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Pupil Premium results for previous years


The Pupil Premium for disadvantaged children  

The Pupil Premium is funding allocated to schools for each pupil who are eligible for free school meals (FSM) or have been in the last 6 years. Providing additional funding for children who are able to take free school meals is one of the current Government’s key education policies. The pupil premium is also allocated to children who have been looked after continuously for more than six months and children where a parent serves in the armed forces.


Schools decide how best to deploy this fund and it is imperative that it has an impact on the educational attainment of children in the groups highlighted above. The pupil premium has the potential to have a great impact on the attainment, and future life chances, of all pupils not merely those identified as disadvantaged.


Pupil Premium Spending 2020 / 21

Recognised barriers to learning which may affect disadvantaged children:

  • Social, emotional and mental health issues
  • A lack of readiness for school
  • Language issues making it difficult to access school
  • Poor attendance, long absences from school and high mobility in terms of children moving schools
  • Special Educational Needs
  • Lack of enrichment experiences outside of school
  • Limited opportunities to engage in sporting or creative activities outside school
  • Limited educational aspirations outside school
  • Issues with nutrition

Total Number of Pupils

540 pupils (from Nursery to Year 6)

Total number of pupils eligible for the Pupil Premium Grant


Grant predicted for 2020 - 21



Area of spending

Projected impact and measures


Additional Support Staff

Part-time Learning Mentor who provides nurture support, 1 – 1 support and small group intervention with a focus on social and emotional development

Fill time Attendance and Safeguarding Officer  who provides support for families and individual children around safeguarding, wellbeing and bespoke programmes for parents which respond to identified need.


Improved attendance and punctuality, increased self-esteem, raised aspirations, development of emotional and social skills all of which contribute to improved learning.

Children feel safe, valued and effectively supported.

Improved parenting skills and a strong partnership between home and school which impact on children’s progress and well-being.

Impact evaluated using pre-and post assessments.



Play Therapy

Weekly play therapy for identified children and support for parents. (Half a day per week.)


Improve mental health, social and emotional development and enable children to learn effectively.



Speech Therapy

Twice monthly entire day input from a ST funded through Cluster money contributed by school. Identified children across school are assessed regularly, their progress evaluated and programmes developed to be administered by Teaching Assistants.


Improved speech and language for targeted children across school. Children meet their individual targets in terms of communication and learning.


Environmental Opportunities

Additional member of staff employed for 1 day per week to work on environmental projects in the grounds and to provide a gardening club for some identified children


Disengaged children are engaged in activities outside the classroom. They learn to work together to achieve something which they can celebrate and they learn about the importance of caring for the environment.


Targeted Teaching Support

Additional teachers who deliver high quality Wave 1 teaching, tuition and intervention to targeted children in Year 6 and other appropriate year groups.


Progress is accelerated for identified children from their starting points. To close the gap regarding rates of progress between disadvantaged and non-disadvantaged children.



Targeted Teaching Assistant Support

Bespoke intervention and pre-and post-teaching with a specific disadvantaged focus.

Speech and language support / programmes for children with English as an Additional Language (EAL) and children with other communication difficulties.

Pastoral care for vulnerable children.


Children with EAL are confident learners and make appropriate progress from their starting points



The vast majority of children reach expected levels in the Year 1 and 2 phonics tests.


Reading Interventions

Every Child a Reader (ECAR) delivered to children in Year 1 and 2 by a qualified teacher for 4 days and a skilled TA for the 5th.

Phase 3 reading intervention for children in KS1.

Beanstalk readers for children across school where appropriate.

A qualified practitioner on site who can undertake Dyslexia assessments and programmes for identified children.


Children make accelerated progress towards age related expectation (ARE) across Year 1 in reading and continue to do so throughout school.





Children with dyslexia are well supported to achieve national expectations and above in reading and writing.


Spelling Interventions

Effective Wave 1 teaching for SPAG and the use of “Word Shark” for identified children.


Spelling outcomes have improved significantly for children identified as disadvantaged


EAL Support

Staff members who can converse to many parents in their home language. Additional paid hours to translate for families who require it.

Additional out of school support for refugee families.


Parents are confident to work in partnership with school and are able to access support when required.


Progress is accelerated for children with significant EAL issues out of school hours.



Readiness for Learning

Extension of the CC to provide places for babies and 2 year olds.

The Family Learning Mentor works across the school and the CC to support vulnerable families and children below the age of 5 years.

The EYFS leader works closely with the Pre-School manager to ensure consistency and high expectations across the settings


School has a positive relationship with families prior to their children starting school.

Pre-school children are ready for learning in Nursery and Reception

Pre-school staff prepare the children well for the transition into Nursery and school

Children settle into school quickly and make rapid progress throughout EYFS.


Attendance Interventions

Input from the Family Support Worker, Headteacher and Administrative Assistant to monitor and improve punctuality and attendance. This involves weekly data analysis, daily calls to parents, regular meetings and rewards for good attendance / punctuality. Vulnerable families are targeted for specific support and some children are collected from home when necessary.

Targeted families are also offered places in the Manor Wood Out of School Club (OOSC.)


Attendance is over 95% for the vast majority of children and many children achieve 100% attendance each term or throughout the year. (This number has increased year-on-year.)

Very few children are persistent non-attenders (7 out of the whole school)



Parents are committed to improving attendance and punctuality for their children.



Support for children with Special Educational Needs (SEN)

Support staff who provide bespoke interventions for children identified as disadvantaged and SEN.

Interventions including; Colourful Semantics, Action Words etc



Children with SEN make good progress from their starting points.




Clubs and Out of School Activities

Free access to MW OOSC and summer sports camp.

