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Pupil Premium 2021-2022

Goldstone Primary School Pupil Premium Strategy 2021-2022

At Goldstone Primary school, we are determined to ensure that our disadvantaged pupils’ attainment and progress exceeds national average scores. It is the responsibility of all staff to strive to overcome the impact of socio-economic disadvantage on pupil learning and achievement and improve the outcomes of our pupils. This is an ongoing process across the school and implementation is monitored carefully.


We focus on high quality teaching and learning in all areas and use structured interventions to supplement this where necessary. We make excellent use of ongoing diagnostic assessment to ensure we are challenging the relevant barriers to learning and responding to our pupils’ needs. We pride ourselves on using evidence-informed approaches across the school with this strategy central to school improvement priorities.

Distributed leadership ensures that all leaders drive the standards and practices detailed throughout the strategy and there is a collective understanding and responsibility.

The pupil premium strategy is central to the work of subject leaders in designing, implementing and evaluating their curriculum areas across the school. It is this strategy that ensures our curriculum is coherent, purposeful, provides the skills, knowledge, opportunities and aspiration necessary for our pupils to become successful learners, and fulfilled citizens suitably equipped for the future.


The strategy hinges on:

A shared ethos – all staff are responsible for challenging barriers for our pupils and previous attainment is not an anchor for future attainment – A belief that all can succeed is fundamental to the success of the pupil premium strategy (Blatchford, 2020)

Positive relationships with pupils and the wider school community

High-quality teaching for all including access to effective, early intervention

Development of literacy skills – with a strong focus on communication

 Incorporation of quality experiences and broadening horizons

High levels of communication with parents and carers






2019 KS2 SATs data shows that progress and attainment in Maths was poor. Indicated lack of fluency in calculation and reasoning skills in this cohort. Children in receipt of Pupil Premium funding showed poor progress


Children from some families have poor early language skills and experiences. They also have poor aspiration and expectations from home


High levels of children with SEMH issues which has been increased by the impact of the pandemic. These have wide ranging impact both socially and academically


Overall disparity between attainment of children from disadvantaged families and rest of the children.


Attendance of the children from disadvantaged families is 5% less than the overall total


There is a significant difference between the life experiences of our children due to the very wide spread of social and economic circumstances which are evident






Implementation of Rosenshine principles

The Rosenshine principles bring together many of the good practices we have established over the years and emphasise new ways of working. These principles promote quality first teaching. (Research from Barack Rosenshine)


Catch -up programme post covid

This will enable children to compensate for learning missed during the pandemic. By additional teaching to individuals and small groups, specific targeted support can be given to children who need it.

  • Additional Teaching assistant targeted support
  • Additional in-class support
  • Same day interventions
  • Additional tuition both during and after school day.
  • HT/DT support groups
  • HLTA teacher release to enable teacher to take target groups









Fisher Family Trust support

Trained TAs in the reading centre provided structured targeted support children requiring support (FFT research evidence)


Reading Recovery

Accredited Reading Recovery teacher provides targeted support for children in year one and Two (Research evidence )


Sunflower Room

Three Inclusion Mentors provide support for children with a range of social, emotional and mental health issues.


Forest School

Targeted children with specific children with specific SEMH issues 


Speech and Language programmes

Specially trained Teaching Assistants provide support for children who do not reach the threshold for Speech therapy but need support in speech and language


Supported Extracurricular and residential programme

Children from disadvantaged families supported to attend clubs and secure places on residential trips


Increase parental ability to support their children at home in mathematics

Series of maths evenings run by the maths team. Focus of different aspects of maths;

  • Early maths in EYFS
  • Basic numeracy
  • Teaching standard calculation methods
  • Problem solving and using games


YouTube videos explaining how to play strategy games


Introduction on Maths page on school website


Create ‘How to help your child with Maths’ booklet



Attendance of disadvantaged children brought into line with non-disadvantages

Specific focus on children who are below 95% and






Pupil Premium 2020-2021

Pupil premium is a funding stream, which the government introduced in an attempt to address some of the inequalities suffered by disadvantaged children.
In the financial year 2020-2021 the school received £131k.  This money was generated by the 104 children who were in receipt of Free School Meals (FSM) at the time of the school census 2014-2021, most attracting funding of £1300 (the figure is not an exact multiple of £1300 due to children leaving or joining mid-year) and Looked After Children (LAC) gaining funding of £1900.
At Goldstone, we have always invested heavily in narrowing the gap between children from disadvantaged families and those who are more affluent.  Our success in this has seen us invited to speak at conferences, which had this theme.  The pupil premium has allowed us to sustain some of the work, which we have done in the past and add to our portfolio of support.  Our pupil premium policy outlines how this money is spent in general terms.

