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Pupil Premium

The current Ofsted inspection framework states that schools should ‘identify and support pupils who have significant disadvantages so that their progress is maximised’. Barlby Primary School is committed to ensuring all children achieve the highest academic standards and any disadvantage as a result of pupils’ home circumstances is redressed as quickly and effectively as possible. 

Pupil Premium (PP) is a grant given to schools for each child who claims free school meals currently or who has done so in the past six years. The government provides this grant so that schools can allocate additional support to ensure that the attainment and progress of disadvantaged pupils at least match or are rapidly approaching those of other pupils nationally and in the school.

Pupil premium funding at Barlby is allocated to reduce class sizes and improve pupil-adult ratios. Barlby serves a diverse community where deprivation is high. Access to additional academic and pastoral support is crucial for the community. Barlby is a 1.5 entry school (45 spaces in each year group). Historically, classes were organised to include mixed classes e.g. Year 3/4. This is far from ideal and the school leadership took the decision to spend PP funding on organising the school to include two small classes in each year group. This organisation has led to considerable success.

Funding is allocated to direct academic support to ensure all pupils in receipt of the PP have the necessary support to reach at least national standards of attainment in the core areas of reading, writing and mathematics by the time they leave the school. Further PP funds are used to ensure pupils are able to play a full part in the life of the school, removing any differences in opportunity that might occur as a result of financial constraints.

Ultimately all funds, both those derived from the PP and those from the main school budget that supplement these, are used to ensure equity of experience and outcomes for the most disadvantaged children with their peers.

Pupil Premium 2016 - 2017




Impact Measure

EEF Impact








 LSA every afternoon £8,000









Percentage of learning mentor’s salary £10,000

 2 x 1:1 behaviour support percentage of salary £16,000







CPD time







CPD time

Resources – significant investment in 2016-2017. Top up: £2000 in 2017-2018







LSA salary x1 £16,000







Percentage of Salaries for LSAs x 3 that support streaming and small groups £4000


Social and Emotional learning



There is an increase in mental health issues for our pupils. The Art Room is a UK charity working with children and young people to increase their self-esteem, self-confidence and independence through art. Working with trained Art Room Practitioners, students work in small groups in the dedicated studio space.


Early Years Intervention

Focus: Speech & Language Support




Typically, pupils on entry are below national average for speaking and listening and this impacts on attainment and progress in most areas of the curriculum.

Closing the gap between PP pupils and National in CLL ELG

Outdoor Adventure learning



Residential School Journey in Y6.

Barrier: poverty. Barlby aims to give all pupils an equal chance to enjoy extra-curricular activities.

Behaviour Interventions



Behaviour interventions seek to improve attainment by reducing challenging behaviour.

Reduced number of incidents recorded on behaviour manager. Increase in class participation. Increase in progress.

Zero exclusions: exclusions used only as a last resort to gain additional external support.

Curriculum Enrichment participation


Providing experiences that pupils would otherwise find difficult to access. Subsidised trips and workshops. To extend pupils learning beyond the classroom and raise aspirations.

Feedback and meta-cognition



Feedback studies tend to show very high effects on learning – particularly in core subjects.

Pupils are able to talk about how to improve their learning (learning walks, observations). Target setting. Marking with pupils. Peer feedback.

Parental Involvement


As primary educators we want to inform and include parents whenever we can in their child’s / children’s learning. We target workshops and respond to feedback in questionnaires.

Reading Comprehension Strategies



In 2016 reading results in key stage two were below national therefore we implemented an action plan to address this including a new approach to reading in KS 2.

Closing the gaps between PP pupils and others. Closing the gaps between PP pupils and National.

Upper Key Stage Two intervention



There is a significant gap between PP and non PP achieving at expected standards in writing in these year groups.

Speaking and Listening Interventions




Low levels on entry impact on all areas of the curriculum, particularly literacy. Limited S&L can also be an impact on social and emotional well-being.

Introduce speech and language assessment system and measure impact at end of year (pupil progress)

Reduced class sizes

This has benefits although the school leadership team recognise that this is high cost and is re-thinking as impact is not significant. Transition to 2 form entry a consideration.



We have made changes as a part of the transition to a two form entry school (2020) from 1.5. Historically we have had 45 places in each year group but now have up to 50. The school operates with two classes of 23/24 in each year group avoiding the need for mixed year group classes.

There are significant social & emotional benefits and the school roll is healthy in part due to the appeal of small classes.





In 2016 Year one phonics screening there was a significant gap between school PP pupils and school other.  We created a new post of phonics co-ordinator to ensure consistency in teaching.

Closing the gaps between PP pupils and others. Closing the gaps between PP pupils and National - in Year one phonics screening.

Pupil Premium Lead



A trend has emerged in particular cohorts of gaps between schools PP and school Other that we need to address. A named member of the leadership team is taking an increased responsibility for planning, monitoring evaluation and disseminating to close the gap.

Closing the gaps between PP pupils and others. Closing the gaps between PP pupils and National.

Ensuring class teachers, SENCo, governors and all colleagues have a raised awareness of PP.


Percentage of salary £10000


Attendance and punctuality



Attendance is below national average. Key families have been targeted for support as well as whole school initiatives such as ‘In to Win’ celebrations and prizes, trips to Chessington for the classes with best attendance, a member of staff assigned to do first day of absence follow ups.

Attendance has improved from 94.3% (14-15) to 95.7% (16-17)


Percentage of Admin salary.

Chessington Trip.

Kindles.  £5000


Fruit scheme and subsidised places for breakfast club.


We are committed to healthy eating and recognise the importance of a healthy mid-morning snack for all pupils.

We aim to raise aspirations and promote the benefits of a healthy lifestyle.

Increased focus on learning as children have had breakfast and a heathy snack- not hungry.


Paid for key stage two fruit daily  and subsidised places at breakfast club £7500 (fruit and staffing)



200 pupils / 54% of school population                     PPG Income: £242880                                  Total spent: 245500   = 100%