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Victoria Road Primary School

Inspiring a Love of Learning

Pupil Premium

Pupil Premium Strategy Statement

  1. Summary information


Victoria Road Primary School

Academic Year


Total PP budget




Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

Jan 2019


  1. Current attainment


Pupils eligible for PP

Pupils not eligible for PP

% achieving GLD in Year R.

50% (3/6 children)


% achieving expected standards in reading in Year 2.

75% (3/4 children)


% achieving expected standards in writing in Year 2.



% achieving expected standards in maths in Year 2.



% reaching expected standards in reading in Year 6.



% reaching expected standards in writing in Year 6.



% reaching expected standards in maths in Year 6.




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

At Victoria Road we understand that challenging socio-economic circumstances can create additional barriers to success for children. However, we are clear that these challenges can be overcome. The evidence base strongly suggests that the most effective way to improve outcomes for disadvantaged children is through excellent classroom teaching. Excellent classroom teaching can be achieved by all teachers and support staff with high quality professional development, sharing of outstanding practice and open and honest conversations about learning. All children need opportunities to enrich their lives through experience and schools must make sure that where children are unable to access these through home, the opportunities are provided for them by school.

Although financial support is provided for schools specifically for children who qualify for Pupil Premium, outstanding educational outcomes for these children are best achieved through ensuring outstanding practice in classrooms throughout the school. In this way all vulnerable children are helped to achieve the best possible outcomes according to their starting points.

Research and evidence about tackling educational disadvantage means that we must first identify barriers to learning. Victoria Road has conducted an analysis of barriers to learning for disadvantaged pupils in our school and identified the following barriers.

Many of our vulnerable children will be experiencing more than one of these barriers to learning.

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


A language deficit – both a gap in vocabulary and a lack of ability to manipulate language for effect. Also lack of experiences limits language and understanding



A lack of metacognitive strategies (particularly with HA pupil premium children) – we have analysed the qualities we see in our successful and less successful learners



Emotional well-being – which can impact on behaviour for learning


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


Attendance and punctuality of PP children is significantly below that of non PP children.




  1. Outcomes


Desired outcomes and how they will be measured

Success criteria


Development of pupils’ oral language skills through high quality provision.

Improved outcomes in writing – focused pupils working at the expected levels


To increase resilience and confidence with Pupil Premium children

Increased proportion of HA pupil premium children reaching greater depth compared to national.


Pupils develop effective strategies to support behaviour for learning

Pupils outcomes show accelerated progress – matched to individual targets as identified on the School Development Plan.


Increase attendance rate of pupils eligible for Pupil Premium

An increase from last year’s 90.5% to 94% this year.







  1. Planned expenditure

Academic year


The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead


A. Development of pupils’ oral language skills through high quality provision.

The development of a language-rich curriculum. There is access to high quality challenging language in all aspect of school life, particularly in the Early Years:

Child initiated activities promoting talk

Engagement with parents/ home learning ‘wow moments’

Talk 4 writing strategies

Small group focused teaching

Analysis of current needs suggests a high proportion of pupils who have language barriers either EAL, diagnosed conditions such as ASD or limited experiences to support this development.

Oral language interventions aim to support learners’ articulation of ideas and spoken expression but also lead to increased outcomes in reading and writing.

Enriched provision aims to provide opportunities to extend pupils’ experiences and learning and build language capacity.

Highly trained TAs who are able to independently teach, assess and monitor child progress in groups and one-to-one situations and then work with the teacher to accelerate learning in other ways.

Baseline (Early Excellence) and Language Enrichment shows developmental stages of children. Provision is highlighted on class provision map and monitored through school tracking system. Children are acquiring language developmentally in line with their chronological age.

To maintain three adults (including HLTA with speech and language specialism) in YR to support in Year R to focus on specific oracy activities with targeted children.

To liaise with outside agencies that may be involved and continue with targets if appropriate.

KS1 lead



Target reading aloud and book discussion with young children

Use of Pie Corbett ‘Talk4Writing’

Increased use of Power of Reading



Monitoring of English planning, timetable, book scrutinies pupil voice. Regular learning walks to ensure provision is of high quality.


English SL



Use of structured questioning to develop reading comprehension and inference (Christine Cork)

Blooms questioning in planning

Reading outcomes and discussions at Pupil Progress meetings

Regular moderated assessment

Learning Walks

Pupil Voice/ pupil conferencing



English SL



The use of purposeful, curriculum-focused dialogue and interaction using:

RE curriculum based on enquiry type questioning

Mastery Approach in Maths

Use of Blooms questioning

RE planning and evaluation of pupil progress

Use of Blooms questioning evident in planning to promote higher order thinking

Evidence of maths outcomes improving due to increased provision of reasoning and problem-solving.

RE/ Maths Subject leaders



Enriched curriculum – use of outdoors

School Journey

Sensory Garden

Sports Coach

Sporting events/


Music specialist

Opportunities to learn a musical instrument

Class trips

Visits/ visitors to school

Forest School strategies

Range of after school clubs

Enrichment activities monitored through our EVOLVE tracking system.


