding attainment. Recently, a change in Government terminology now see this group of children named ‘disadvantaged’ in Raise on Line.


When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, poor acquisition of language and development of communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.

By following the key principles below, we believe we can maximise the impact of our pupil premium spending.

Building Belief

We will provide a culture where:

  • staff believe in ALL children succeeding

  • there are “no excuses” made for underperformance

  • staff adopt a “solution-focused” approach to overcoming barriers

  • staff support all children to towards learning through a mastery curriculum

    Identification of Pupils

    We will ensure that:

  • ALL teaching staff and support staff are involved in the analysis of data and identification of pupils

  • ALL staff are aware of who pupil premium children are

  • ALL pupil premium children benefit from the funding, not just those who are Underperforming

  • Underachievement at all levels is targeted (not just lower attaining pupils)

  • Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”


Objectives For Pupil Premium In This School

  • The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for these pupils

  • The funding will be used to narrow and close the gap between the achievement of these pupils and their peers

  • As far as its powers allow, the school will use the additional funding to address any underlying inequalities between children eligible for Pupil Premium and others

  • We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives

  • The Head teacher and governing body have agreed a policy for Pupil Premium to guide the use of funds and to ensure that it represents value for money

Number of pupils and pupil premium grant (PPG) received 2014-15

Total number of pupils on roll


Total number of pupils eligible for PPG


Amount of PPG received per pupil


Total amount of PPG received


Performance of disadvantaged pupils in receipt of PPG – End of KS2 results

Standards and Progress



% of pupils making expected progress in Reading (KS2)

% of pupils making better than expected progress in Reading (KS2)





% of pupils making expected progress in Writing (KS2)

% of pupils making better than expected progress in Writing (KS2)





% of pupils making expected progress in Maths (KS2)

% of pupils making better than expected progress in Maths (KS2)





KS1 to KS2 overall value added for disadvantaged group

Reading 100.4

Writing 98.4

Mathematics 99.5

Overall 99.4

Reading 100.7

Writing 100.3

Mathematics 102

Overall 101.2

APS achieved in Reading, writing and Maths overall for disadvantaged group



Performance of disadvantaged pupils in receipt of PPG 2015 – Across the school

Year Group



Disadvantaged National



Other National

Year 1

Phonics Check





Key Stage 1

All core subjects

























Impact of Pupil Premium Spend 2014-15

Focus Priority Area

Person Responsible




Improving Feedback





Cathy Garside x 3

Anne Bedford x 3

Sarah Luty x 3

TOTAL £4600

Book Scrutiny in Maths and Literacy

Majority responding to marking, evidence of impact on progress through marking

One to one Phonics interventions

Rachel Nevins-Stanford

Deputy Head

Interventions R-Y2 1:1

Ruth Miskin package

TOTAL £10878


Frequent assessments

RWI consultancy observations

Phonics screen results

Y1 84%

Y2 100%

75% pupil premium passed phonics screener

(each pupil premium child = 13%)

Interventions in Reading, Writing and Maths

Senior Leaders


Improved outcomes

Improved outcomes across the school

One to One Precision Teaching for SEND PPG children

Simon Davies


Regular monitoring

Half termly assessments

Progress evident in books and data

Copy of Core Text and PPG family workshops

Rachel Nevins-Stanford

Family workshop

Core texts

TOTAL £441.61

Attendance regsiters

Delivered in Y6, Y5 and Y2


Additional part time Teacher in Year 6

Part time teacher


Half Termly Pupil Progress Meetings

Lesson Observations

Year 6 PPG gap closing data

Reading, writing, maths L4 combined 100% for PP, compared to 89% for all pupils

Lunchtime Chill Out Club

Rachel Nevins-Stanford


Reduced behaviour incidents

Reduced behavior incidents of targeted pupils

1:1 bespoke Outreach programmes including home educating

Simon Davies


TOTAL £2306

Reduced exclusion rates

Resulting in positive outcome

1:1 support worker top-up funding



Improved rates of progress

See data

Attendance consultancy

Ruth Barlow

TOTAL £2496

Improving trend in attendance

Improved attendance

Family Liaison Worker- engaging vulnerable families

Ruth Barlow


Reduced safeguarding incidents

Improved behaviour incidents

Improved rates of progress

Fewer safeguarding incidents


Ruth Barlow




Dove Service

TOTAL £1147.50

Engagement within the classroom

Staff, pupil, parent voice

Improved outcomes noted by parents/teachers

Breakfast Club to improve persistent late

Ruth Barlow


Improve lates

Fewer lates

Educational Visits including residential


Various trips and residentials

TOTAL £818


Every PP child attended

Improving healthy lifestyles


Ruth Barlow

Bee Active

TOTAL £200


PP families targeted and attended

Admin cost



Provision Mapping

Pupil Progress Meetings



PPG children tracked carefully- evident in all Pupil Progress Meetings

Pupil Premium Conference/Training/Travel

Senior Leaders



Improved senior leader knowledge on planning effective audit trails

Total Cost:





Number of pupils and pupil premium grant (PPG) received 2015-16

Total number of pupils on roll


Total number of pupils eligible for PPG


Amount of PPG received per pupil


Total amount of PPG received


Impact of PPG spending

The school will evaluate the impact on each pupil half termly. Evaluation will focus on academic gains, improved attendance, punctuality and how pupils self –confidence has developed as a consequence of the intervention. We will judge progress made in reading, writing and maths as a result of intervention and how confidently children are applying these skills across all areas of their learning.

©2017 Silverdale Primary Academy

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