Pupil Premium Report 2018/2019 

What is the Pupil Premium? 

The Pupil Premium (PP) was introduced in April 2011 to support children from low-income families who were eligible for free school meals (FSM), Children in Care and those from families with parents in the Armed Forces.  In 2012-13 the Government extended the eligibility for the Pupil Premium to include pupils who had been receiving free school meals since January 2011 (Ever6 rule).  This was extended again in 2015 to include children who are recently adopted. 

Nationally, the statistics show that pupils in the above groups often do less well than their peers at school.  The aim of this money is to try to close the attainment gap between pupils and to try and remove any barriers to learning that pupils may face. 

At Maypole Primary School, the Pupil Premium has been making a significant difference to our disadvantaged pupils.  We ensure that the additional funding reaches the children who need it most and that it makes a significant impact on their education and lives. 

Amount of Pupil Premium funding at Maypole Primary School 

In the 2018 to 2019 financial year, primary schools will receive £1,320 for each child registered as eligible for Free School Meals (FSM) at any point in the last 6 years. Schools will, also, receive £2,300 for each Child in Care (CiC) or adopted child. 

Who decides how the money is spent?

The Government have allowed 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 school.  

The proposed annual expenditure of Pupil Premium is shared and agreed by the Governing Body.

At Maypole Primary School, we ensure that our Pupil Premium funding is used to provide a range of teaching and learning opportunities for our children, closely matched to their needs.

To narrow the gap between pupils eligible for pupil premium and their peers and to eliminate barriers to learning and progress:

  1. i) All pupils receive well-planned support to reach their individual targets in Literacy and Numeracy so they achieve to the best of their ability.
  2. ii) All pupils have access to a range of opportunities across and beyond the whole curriculum, which they might not otherwise be able to access.

iii) We work alongside our families, listening and offering advice and support, and provide parents/carers ways to help their children at home.

What are the main barriers to achievement faced by disadvantaged pupils?  

The barriers and challenges faced by our disadvantaged pupils are complex and varied – there is no single difficulty faced by all.  Maypole Primary School is an above average primary school – 420 pupils. The proportion of Pupil Premium is below national average (25%): 10% to 22% across the school, 17% overall, 22% in year 6 (2018-2019). 

Research has shown that children who are faced with poverty often have other barriers to overcome.  These include weak language and communication skills. Some children do not have enough exposure to good quality models of language and miss out on hearing rich vocabulary.  This puts them at a disadvantage when they start school as they are not as able to express and explain themselves well.  This in turn can affect the ideas they have to write.  

At Maypole Primary School, Understanding and Speaking are low in Reception on-entry and there are a high number of speech and language issues across KS1 and KS2, particularly for pupils eligible for Pupil Premium. Early identification and intervention in Reception is a priority at the school; we provide targeted support to improve speech and language, to sustain high achievement in Communication and Language, Phonics and Reading. One of the ways we have tackled this is by introducing the ‘Colourful Semantics’ approach to language and speech development. Most teachers and LSAs have received Colourful Semantics’ training, upskilling them in this teaching method for improving grammar and sentence structure, spoken and written. 

Sometimes disadvantaged pupils are more likely to be late or not attend school than peers.  Sometimes housing conditions are very poor, leading to more illness.  We have a dedicated Pastoral Team who help families to improve on absence and lateness.    

There may also be complex family issues and additional pressures relating to poverty that restrict children from flourishing. At Maypole Primary School, vulnerable pupils are identified quickly by our Inclusion Manager, staff and our Pastoral Support Worker and pupils’ well-being is monitored termly alongside their academic progress. To ensure early identification and support required, the school’s Inclusion Manager (AHT) attends all home visits and additional meetings with families prior to joining the school so teachers are informed of pupils’ background and any provision, such as counselling, is arranged straight away.  

Finally, sometimes, disadvantaged pupils experience a lack of confidence and are less likely to see themselves as successful.  This can create an attitude of negativity towards school that we work hard to overcome.  Through our very effective Pastoral Team and our caring staff, we help to prevent families feeling alienated and seek to instil positive ‘can do’ attitudes towards learning.  This is reflected through the school’s values of Inclusion, Determination, Aspiration, Respect and Excellence. 


How we spent the 2017/18 pupil premium money and the impact it had - Click Here

How will we spend the Pupil Premium allocation for the academic year September 2018-July 2019? 

1.  Planned expenditure 

·         Academic year



Using the Pupil Premium to improve classroom pedagogy (teaching methods and practice), provide targeted support and support whole school strategies


    i.   Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A. To improve speech and language outcomes across the school ensuring early identification and intervention in EYFS

Training on ‘Colourful Semantics’ for new staff


Training for teachers/LSAs – specific training by staff with speech and language expertise



Since the introduction in 2015-16, there has been accelerated progress for pupils particularly in EYFS with a reduction in pupils requiring support over the year.


Training delivered to new staff

All classes to be fully resourced

Monitoring by Inclusion Manager & Speech and Language LSA

Follow up support to be provided for EYFS staff and teachers/LSAs where speech and language need is high.

