Pupil Premium
The Pupil Premium paid to primary schools aims to provide significant funding for disadvantaged children to help
close the attainment gap.
Each school can decide how the premium should be used to support their pupils and the money can be spent on
any pupils who need additional support. We consistently focus on improving outcomes for all pupils, including
disadvantaged pupils, and we are uncompromising in our ambition. Our actions have secured improvement in
progress which is rising across the curriculum, including in English and Mathematics.
Governors systematically challenge senior leaders so that the effective deployment of staff and resources,
including the pupil premium, secures optimal outcomes for pupils.
Pupil Premium received for Manor Fields Primary School for Academic Year 2014-2015 was £70,500. Manor
Fields will continue to use the Pupil Premium funding to support individuals, small groups and the wider school
population to ensure each child makes the very best of their time at our school, both academically and socially.
Overview of School
Number of Pupils and Pupil Premium Grant received 2014-15
Total number of pupils on role 221
There were 62 children in the school with Pupil Premium Grant. 52 children on Free School Meals ever 6, 8
Service children and 2 children who are LAC
Amount of PPG received per pupil
£1320 FREE SCHOOL MEALS
£300 Service families
£1,900 Looked After Children (LAC)
Total PPG received £73,800
Pupil Premium Curriculum Spend 2014/2015
Transition
Music
Sensory Provision
Gifted and Talented
Physical Development
Year 6 Boost
Speech & Language Therapy
Pupil Progress Meetings
Supporting Attendance
Equality of Opportunity / Enrichment
Early English Support
Pastoral Support
English
Spending Breakdown
Strategy
Cost
£
Training for
Teachers &
Teaching
Assistants
8,076
English and
Maths
curricular
support
5640
Evaluation
Training
assessment
sheets
Quality of
teaching
Quality of
interventions
Entry and
Exit levels,
feedback,
monitoring
Impact
SAT results continue to improve and are nearly 20% above
government floor target for attainment: Level 4: 41% Writing,
Reading and Maths to 84% in 2015
High Quality professional development has encouraged several
teaching Assistants to undertake teaching qualifications
Training is clearly aligned to School Development plan and SDP
2014-2015 impact reports highlight the success of all actions
Key Stage 2 Value added was broadly average or above for all and
disadvantaged children
From at least 5 out 6 starting points, the proportions ofKS2
children making and exceeding progress in Reading, Writing and
Maths were close to or above National figures
From at least 5 out 6 starting points, the proportions of
disadvantaged KS2 children making and exceeding progress in
Reading, Writing and Maths was similar to that of other children
nationally
The proportion of disadvantaged KS2 children that attained at
least a level 4 was equal to (or above) the national figure for other
children in reading, with 100% of children making expected
progress
In year 6 83% of the children in the booster group got a level 4 in
Writing, Reading and Maths
Maths
targeted
interventions
15,787
English
targeted
interventions
12,389
Emotional
and
Behavioural
Support
12,178
Records,
feedback and
case studies
Pastoral
Support
Equality of
opportunity
and
enrichment
5,875
Family Link
Partner
Numbers of
children
participating.
Attendance
and well-being
5917
Entry and
exit levels,
feedback,
monitoring
Entry and
exit levels,
feedback,
monitoring
All children made accelerated progress, ranging from between 4
months and 35 months: programmes all last 10 weeks
Children benefitted from tailored support by participating in
programmes such as Sir Kitts, Catch Up and ELS. In ELS, all
children made expected progress and 80% made accelerated
progress. In Catch Up, all children achieved age-related
expectations in end of Key Stage tests. In Sir Kitts, all children
made expected or accelerated progress in Writing.
This support enables children to gain confidence and emotional
well-being. Pre~ and post~intervention assessments indicate
increasing levels of emotional awareness, confidence and resilience.
This is evidenced in lesson observations, case studies, book
scrutinies, questionnaires and governor monitoring.
Positive playtimes evidence high levels of support and buddies
develop social skills. Exclusions have reduced and attendance has
increased.
Parenting classes that support many families are provided
All children were able to participate in all trips, events, and
projects thus increasing their knowledge and understanding,
particularly their wider Spiritual, Moral, Social and Cultural
education. Children enjoy music lessons, theatre projects,
residential visits and learning outside the classroom
Supporting
Attendance
4207
data.
Attendance
records,
behaviour
interventions
Qualitative
feedback
Higher attendance: 95% by July 2015. Fewer exclusions and
improved SATs results. Playground and classroom has improved and
remains consistently good: evidenced by monthly positive points
awards and reduction in numbers of children missing Golden Time
Gifted and
655
Children are motivated by these enjoyable cluster events that are
Talented
designed to encourage mastery and learning at greater depth.
Events include den building, story -telling, Science and Maths.
Children gain confidence and can share their learning with others
Physical &
1174
Feedback and Identified children access tailored Occupational Therapy sessions
sensory
assessment
and horse riding lessons at RDA. These sessions increase their
development
data
coordination, enjoyment, physical strength, confidence and social
skills.
Speech and
1892
Observations, All identified children made progress in Narrative Therapy,
Language
assessments
evidenced in sequencing and oral sentence construction. All
Therapy
children in receipt of Speech and Language therapy achieved their
specific targets.
Service Pupils Income received for Manor Fields Primary School for Academic Year 2014-2015 was £3,300.
We purchased resources that supported and developed their interests and skills. It has been used to fund a
number of programmes to support progress and attainment. These programmes are broad and varied and range
from horse riding to narrative therapy. In addition the money has been used to support participation in
residential visits and excursions.
Nature of support 2015/2016 – Targeted by Senior Leadership Team and Governors
The funding from the Pupil Premium Grant will be allocated as above and in the following ways:

Interventions and planning for next steps

Transition

Music

Sensory Provision

Gifted and Talented

Physical Development

Year 6 Boost

Speech & Language Therapy

Pupil Progress Meetings

Supporting Attendance – Breakfast Club, taxis, funding trips and clubs

Equality of Opportunity / Enrichment

Early English Support

Pastoral Support

English

Staff Development

Emotional and Behavioural

Maths
Number of Pupils and Pupil Premium Grant expected to be received 2015-16
Total number of pupils on role 221
There are currently 61 children in the school with Pupil Premium Grant. 48 children on Free School Meals ever
6, 11 Service children and 5 children who are LAC
Amount of PPG received per pupil
£1320 FREE SCHOOL MEALS
£300 Service families
£1,900 Looked After Children (LAC)
Total PPG expected to be received £70,460
Curriculum Focus for Pupil Premium spending 2015/2016
The school relentlessly strives to use additional support to secure optimal outcomes for all children. There is a
focus on planned interventions to improve the progress and attainment in English and Maths and increase
opportunities to accelerate progress. The Senior Leadership team lead robust Pupil Progress meetings every
half-term to determine which children would benefit from intervention or additional support. Provision is always
needs-driven, targeted, flexible and creative. The Pupil Premium is also used to help fund school trips, support
wider outcomes, like after school activities and breakfast club.
Monitoring the impact of the Pupil Premium is undertaken by all staff and Anna Dobie is the
designated
governor who takes responsibility for providing support and challenge with regard to this aspect of school life.