Pupil Premium

Our Pupil Premium action plan and expenditure is reviewed termly.


Barriers our children have

  • Low self-esteem
  • Lack of resilience
  • Difficulties working with others
  • Low levels of communication
  • Lack of aspirations

Focus/Aims for our pupil premium cohort has been:

  • To improve self esteem
  • To improve ability to work with others
  • To develop communication skills – expressing feelings, opinions
  • To become a leader amongst other children
  • To impact on approach to school work
  • To achieve in line with peers – SEND children

Rationale for the above aims – in order for children to be able to take risks within their learning and meet learning challenges head on we need to develop self-esteem, confidence and communication skills.  Therefore the focus has been on the ‘soft’ side of pupil development as well as providing those children who need additional learning support the opportunities to achieve at least in line with their peers.

Success criteria

  • Full engagement in class
  • Good relationship with peers – ability to develop and sustain friendships
  • Ability to take the lead
  • Aspiration to succeed
  • Progress in line or exceeding peers for non-SEND children.  Good progress on an individual level for SEND children.


The headteacher is responsible for Pupil Premium within school, this includes overseeing all actions.  The finance committee also monitor financial implications and the achievement and standards committee monitor input and impact through committees and full governor headteacher reports. The SENCO is also responsible for monitoring and planning for some of these children as there is an overlap in provision.  The link governor, Mrs Derby, also comes into school to monitor and shadow our pupil premium children around school.




The impact

In most cases in school there are no gaps between the progress children who are in receipt of pupil premium and their comparison peer group e.g. if they have special educational needs this is the group we compare them to.

For further information please refer to the following documents:

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