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Victoria Road Primary School

Inspiring a Love of Learning

Pupil Premium

  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

September 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

This continues to be a priority focus. Recent training on COEL (Characteristics of Effective Learning) has resulted in reviewing curriculum provision to ensure fit for purpose for our children’s needs


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

Reading attainment has improved across the school (including Greater Depth)

Quality first teaching evident in all classes.


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

Increase from 12% reaching GD to 29% in reading based on the same time a year ago.


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

Maths outcomes increased from 65%- 71% expected across the whole school. Greater Depth significantly improved from this time last year

6% - 25% from year 1 - 6


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

Range of clubs particularly for younger children has increased.

Anaylsis of T3 data shows that almost half of PP children have taken part in sports competitions.

Curriculum focus on-going.

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

Training on SEMH for all staff. Clear system in place to support vulnerable (incl PP children).

Positive impact on children’s well-being in Peer Mentoring. New Year 5 group now trained with a total of 24 volunteers in year 5 enthusiastic to be mentors.

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