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Pupil Premium

1.   Summary information


Croft Church of England primary School

Academic Year


Total PP budget


Date of most recent PP Review

October 2016

Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

April 2017


2.   Current attainment


Pupils eligible for PP in 2016

Pupils not eligible for PP in 2016

% of pupils achieving the expected standard in reading, writing and maths



reading progress score



writing progress score



maths progress score





3.   Barriers to future attainment (for pupils eligible for PP including high ability)

 In-school barriers (issues to be addressed in school, such as poor oral language skills)

A.     Mathematics skills are generally lower than non PP pupils.

Specific PSE support required for individual PP pupils. 


One pupil requires specific support for dyslexia.

 External barriers (issues which also require action outside school, such as low attendance rates)


No external barriers.

4.   Outcomes


Desired outcomes and how they will be measured

Success criteria


Improve mathematics skills of pupils eligible for PP evident in pupil outcomes.

Pupils eligible for PP make increased rates of progress in Mathematics and reach National expectations or better.


Provide specific PSE support for pupils eligible for PP evident in pupil outcomes.

Pupils eligible for PP develop their personal, social and emotional skills which has a positive impact on their learning.


Improve pupil outcomes for dyslexic pupil eligible for PP evident in pupil outcomes. 

Dyslexic pupil eligible for PP makes increased rates of progress in Reading and Writing and reaches National expectations or better by the end of KS2.

5.   Planned expenditure

Academic year


How is the pupil premium planned to be used to improve classroom pedagogy, provide targeted support and support whole school strategies.

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. Improved progress for children in Mathematics

Identify all pupils requiring interventions

Improvement of quality of Mathematics interventions

TA training to improve skills and knowledge 

Improve systems of tracking of pupil progress

We are keen to swiftly identify all pupils who have gaps in their learning and target specific interventions to rapidly increase rates of progress. TAs require training to achieve this and appropriate interventions need to be purchased.  


Directed, supported and monitored by Mathematics and Assessment Leader.

TA led Mathematics interventions eg Dynamo Maths/1st Class @ Number.

Monitored by HT, SENCo and governing body.


Maths Leader/ SENCo/HT


Jan 2017


B. Improved progress for children through development of PSE skills


Review current PSE curriculum

Develop use of additional needs register and skills in monitoring pupil vulnerability to identify needs

Use of drawing and Talking Therapy

Staff Drawing and Talking ‘Advanced Knowledge’ training

Pupils’ Learning Skills development

Growth Mindset and Coaching CPD 

We want to improve the overall quality of the school’s curriculum to flexibly support vulnerable pupils with PSE needs.

Improved PSE curriculum.

Swift access to support.

Clear understanding of pupils’ needs.

Increased skills and knowledge to deliver drawing and talking intervention.

Improved learning and PSE skills for pupils.

Monitoring of curriculum/interventions and impact.


PSE Leader/HT

Jan 2017

C. Improved progress for dyslexic pupils.


Dyslexia training for key members of staff

Implement dyslexia interventions lead TA

Purchase dyslexia friendly resources and dyslexia programmes


We are keen to remove barriers for dyslexic pupils to increase rates of progress. 

Directed, supported and monitored by English Leader and SENCo.


English Leader/SENCo/HT


April 2017


Total budgeted cost


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