Inclusion Manager & Sp. & Lang. LSA




Sp. & Lang. Therapist + Sp. & Lang,  Dyslexic and  EAL trained LSAs

December 18






Total budgeted cost


  ii.   Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A. To improve speech and language outcomes across the school ensuring early identification and intervention in EYFS

Individualised programmes following assessments by Speech and Language Therapist (bought in service) - staff training.


Outcomes for targeted pupils following programmes. Language Link data Intervention outcomes Improved phonics scores

Early identification and planned assessment by Sp. and Lang. Therapist. Training for staff delivering programmes. Training/support for families to work alongside school.

Sp. & Lang. Therapist.

July 19

B. Accelerated progress and attainment across the school for pupils eligible for PP and those at risk of underachievement – all abilities




Tuition delivered by Graduate Tutors (6 Graduate Tutors or equivalent funded by grant)









Graduate Tutors appointed by the school have good honours degrees and aspire to become teachers or educational psychologist or to gain experience working with young people. They work within year groups and provide targeted interventions for children eligible for PP, whatever their ability, and also focus on plugging gaps in learning for pupils at risk of underachievement. Graduate Tutors support pupils in class and in small group or 1:1 programmes tailored directly to pupils’ gaps - accelerated progress and attainment in 2015-16 since Graduate Tutors started working in the school.

Pupils identified at Pupil Progress Meetings for 1:1 or small group tuition arranged before and after school. Additional groups set up as necessary.

Progress data linked to pupils targets/steps - monitored by SLT and English & Maths Subject Leaders   


SLT & all teachers


Termly & July 19

T1 to T6



ISSK (Inclusion Support Service in Kent).Training for staff on supporting children for whom English is not their first language (EAL) and providing resources and advice on directly supporting individual pupils.


Increasing number of pupils across the school for whom English is not their first language, including those eligible for Pupil Premium.

EAL ambassadors.

Staff training.

Monitoring of interventions.

Termly tracking of EAL pupils & outcomes for pupils.   


EAL leader

Inclusion Manager


Termly & July 2019

Easter School set up to provide catch up, boosting and enrichment sessions, tailored to the needs of pupils eligible for pupil premium and those at risk of underachieving – all abilities (Y6).


Positive impact for pupils who have attended over the last two year. Improved progress in Reading, Writing, Mathematics & SPAG for pupils’ attending.

Organisation of week, timetable, agreed with parents to ensure maximum attendance.

Year 6 teachers

April 19

Total budgeted cost





 iii.   Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

C. Improved well-being for pupils and families leading to improved engagement in pupils’ learning and progress in learning for identified pupils eligible for PP.











D. Reduction in persistent absentee rate for pupils eligible for PP.






Part time counsellor employed to deliver one to one counselling sessions for vulnerable pupils – to raise self-esteem and improve emotional well-being.

£7,000 (partly funded)

Pupils’ well-being and emotional needs impact on progress and attainment. This service has led to improved engagement in learning and the school has received positive feedback from pupils, parents and staff.


The school has a very effective Pastoral Team. Vulnerable pupils are identified quickly by our Inclusion Manager, staff and parents.


Pupils’ well-being is monitored termly alongside their academic progress. Provision is put in place termly as needed.


Targeted interventions for identified pupils monitored termly – progress made from starting points


Educational Psychologist reviews

Engagement from learning

Feedback from pupils, parents & staff


Persistent absence rates fall to be in line with national levels – Ofsted, June 2018

Inclusion Manager, Counsellor, Ed Psy & PSW

Termly for identified pupils

July 19

























Educational Psychologist assessments for vulnerable pupils including those eligible for Pupil Premium



This service provides specialist advice, targeted support and intervention programmes for vulnerable pupils. Detailed cognitive assessment of pupils have been effective informing planning for individual needs.


Pastoral Support Worker employed 5 days a – to work alongside children and vulnerable families: to improve outcomes; support positive parenting; and to monitor absence and punctuality and follow up immediately – reducing persistent absence in the school – Ofsted priority £10,000 (partly funded)


Working closely with vulnerable families has improved well-being for pupils and engagement for learning.

Improvement in attainment and punctuality will lead to improved progress and attainment. Working closely with persistent absentee families at Maypole has led to a reduction in absence for our vulnerable families.




Pupils’ attendance at extended schools’ ‘out of hours’ activities is provided so all pupils have the opportunity to attend school clubs. Funding towards the Y6 school journey is also provided.



All eligible PP pupils have the opportunity to attend clubs & PGL.

The percentage of pupils attending school clubs has increased. Pupils have also been provided with the opportunity to attend activities out of school e.g. horse riding, dancing which they would otherwise not be able to attend. 

Attendance at clubs monitored. Reports from outside clubs. Feedback from pupils/parents.


July 2019

Total budgeted cost


Total PPG expenditure




Progress of pupils is tracked termly through Pupil Progress Meetings.

Individual interventions / targeted support for PP / CiC / adopted pupils included in personalised class provision maps – updated termly.

Consultation has taken place with parents as to how the funding could be used to assist their children.


Total PPG  received


PPG remaining


additional spend from school budget