Existing Programmes Supported by the Pupil Premium

The Sunflower Room- A place where our three Inclusion Mentors (IMs) work to support vulnerable children mainly with Behavioural Emotional and Social Difficulties (BESD).  The room is the base for our Inclusion Mentors who work with children on an individual basis and in groups.  They work with children who have mainly emotional needs although some of their work has been targeted at children with diagnosed difficulties such as ASCs and ADHD.  The work of our Inclusion Mentors is pivotal to the smooth running of the school and as a means of providing access to education for a group of very needy children.  The Inclusion Mentors run nurture groups, self-esteem groups and work as keyworkers for some of our very emotionally fragile children giving them a point of secure contact and a person with whom they are able to ‘download’ some of their anxieties and concerns.  The IMs also monitor behavioural patterns and trends.
The school had only two fixed-term exclusions last year and has never permanently excluded a child. The Sunflower Room and particularly the work of the Inclusion Mentors has enabled us to reach and maintain this situation even when we have  admitted  very needy children who have struggled to be included in other schools, and have either been excluded or ‘advised’ to move to prevent them from being excluded.  In the time since the Inclusion Mentors have been working the three year average has dropped to below one, despite having some very challenging children join the school and the school numbers increasing.
The majority of the children who use the Sunflower Room regularly are recipients of free school meals. There was a real danger that the level of support, which we were able to offer via the sunflower room, would need to be cut in light of reduced funding from the local authority. Pupil premium money, which has been put into this service, has enabled us to expand the provision to match our expanding school. This affects all children because, by supporting the children who have specific emotional needs, we are supporting all children’s learning in the classroom by creating a calm and effective learning environment.
The Sunflower Room costs £60,000 per year and 60% (£36,000) of this is funded by pupil premium.

Reading Recovery Teachers – Vicky Conry is an accredited reading recovery teacher. The impact of her work has been dramatic and the children who worked with her made significantly more progress than would have been expected. 62.5% of children made accelerated progress last year with 25% making good progress and the others being referred to other school remedial programmes. 75% of children who were on the Reading Recovery Programme were disadvantaged. £10,000 of Ms Conry’s salary is funded by pupil premium.

The Reading Centre- We initiated our reading centre before the pupil premium’s introduction but expended it afterwards. In the year 20/21, the reading centre could not operate as usual due to Covid 19. The team of four highly trained Teaching Assistants have been working within year group bubbles. They have been promoting reading with all children but have been particularly focussing on children who attract Pupil Premium funding. The cost of employing these very highly trained people is £65000 with 70% of this money coming from Pupil Premium.

Speech and Language Provision - The amount of support our children receive from various agencies associated with speech and language difficulties has dramatically decreased over the past few years. We have taken the bold decision to train two specialist Teaching Assistants to support children with speech and language needs. These two very capable and highly trained staff have made a real impact on the academic and social outcomes for a range of children. Again, pupil premium has allowed us to maintain this provision, funding £25,000 of the £45,000 it costs to keep this running.

Improving Attendance - We have used some pupil premium money to enable some children to attend breakfast, after school club and one of our holiday play schemes. This has had a positive effect on these individual children’s attendance. Children have had different levels of access to free places at different times. (Budget: £4,000).

Increased Teaching Assistant Time - Each of our 22 classes receives Teaching Assistant support. Part of the role of the Teaching Assistant is to ensure that children who are from disadvantaged backgrounds and who have low prior attainment make good progress. Approximately £1,500 of pupil premium money supports this in each class. This year a specific teaching assistant was employed just to work with children from the reception classes who attracted Pupil Premium funding.

Providing Access to School Activities and Residential Trips - Pupil Premium money is used to support individual pupils so that financial concerns are not barriers to their involvement in school life. We do this in two main ways: firstly by subsidising clubs to make them more affordable for all of our pupils (most of our clubs are free) and secondly by paying all or part of costs for pupils who are in need of support and receive pupil premium.
We also pay for music lessons and will help with equipment and on some occasions, transport to activities. We have used pupil premium money to support children in going on residential visits. Approximately £9000 is set aside for this from Pupil Premium. We have also purchased uniform, musical instruments, magazine subscriptions and occasionally offering transport. (Budget: £2000).

During the financial year 2021-2022, we aim to maintain these services, which benefit the whole school, but disproportionately those children who are from disadvantaged backgrounds.

We have slightly increased our out of class support and added a third inclusion mentor to our team so that children who need immediate help can receive it. This new proactive Inclusion Mentor will work largely with children from disadvantaged families.

