Dunstone Primary School

"Making every day count; growing and achieving together."

Pupil Premium Funding

Dunstone Primary School

Pupil Premium Strategy 2016-2017

All members of staff and governors accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. Dunstone Primary School is committed to ‘Narrowing the Gap’ between vulnerable pupils and the pupil premium forms a vital part of that process. The governors reserve the right to allocate the pupil premium funding to support any pupils or groups of pupils the school has legitimately identified as being socially disadvantaged.

Provision will be made through:

*Facilitating pupils’ access to education

*Facilitating pupils’ access to the curriculum

*Alternative support and intervention within the school


Reporting Pupil Premium

It is the responsibility of the governors to explain pupil premium expenditure to parents in the form of an annual statement. There is no set format for the report for the pupil premium. Dunstone Primary School publishes details each September on their school website. The report aims to detail information on how Pupil Premium will be used within the school and then to evaluate the impact of the spend the following year. The responsible nominated governor is Ms Joanne Anning.


Reporting to Parents

Parents will be able to obtain information on the pupil premium via the school website. This will be updated annually.


Academic Year:2016-2017

Total PP Budget:£71760

Date of Strategy Review:July 2017

Total Number of Pupils:190

Number of Pupils Eligible for PP:76


Current Attainment (end of KS2)

PP Pupils (School)

Non-PP Pupils (School)

National Average

% achieving the expected standard in RWM




% making expected progress in maths (0+)



% making expected progress in reading (0+)



% making expected progress in writing (0+)




Barriers to Learning

  • Pupils resilience to learning
  • Readiness of pupils to learn
  • Low self-esteem
  • Learning behaviours of pupils
  • Attendance of groups of pupils
  • Progress and attainment of pupils in maths
  • Progress and attainment of pupils in writing
  • Progress and attainment of pupils in reading
  • Progress and attainment of pupils in phonics
  • Early speech and language skills









Improve PP children’s resilience to learning and readiness to learn.

Improve the learning behaviours and self-esteem of pupils.

100% of PP children can talk about their learning, sharing what they are learning and why.

Purchase 2 days of learning mentor support from the Excellence Cluster.

Employ 2 teaching assistants with specialist skills in emotional literacy support.

PSA support for families.

Drop-in sessions for families to meet with SENCo or PSA.

Attachment training for staff.

Purchase ‘Secrets of Success’ resource.

Purchase new PSHE scheme throughout the school.

Additional lunchtime support clubs: HMS Heroes and Buddy Club.

Enrichment afternoons.

Many of our PP children have anxieties and worries which means their self-esteem is low and they have a negative view on their own ability to learn and succeed.

Well-being meetings

SEND surgeries

Learning mentor meetings







Improve the attendance of groups of pupils.

Outstanding attendance certificates.

Monthly monitoring system.

Letters to engage parents.

Drop-in meetings with PSA.

Disadvantaged pupils are a vulnerable group and in the past have, at times, had concerning attendance rates.

Attendance reports





Improve early speech and language.

Implement Speech Link programme.

Train staff using Speech Link.

Early intervention in Foundation using Speech Link targets.

Speech Link intervention for children in Year 1, 2 and PP children across KS2.

Many PP children enter school with poor speech skills and limited language use and understanding of language.

PP intervention meetings

Pupil Progress meetings

SEND reviews







100% of classes meet the target of having at least 70% of children at ARE.

90% of children make at least expected progress.

The combined Maths and English % increases from 48% to at least 65%.

English sequence training from consultant.

Consultant training on grammar and sentence structure.

Consultant training on effective feedback to learners.

Purchase English teaching sequences.

Purchase guided teaching resources for Mathematics.

Training on effective learning walls.

Writing conferencing by additional teacher.

Teaching assistant targeted intervention.

Teacher targeted intervention for mathematics.

The progress rates and attainment of PP children needs to improve so that more children are reaching the expected standard in English and Mathematics.

Pupil Progress meetings





At least 80% of PP children within intervention groups achieve the target set.

Teaching assistants employed to run targeted intervention.

From Pupil Progress meetings, PP children are identified who need targeted supported to ‘narrow the gap’ to ARE.

SEND and PP meetings




½ termly

80% of children pass the Year 1 phonics screening and 100% of children pass the Year 2 retake.

New phonics resources purchased.

New phonics tracking systems.

Teaching assistants used for phonic phase ‘keep up’ intervention.

Many of the PP children did not meet the expected standard in Phonics and several PP children did not then continue to achieve the standard when re-taking in Year 2.

Phonic phase trackers

Pupil progress meetings




½ termly

75% of children, including PP, achieve a good level of development in the EYFS.

Training for EYFS teachers provided by Alistair Bryce-Clegg.

Learning environment/areas adapted.

Speech Link assessments.

CEM baseline assessments.

Early intervention following ‘gaps and strengths analysis’.

All PP children to be achieving a good standard early on so that this can be built upon and developed in their transition to Year 1.

Pupil Progress meetings






Total cost of strategy: £71 760