Class teachers


B.. To increase resilience and confidence with Pupil Premium children


High quality curriculum provision

Growth mindset strategies

Quality delivery of PSHE curriculum

Mastery approaches to maths

Celebration assemblies

Peer mentoring between Y6 and Y2

Targeted after school clubs

Precision teaching

Pre/post teaching

Parental workshops

After school clubs


In some cohorts our pupil premium children aren’t reaching their full potential due to lack of confidence with some being ‘risk adverse’.

Research from EEF states that Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress.

Ensure all staff are following agreed strategies and have received appropriate training.

Monitoring of resources being used to good effect.

HT report to Governors on outcomes

Governor monitoring of quality of curriculum.


KS leaders

PSHE leader


Total budgeted cost






  1. Targeted support

Desired outcome


What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead


A. Improved oral language skills


Language Enrichment Project

Small group targeted speech and language support from SALT TA.

Support from outside SALT – 1:1 interventions delivered in school.

Reading Recovery

Better Reading Partnership (BRP) support

Reading to the therapy dog





Some pupils need targeted support to catch up. Targeted support for speech and language effective as they are delivered by a well trained and experienced TA and HLTA.


Evidence in EEF teaching and learning toolkit suggests early years intervention (+5) and oral language intervention (+5) will enable our pupils to make accelerated progress.

Regular focus on pupil progress through tracking and meetings to ensure effective provision is securing good outcomes.

Literacy Lead


C. Pupils develop effective strategies to support behaviour for learning

Mindfulness approaches

Well-being team to support SEMH

Peer Mentoring

Social skills groups

Headstart programme

Access to counselling


The evidence makes it clear that reducing challenging behaviour in schools can have a direct and lasting effect on pupils’ learning.

SENCo to track effectiveness of different groups and impact through monitoring provision maps matched to quality of provision and progress reports.




Total budgeted cost












  1. Other approaches

Desired outcome


What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead


D.Increase attendance rate of pupils eligible for Pupil Premium

FLO support.

Well-being team set up to support PP children

Rewards/ incentives

Breakfast Club subsidised (Magic Breakfast to be trialled)

Walk on Wednesdays

Regular features on newsletters

We can’t improve the attainment of children if they are absent from school where the provision and quality first teaching is being provided.

FLO tracking attendance. First day calling and meeting with parents to support.



Total budgeted cost



Review of Expenditure 2017-18


Item or Project


Why have we chosen this resource?

Intended outcomes


Intervention groups led by HLTAs and TAs


All year groups

£43,000 (approx. 23% of TA salaries).


Children chosen by teachers for small group support in maths reading phonics and writing, focused intervention programmes/ support in class including pre/post teaching.

% of PP pupils not achieving Age Related Expectations is reduced. Number of pupils making at least expected progress is 100%

T6 internal tracking indicates that

72% are at ARE or above in reading (compared with 66% last year)

75% ARE writing (compared with 56% last year)

71% in maths (compared with 61% last year)

Learning Mentor


All year groups


Often children who are experiencing difficulties in their home lives need a little bit of help and support. Our learning mentor is available throughout the day and runs break and lunch times so is a safe and accessible point of contact for children to talk through any problems they have. Teachers can also refer children to her for 1:1 or small group interventions such as mindfulness or art therapy.

Children feel they have someone to talk and relate to. They can offload or gain support so they are better equipped emotionally to make progress with their learning.

78% of Year 3 PP have made expected progress with 33% above expected progress.

Music teacher


10x Year 4





Children learn to play the violin with our peripatetic music teacher and free tuition is offered to any promising musicians.

This programme introduces children to the world of instruments, providing them with wider experiences and opportunities to pursue playing further.

Families are invited in to listen to their children play and perform.

Children in Year 4 enjoyed their violin tuition and skills in listening and attention increased.

85% of PP children made expected progress in reading and 80% in writing and maths.

Reading Recovery Teacher

£800 (pro rata)

Supports PP children addressing barriers to learning particularly focusing around oracy and understanding. She works directly with PP and non PP children and also trains volunteers to support children’s reading.

Children will make accelerated progress and be back on track for ARE.

Impact good with PP worked with. Child X moved from reading age 4.2 to 6.4 years within 16 weeks.

Family Liaison officer

(part time)


Outreach to our local communities and parents. Signposting accessible parent courses and information on housing, financial management advice, food bank, domestic violence where to access help etc. to help address barriers of low aspirations and expectations of our PP children and improve attendance.

Offers support and touches base with parents facing difficulties with their children in the home environment to try and address issues they could result in children not being open to learning due to worrying about home things. Also a safeguarding leader attending some social services meetings. Promotes ‘How to help your child’ workshops.

Research has shown that parental interest and involvement in their child’s education is a key indicator of future educational success.


Children will arrive at school ready for learning rather than worried about home.

10 pupils identified. 100% improvement in their attendance.

Term 6 whole school 95.4% PP 92.1%


This is an on-going priority


FLO has set up family maths sessions 10 week programme starting term 6 to engage parents in children’s learning.