Our continuing aim is to eradicate the attainment gap between those children who are in receipt of Pupil Premium and those who are not.  We do not see this as a simple short term academic fix we view the role of this support as providing emotional and character building support which will enable the children to narrow the ‘life experience  gap’, grow in confidence and therefore reach the heights which their ability affords not the lows which their circumstances might predict.




Report on Sports Premium Funding 2020/21

Sports Premium

To help keep the legacy of the London Olympics going and to continue inspiring the next generation, the government announced that there would be ring-fenced funding to primary schools. This sport premium funding must be used to fund improvements to the provision of Physical Education and sport, for the benefit of primary-aged pupils, to give them the opportunity to develop a healthy active lifestyle.



In March 2013 the government announced that it was to provide additional funding of £150 million per annum for academic years 2013 to 2014 and 2014 to 2015 to improve provision of physical education (PE) and sport in primary schools in England – The Primary PE and Sport Premium.

This funding is allocated to primary school headteachers. The funding is ring-fenced and therefore can only be spent on provision of PE and sport in schools.

  1. In the Autumn Statement 2013, the then Chancellor, George Osbourne announced an additional year’s £150m extended funding, taking the total investment to the end of the 2016 academic year.
  2. On 6th February 2014 the then Prime Minister, David Cameron committed to continue the funding for the Primary PE and Sport Premium until 2020.
  3. On the 17th July 2015 the Department for Education announced that 2015/6 funding will remain at the same level as last year.
  4. On 21st September 2016 the Department for Education released its grant conditions for 2016/17.
  5. On 24th October 2017, the Department for Education published new guidance on the doubled Primary PE and Sport Premium grant. 


Purpose, Vision, Objective & Key Indicators of funding

Purpose of funding: Schools must spend the additional funding on improving their provision of PE and sport, but they will have the freedom to choose how they do this.

Vision: All pupils leaving primary school physically literate and with the knowledge, skills and motivation necessary to equip them for a healthy lifestyle and lifelong participation in physical activity and sport.

Objective: To achieve self-sustaining improvement in the quality of PE and sport in primary schools.

There are 5 key indicators that schools should expect to see improvement across:

  • The engagement of all pupils in regular physical activity – the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school.
  • The profile of PE and sport is raised across the school as a tool for whole-school improvement
  • Increased confidence, knowledge and skills of all staff in teaching PE and sport
  • Broader experience of a range of sports and activities offered to all pupils
  • Increased participation in competitive sport

Schools can use the funding to:

  • Provide staff with professional development, mentoring, training and resources to help them teach PE and sport more effectively
  • Hire qualified sports coaches to work with teachers to enhance or extend current opportunities
  • Introduce new sports, dance or other activities to encourage more pupils to take up sport and physical activities
  • Support and involve the least active children by providing targeted activities, and running or extending school sports and holiday clubs
  • Enter or run more sport competitions
  • Partner with other schools to run sports activities and clubs
  • Increase pupils’ participation in the School Games
  • Encourage pupils to take on leadership or volunteer roles that support sport and physical activity within the school
  • Provide additional swimming provision targeted to pupils not able to meet the swimming requirements of the national curriculum
  • Embed physical activity into the school day through active travel to and from school, active playgrounds and active teaching

Schools should not use the funding to:

  • Employ coaches or specialist teachers to cover planning preparation and assessment (PPA) arrangements – these should come out of your core staffing budgets.
  • Teach the minimum requirements of the national curriculum – including those specified for swimming (or, in the case of academies and free schools, to teach your existing PE curriculum).
  • Provide transport for PE events or any other events.
  • To cover the cost of capital expenditure.


Online Reporting 

Schools must publish details of how they spend their PE and sport premium funding by the 31st of July. This must include:

  • the amount of premium received
  • a full breakdown of how it has been spent (or will be spent)
  • the impact the school has seen on pupils’ PE and sport participation and attainment
  • how the improvements will be sustainable in the future.

From 2017, there was a new condition introduced requiring schools to publish how many pupils within their Year 6 cohort are meeting the national curriculum requirement to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively and perform safe self-rescue in different water-based situations.

Click on the link below to see how Goldstone Primary School are using their funding. This is a working document that will continue to be updated throughout the rest of this academic year, as different activities have been completed and evidenced. 

How much funding do we receive? 

Previously Goldstone Primary received £10,935 in funding in the year 2016-17 from the government; this is known as the 'Primary Physical Education and Sports Premium' (SSP). This funding was been doubled for the academic year 2017-2018 and we now receive £21,879. We received this again for the academic year 2020-21 with the government set to release further details for funding beyond July 2021. 

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