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Pupil Premium

Pupil Premium Strategy 2018- 19

Pupil premium strategy statement (primary)

Summary Information
School Grange Primary School
Academic Year 2018-19 Total PP budget £223,000 Date of most recent PP Review 27.06.2018
Total Number of pupils 596 Number of pupils eligible for PP 167 Date for next PP Strategy Review Autumn 2018


KS2 Attainment 2018 (projected)
Subject Grange Pupil Premium Students Grange All Pupils National EXS + (All Students)
Reading KS2


EXS+ 63%

GDS 23%


GDS 23%

72% (2017)
Writing KS2



GDS 11%


GDS 19%

76% (2017)
Maths KS2



GDS 9%   

EXS+ 73%

GDS 22%

75% (2017)



Barriers to future attainment (for pupils eligible for PP)
In-school barriers (issues to be addressed in school, such as communication, behaviours for learning, slow physical development, attendance)  NB use school data, school monitoring evidence, plus staff, parental, pupil consultation to identify these.  Identify factors such as low parental engagement, poor home learning environment etc.
A Gap in attainment between Pupils eligible for Pupil Premium and their counterparts in Maths


B Gap in attainment in Reading Writing and Maths combined for Pupil Premium children and their counterparts in Key Stage 2


C Ensuring that all learners are positive engaged in learning, accessing the wider curriculum offer, and develop their positive self-image
External barriers (issues which also require action outside school, such as low attendance rates)
D Family support and joint-working for all learners especially those eligible for Pupil Premium


Outcomes (Desired outcomes and how they will be measured) Success Criteria
A Raise attainment in Maths for KS1 and KS2 children, especially those eligible for Pupil Premium


Increased % of PP children meeting expected standard by the end of KS1/KS2.
B Raise attainment of Pupil Premium children, reaching the expected standard for Reading, Writing and Maths combined by the end of Key Stage 2. Increased % of PP children meeting expected standard by the end of KS2 in Reading, Writing and maths combined.
C Children eligible for Pupil Premium are positively engaged in the whole curriculum offer


Pupils eligible for PP receive increased rewards, and positive recognition, access high quality inter and extra-curricular activities and

Increased rewards

Decreased Behaviour records.

D Families of pupils eligible for Pupil Premium access increased family support where needed, and work closely school to co-construct support.


Increased attendance for learners eligible for PP

Increased attendance of Parent support meetings.

Pupil and family feedback



Review of expenditure
Previous Academic Year 2017-18
Quality of teaching for all
Desired outcome Chosen action / approach Estimated impact:  Did you meet the success criteria?  Include impact on pupils not eligible for PP, if appropriate


Lesson learned

(and whether you will continue with this approach)



(Staffing and Resources to support, rounded to nearest £)

A Raise attainment in Reading and Writing for Pupil Premium students in Keystage 2 Small group focus teaching and intervention in Reading and Writing, overseen by the Leadership Team, Lead for Phonics and Literacy, and carried out by class teachers, HLTAs, Inclusion Lead and SENCO.
Developed as an ongoing model for 2017-18
Small group teaching for Reading and Writing has had a significant impact in KS2, particularly in Year 6 (exp+ and GD) and Year 5 (significant progress particularly for those working below ARE).

Small group teaching has both allowed teaching to be more targeted to close gaps in learning, and provided a safer space for learners to develop their confidence and become more active and engaged in lessons.

-Works best with close oversight and grouping from Phase Lead (teaching Year 5 English groups during Spring and Summer), and experienced support staff (HLTAs who know the pupils extremely well and have developed a positive relationship through Nurture programmes).
Area to consolidate and extend for 2018-19, particularly for current Year 5/future Year 6.


B Raise attainment, and progress for learners in Maths in Key Stage 1 and Keystage 2 Small group focus teaching and intervention in Maths for KS1 and KS2 Small group teaching for Maths has had significant impact, particularly in KS2 where it has been delivered in smaller groups and with closer oversight (Maths Lead is distinctly linked to KS1). Look to continue in KS2, consider developing in KS1 with

-Specific focus around Year 1 and 2 (resources, scheme of work etc.).

-Joint-planning/review with Deputy Headteacher/Lead for KS1 to ensure that interventions and materials are targeted at discrete gaps, and reviewed to assess whether they are effective.






Desired outcome Chosen action / approach Estimated impact:  Did you meet the success criteria?  Include impact on pupils not eligible for PP, if appropriate


Lesson learned

(and whether you will continue with this approach)



(Staffing and Resources to support, rounded to nearest £)

C Increased role of Phase Lead and Teacher tracking for Pupil premium students,  to develop target-setting, tracking and strategic support in class and through intervention. Assessment system highlight PP and non-PP learners attainment, Middle Leaders target gaps with intervention, pupil and teacher support for impact. Assessment system has supported staff awareness of learners eligible for PP, and so they can be grouped and supported discretely, for academic and holistic support (see below). Targeted support had an impact in Autumn and Summer, though its efficacy was limited in Spring due to absence of Key MLs and SLT. In class support while initially targeted for these learners, has been reactive to changes in roll, leavers and new admissions particularly those with complex needs and/or EHCP.


Tracking system is now in place and can be continued without additional cost for 2018-19.


Targeted grouping and intervention support should should continue,


PP could be considered as a discrete area for review with each teacher for Termly evaluation, to raise awareness and to facilitate reflection and gap analysis below ML.

