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Pupil premium strategy statement: Croft Church of England Primary School

  1. 1.    Summary information


Croft Church of England primary School

Academic Year


Total PP budget


Date of most recent PP Review

July 2017

Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

April 2018

  1. 2.    Current attainment


Pupils eligible for PP in 2017


Pupils not eligible for PP in 2017


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



reading progress score



writing progress score



maths progress score





  1. 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)

  1. A.      

Mathematics skills are generally lower than non PP pupils.

  1. B.       

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.

  1. 4.    Outcomes


Desired outcomes and how they will be measured

Success criteria

  1. A.        

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.

  1. B.        

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.

  1. C.         

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.

  1. 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

Estimated cost

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

To continue to deliver frequent urgent action support and highly differentiated teaching to ensure that LAP pupils make rapid progress towards meeting end of year expectations.

To purchase further Mathematics interventions to increase rates of progress.

To provide pupils with further bespoke support and engage with parents.

To continue to provide CPD opportunities for staff to deliver further interventions to support Mathematics for LAPs.

£3900 (ATA costs)

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.

SLT monitoring.

Governor monitoring.


Maths Leader/ SENCo/HT



April 2018


B. Improved progress for children through development of PSE skills


To implement group drawing and talking and sand play.

To continue to ensure that there is sufficient monitoring of impact of PSE interventions and support to ensure effective provision is in place.

To train all TAs to deliver Socially Speaking programme.

To communicate PSHE policy and ensure effective policy into practice.

To continue to update additional needs register and provide appropriate support for pupils with PSE needs.

To embed the use of growth mindset skills into classroom practice.

To further develop the school’s growth mindset team. 


£1131 (ATA release cover costs)

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.

SLT monitoring.

Governor monitoring.


PSE Leader/HT


April 2018


C. Improved progress for dyslexic pupils.


To further develop staff understanding of approaches to support dyslexic pupils.

To promote ‘dyslexia friendly’ classroom.

To create a ‘dyslexia friendly’ classroom checklist.

To develop systems to track the progress of pupils with dyslexia.

To purchase GAPS Tests.

£630 (GAPS Tests)

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

Directed, supported and monitored by English Leader and SENCo.

SLT monitoring.

Governor monitoring.


English Leader/SENCo/HT


April 2017


Total budgeted cost


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