Parent and toddler group started every Friday. Impact not known yet.

Breakfast Club


To ensure that pupils start the day with a balanced meal, improving concentration and readiness to learn.

To improve the attendance of specific pupils and reduce the number of persistently late pupils.

To improve learning by ensuring pupils have had a good breakfast and are ready to learn.

Uptake of breakfast club has not had the impact on punctuality this year. Attendance barriers have been further analysed and strategies brought forward to the new PP plan.

Additional teacher support

No cost-volunteer governor

Year 6 – qualified maths teacher also a governor volunteering to provide an hour a week tuition for 8 children with a focus on raising aspirations of high ability PP children.

To ensure they make accelerated progress, to achieve exceeding in maths at end of year.

78% Expected

22% High Score

Targeted clubs


PP pupils are targeted and invited to clubs to raise their aspirations and understanding and confidence in that subject

Science- writing and maths clubs run. Children more engaged in these subjects as they have greater confidence which impact progress.

Analysis of club uptake shows 75% of PP children have attended one or more club –higher than non PP

Subsidising residential trips


Pupils in receipt of PPG are offered these trips first and they can be subsidised to broaden their experiences.


Pupils gain rich experiences and self-esteem is built.

All PP children have participated in school trips.

Subsidising school trips

School fund: £500.00

Free (or subsidised) visits for pupils in receipt of PPG to broaden their experiences.

All pupils will have access to school visits to enrich and remove the potential cost barrier.

All PP children have participated in school trips.

After school clubs

All year groups


Free or subsidised after school clubs for pupils in receipt of PPG .To widen their experiences and opportunities.


Pupils will have access to enrichment activities after school.

Analysis of club uptake shows 75% of PP children have attended one or more club –higher than non PP.

Daily calls made for 1st day attendance



Absences are quickly chased up and letter sent for persistent absence. Meetings with parents. Support offered where needed to enable PP children to attend school regularly


Attendance is above 95% for disadvantaged pupils.

PP attendance information and impact of FLOs action plan show an improving picture bit still a main priority

To embed a ‘growth mindset’ culture across the school





Research from EEF suggests that meta-cognition and self regulation (+8) is an effective way to improve attainment and is suitable as a whole school approach.

Children believe that effort is seen as a path to mastery skills and that challenges are seen as useful in developing new learning.

Consistent practice across the school.

Shared vocabulary n school.

Improved progress for PP children including the higher attainers.


Leuven scales report Well Being score of 4 or above increased from 37% to 61% Engagement score 24% to 61% from term 2 to term 5.

Curriculum review and development


Identifying specific needs of PP children and tailoring curriculum experiences to provide rich, relevant opportunities.

Children will be able to make links and see the relevance of their learning and will be more engaged and make good progress. The curriculum will challenge the more able to work independently.

Barriers to learning have been identified for each PP cohort to enable staff to tailor curriculum opportunities to their needs next year. Leuven scales completed regularly now.

Revision materials


Purchase of revision books for English and maths for Year 6 pupils

% of children achieving ARE in English and maths is above the national average and high prior attainers achieve above ARE


Reading 78% Expected 67% High Score

Maths 78% Expected 22% High Score

Writing 78% Expected 22% High Score

GPS 78% Expected 33% High Score

Focus on developing greater oracy skills


Opportunities to talk through child initiated and teacher directed activities in Reception. Focus on effective questioning, inference and comprehension to improve oracy a barrier to learning for many of our PP children. 3 adults allocated to year R and students on placement.


Improved oracy skills which will support ARE being achieved for PP children in reading and writing strands of ELG and at KS1

50% of PP children achieved the GLD.

Forest School



To broaden the experiences and develop children’s confidence and collaborative skills. Challenge more able to apply their problem solving to other tasks.


Children willing to take risks, try new things be out of their comfort zone. Supports Growth Mindset agenda.

Class 3 no longer require TAC support as they are now able to work more collaboratively together.


YR 2 Maths booster




Maths buddies from year 6 to support PP children in year 2 who are not on track for ARE in maths.

Children become more mathematically fluent and confident with basic mathematical language.

50% reached expected in Maths (2 out of 4)


Reading buddies for potential high attainers in KS1


To increase reading mileage for PP children. To install a love of reading and opportunity to talk about their books with older fluent readers from years 5 and 6.

Children will be challenged to make accelerated progress and achieve exceeding in reading.

75% reached expected in Reading (3 out of 4)

After school club (subsidised or free)


To ensure children are safe and have a clear routine and are able to play after school until their parents finish work. Trained adults ( including learning mentor) interact and play with them organizing a range of activities including cooking.

Children have a routine and are kept safe. They can read to someone or complete homework as well as have opportunity for independent play.

Children attendance at after school clubs is improving. Science club had a positive impact on pupils’ confidence towards this subject (as evidenced in their books).


Reading Dog Oscar



To give confidence to identified PP boys across the school with reading


7/10 children made 12 months progress in reading over 8 weeks

Total budget spend