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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

Pupil Premium - equity for all

This document outlines our work with our pupil premium pupils receiving the DFE Pupil Premium grant from April 2017 until March 2018.

This document illustrates the teamwork that is provided to support children to fulfil their potential.

What is the level of funding for Meadow Primary School pupil premium pupils? £21120.00

What are the main barriers faced by the Meadow Primary School pupil premium pupils?

Barriers to fulfilling potential

Approach and rationale

Impact and process of measuring

Inconsistent support for learning within the home context

Additional quality first teaching opportunities during the academic year Personalised interventions by trained staff EEF teaching and Learning Toolkit evidence

Learning outcomes - significant progress made by pupils against baselines

Governor reviews

Self review processes

Significant social trauma to the family context

● Anxiety

● Low self esteem

Whole staff approach to supporting individual pupils - good communication about need(s) Staff training opportunities focussed on our specific context.

Access to Cogwheel Trust specialist therapy sessions through Locality Services Personal items: books, writing pens, clothes

EEF teaching and Learning Toolkit evidence

Learning outcomes across the curriculum but especially in core learning areas

Staff better equipped to support range of need at Meadow Primary School.

Assessment against core

Governor reviews

Self review processes

Inequality of opportunity around enrichment to core curriculum offer through school

Financial support to enable participation in residential trips, after school clubs (depending upon bespoke core PP offer) life skill events and activities

Technology within school at breaks and lunchtimes- for access to online learning resources (Times Table Rockstars, Mathletics, Spellodrome)

School funded workshops and theatre groups.

Enrichment opportunities each week, including cookery, Cambridge Utd, art skills such as glass fusing.

Increased participation across range of activities.

Governor reviews Self review processes



As a school we reflect on our own practice in relation to respected research outcomes that identified seven key areas that are common in schools that are successful in raising the attainment of disadvantaged children:

1. Whole school ethos of excellence/high attainment for all.

2. Effective behaviour and attendance strategies.

3. Quality First Teaching, including sharing best practice.

4. Meeting the needs of individual pupils.

5. Effective deployment of staff (using the best teachers to work with pupils who need the most support).

6. Data drives improvement and identifies quickly emerging needs.

7. Leadership is aspirational and invests in staff training.

Strategies we are using:

Quality first teaching is a significant factor in improving our pupil’s outcomes. Class Teachers are able to run accelerated learning sessions for identified pupils when they feel is appropriate and through liaison with parents / carers.

Resources to support core areas are provided on an ad hoc basis depending on each pupils individual circumstances.

Enrichment opportunities are provided for residential visits and extra curricular clubs (on a bespoke agreed offer).

For specified pupils (on a bespoke agreed offer) individual music tuition may be utilised to develop responsibility, confidence and cooperation.

Does it work?

● The Meadow Primary School uses a whole range of strategies to ensure that every child achieves their full academic potential.

● Our small numbers of Pupil Premium children in each cohort makes data comparisons challenging but what we do know is that many of our pupils make better than expected progress at all stages and this includes pupils in receipt of Pupil Premium.

● We firmly believe that pupil outcomes are more than academic achievement (although this is our core objective) and includes our values and ethos– especially resilience, motivation, confidence, honesty, cooperation and respect.

● We are very focussed that our role is to prepare all our pupils for developing a passion for life long learning.

● With our children being taught by excellent teachers and having opportunities to work alongside subject specific experts through our links with LVC and The Perse we know from feedback that our children are well rounded and ready to embrace the expanded and dynamic offering of our feeder Colleges.

● The level of responsibility and challenge the Year 6 cohort are expected to take on is considerable and there are no hiding places. With considered and caring support and academic / social guidance they excel and this can be seen in their work across the school, enrichment activities and the end of year performance.

● All pupils regardless of background, status are expected and are supported to fully embrace the challenges. Parents and carers are amazed at the reaction and outcomes across all these areas.


Outcomes: academic achievement in National testing / assessments Year 6 SATs / Teacher assessment in summer 2017 – 5 pupil premium pupil from cohort of 24

5 pupil premium in cohort

Expected standard

Greater Depth


60% (3 children)

20% (1 child)


60% (3 children)



40% (2 children)




Year 2 academic achievement in National testing / assessments Year 2 SATs / Teacher assessment in summer 2017 – 5 pupil premium pupil from cohort of 17


5 pupil premium in cohort

Expected standard

Greater Depth


80% (3 children)

20% (1 child)


80% (3 children)



40% (2 children)



Year 1 Phonics Check 2 children from 26 children

At expected standard



Reception Good Level of Development standard 3 children from 39 children

Met Good Level of Development (2 out of 3 achieved)











Schools can choose how to spend their pupil premium money, as we are judged to be best placed to identify what would be of most benefit to the children who are eligible.


Often, all of the children in a class will reap some benefit from how we spend our pupil premium: for example, if the money is used to fund an additional teaching assistant who works across the whole class, rather than providing one-to-one support. Research shows that the fund does help to narrow gaps between disadvantaged children and their peers, particularly in English and maths.


There is no obligation for a school to consult with parents about how they use the money we receive for your child, although at Meadow we like to involve parents and we make a point of talking to all of the families we are in receipt of funding for during the course of the year.

If your child is in receipt of the funding we will keep you updated through the year.


Where can I get more information about how the pupil premium ensures that pupils make progress?



    • For more information about how we plan provision and track progress please speak to Miss Connor Head Teacher.

I am not sure if my child would be eligible for Free School Meals or Pupil premium funding. Where can I get more information?



    • Please speak to Mrs Holman Admin Officer in total confidence.