Targeted Support
Desired outcome Chosen action / approach Estimated impact:  Did you meet the success criteria?  Include impact on pupils not eligible for PP, if appropriate


Lesson learned

(and whether you will continue with this approach)



(Staffing and Resources to support, rounded to nearest £)

D Developed outcomes for learners with Social, Emotional and Mental Health Needs, to access effective in class and therapeutic support.  Developing provision through increased access to Therapeutic support in school, dedicated time for Nurture programmes delivered in house by trained staff, extension of Ed. Psych. Allocation for emergency assessment and in-house training. There has been a decrease in exclusions, both for PP and Non-PP students with SEN/D.
The extension of provision has provided key emotional support for SEN/D learners with SEMH and helped maintained placements, supported reintegration and increased time in classrooms (particularly through alternative Nurture programmes).

From Summer Term this has been extended to a alternate registration and tracking model (‘Superstar Squad).

Very effective use of funding, meeting the needs of the pupils with PP and those of the school.


Consider expanding tracking mechanisms to capture impact particularly for Superstar Squad including;

-Behaviour Monitoring (in line with tracking introduced Spring 2018)

-Time in class/call out monitoring.

-Pupil/Parent/teacher feedback.

Learners eligible for Pupil Premium are effectively engaged in the whole-school offer, through access to high quality sports and extra-curricular programmes.


Pupils eligible for PP are effectively engaged in the whole-school offer, and access high quality sporting activities, trips and extended day services. Eligible Pupils have been highly engaged and motivated by the extended offer, particularly the Sports coaching (developing the quality of PE lessons and delivery), and considerable range of afterschool activities they could access.


Look to continue either as a continuation of the PP grant or as part of the whole school offer.


Home school partnerships are effectively supported through high quality tracking, conversations and partnership working.  Targeted support and intervention through the role of the Family Liasion Officer, Deputy CP Officer, and EAL Lead to promote accees,s communication attendance and home-school boundaries.  Impact for a small number of students eligible for PP who received intervention, tracking and followed a home/school communication programme.

Greater impact for families linked to services, attendance tracking and follow up conversations linked to the class teacher and SLT.

Consider developing to provide a broader offer for all parents, capitalising on areas of success like language programmes and coordinated with Early Intervention Services around areas of parental/school interest and need. £35,015
Total Expenditure: 2017-18 £222,439

PP Grant:

Pupil Premium is dedicated funding provided to raise the attainment of disadvantaged pupils, and close the gap between them and their peers.

Pupil Premium Allocation is currently calculated on the number of pupils who have been in receipt of Free School Meals in the last 6 years (Ever 6 children), Looked After Children and the children of Service personnel on the date of Census.

The aim of the Pupil Premium funding is to enable to the school to close gaps and ensure that all students achieve their maximum potential. Pupil Premium funding is not spent on one areas, bud used as part of the school budget to support a number of areas for learners eligible for Pupil Premium

At Grange Primary Pupil Premium 2016-17 prioritized increasing progress between pupil premium learners and their peers in all subjects, particularly Reading and Writing, develop tracking, assessment and support for learners with Pupil Premium, with Social Emotional and Mental Health Needs, and extend our core offer for all learners.

Which gaps are we narrowing for 2017-18?

At Grange Primary we want to ensure that we are maximizing on the holistic development of all children.
Our Pupil Premium Funding is targeted to narrow gaps in our learners academic attainment, social and emotional support, access to a wider curriculum and tailored support for families.

What are we investing in for narrowing this gap?


How do we review the impact of Pupil Premium spending?

Progress of learners with Pupil Premium is reviewed termly, using the school’s ‘Every Child Matters’ tracking system.
It is reported on to the Curriculum, Achievement and Staffing Committee mid-year, and during Summer Term 2018.
A final report including attainment data will be shared with the Full Governing Body in Autumn 2018, and to agree the new Priority areas for 2018-19.


Please see our Report for Pupil Premium 2017-18

More information on the grant can be found in the Ofsted Report:  Report. Pupil premium How Schools Are Spending The Funding

Please also download our Grange Primary Pupil Premium Policy 2016


Statement of Pupil Premium Strategy

What makes my child eligible for Pupil Premium?

Pupil Premium How Schools Are Spending The Funding


Is your child eligible for Free School Meals?

Please ensure you apply for each child in your family if you are eligible to do so. Please click on notify school for each child. Thank you.

If your child is aged between 5 and 18 and attends a Harrow school, they may be entitled to free school meals. By applying for free school meals, your child’s school could also benefit from up to £1320 additional funding to support their learning.

Who is entitled? Your child may be entitled to free school meals if you receive one of the following income related benefits or support payments:

Income Support

Income based Job Seekers Allowance Income based Employment and Support Allowance

Support from NASS (National Asylum Support Service) under part 6 of the Immigration

and Asylum Act 1999

Pension Credit Guarantee Credit

Child Tax Credit – if your income is below £16,190

Working Tax Credit run-on (which is paid for 4 weeks after you stop qualifying for Working Tax Credit)

Universal Credit


Working Tax Credit If you are receiving Working Tax Credit your child will not be entitled to free school meals.

For more information visit:

www.harrow.gov.uk/info/17/schoolandcollege/264/freeschool meals

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