Funding for clubs after school including “Magical Maths” etc.

Funding taxis for disadvantaged children to access clubs / activities outside school. E.g. sports opportunities,

musical instrument lessons (in or outside school time)

funding for trips / residentials

Financial support for children to take part in targeted projects,

Easter club for Year 6 children,

funding for TAs to deliver clubs for identified disadvantaged children for example, KS1 mathematics club.


Disadvantaged (and other) children have access to a variety of enrichment activities to enhance their life experiences and opportunities.


Disadvantaged children extend their skills in a variety of areas and this impacts on their self-esteem, confidence and learning.


Children’s own aspirations are increased as a result of involvement in wider opportunities.

The percentage of disadvantaged children involved in clubs, additional activities, roles of responsibility across school has risen significantly.



Cultural Capital

Funding for events including pantomimes, visitors etc to enhance the delivery of the curriculum and to support disadvantaged children to access a greater range of cultural activities.  

Children’s own aspirations and experiences are increased as a result of involvement in wider opportunities. £1,000

CPD for staff with a focus on addressing the needs of disadvantaged children

Funding for cover to enable in depth pupil progress meetings to take place regarding disadvantaged children

Regular training for Learning Mentors

Disadvantaged children are closely monitored to ensure they make appropriate progress and their needs are met using PP funding.

Pre-and post assessments indicate that children’s social and emotional needs are met by the pastoral team in school.


Nutritional Support

Breakfast club provides free places for disadvantaged children

Learning mentors provide food for children when necessary

School meals are provided for children who no longer attract free school meals but are disadvantaged

Breakfasts provided for Year 6 children during SATs to ensure good attendance and a good start to the day for disadvantaged children.


Children are well-fed and ready to learn effectively as evidenced by pupil feedback and progress data.




Occasional purchase of items to support families in need including uniform, pumps, book bags etc.


Children are equipped for school and able to access their education fully.




What impact has it had?

We monitor the outcomes of children for whom the pupil premium funding is allocated on a half termly basis at the very least. They are tracked internally, as are all our children, and their progress is closely monitored. The impact of interventions is regularly evaluated and they are reviewed accordingly.


There is no data for 2020 as Statutory Assessments (SATs) did not take place due to Covid-`19. 

However, please see below for the results from past years for disadvantaged children. 



Pupil Premium Impact on Progress and Standards at the end of KS2.





Age Related Expectations (ARE) All children


41/ 59 – 70%

NA (71%)

55 / 65 – 85%

NA (75%)

47 / 58 - 81%

NA (73%)


50/ 59 – 85%

NA (76%)

461/65– 94%

NA (78%)

56 / 58 – 97%

NA (78%)


44 / 59 – 75%

NA (75%)

58 / 65 –89%

NA – 76%

56 / 58 –97%

NA (79%)


49 / 59 - 83%

NA (77%)

63/ 65 – 97%

NA (78%)

22 / 58 – 90%

NA (78%)

Combined Scores for reading, writing and mathematics at ARE

39 / 59 – 66%

NA – 61%

54 / 65 – 83%

NA – 64%

47 / 58 – 81%

NA (65%)

Greater Depth / Exceeding All children


114 / 59 – 24%

NA (24%)

23 / 65– 35%


26/ 54 – 45%

NA ( 27%)



14 / 59 – 27%

NA (15%)

28 /65 –43%

NA ( 20%)

26 / 58 – 45%

NA ( 15% ) 


14 / 59 – 24%

NA (17%)

32/ 65–49%

NA( 24%)

25 /58 – 43%

NA ( 27%)


24 / 59 – 41%

NA ( 23%)

37 / 65 – 57%

NA ( 34% )

32 / 58 - 55%

NA ( 36%)

Combined Scores for reading, writing and mathematics at ARE

6 / 59 – 10%

NA ( 9% )

16 / 65 – 25%

 NA ( 10 %) 

17 / 58 - 29%

NA ( 11% )

Age Related Expectations (ARE) Pupil Premium children



5 / 9 - 56%

9 /15 - 60 %


16 / 22 - 73%

8 / 9 - 89%

14 / 15 - 93%


14 / 22 - 64%

6 / 9- 67%

14 / 15 – 93%


16 / 22 – 73%

9 / 9 – 100%

11 / 15 – 73%

Combined Scores for reading, writing and mathematics at ARE

11 / 22 – 50%

5 / 9 (56%)

9 / 15 – 60%

Greater Depth / Exceeding pupil Premium children


3 / 22 – 14%


4 / 15- 27%


6 / 22 – 27%


5 / 15 - 33%


3 /22 - 14 %

1 / 9 – 11%

3/ 15 – 20%


9 / 22 – 41%

1/ 9 – 11%

6 / 15 – 40%



At Manor Wood Primary School we recognise that all children are individual and have different needs. Therefore, if we feel that a child would benefit from specific support, we will invest pupil premium funds to provide it including; small group learning to stretch and challenge, social and emotional support, particular resources and interventions, funding to attend music lessons, extra-curricular opportunities etc.


A large proportion of our funding is spent on additional classroom support. However, we are flexible in our thinking and do our best to provide a personalised approach to learning for all children. It is clear that our pupil premium children make good progress as a result of targeted, individual support. However, there remains a gap in attainment that we are working hard to address. 


We review the progress of all our children informally throughout the year and formally every term. We provide feedback to governors in all full governing body meetings and in sub-committees and meet regularly with teachers. Pupil Progress meetings often focus on pupil premium children and parents are updated regarding their children's progress / attainment.


The school's strategy regarding the provision for Pupil Premium children will be reviewed in September 2020