Pupil Premium Allocation

Pupil Premium Allocation 2016-2017

Evidence of the impact from 2015-2016

·         Overall progress in reading 0.3 points higher than national non – disadvantaged

·         Writing – 1.6 points greater than the national disadvantaged students’ average.

·         Maths – 3.2 points greater than the national disadvantaged students average

·         Reading, Writing & Maths combined NGPS disadvantaged children 13% more pupils attained the expected level than national disadvantaged students’ average.

This year, 2016-2017, school received £524,559.00. We know that the support we give to our disadvantaged children has great impact and we need to continue with this programme to continue to make such impact. However we need to continue to strive for more so that our disadvantaged pupils have the best life opportunities open to them.

Newall Green Primary School has a school wide commitment to raise achievement for pupils who are eligible for Pupil Premium and strives to ‘bring out the best’ in this group of pupils and support them to achieve the highest levels.

Newall Green Primary School creates an overall package of support aimed to tackle the range of barriers including; attendance, behaviour, external factors, professional development focussing on improving outcomes for eligible pupils, improving the quality of teaching and learning, language acquisition, parental engagement, opportunities for first hand experiences and development of literacy and numeracy skills.

We carefully monitor the impact that Pupil Premium makes and we have seen an upward trend in our attainment data.


How we plan to spend the money?

Our objectives

Total disadvantaged money £524,559.00                                    59% of children in school eligible for PPG 

Barrier for Learning



Additional benefits

Impact measure

Language acquisition of children who are disadvantaged puts children at a lower starting point. By 18 months of age, toddlers from disadvantaged families are already several months behind more advantaged children in language proficiency. This impacts through school life as these children find it harder to develop their skills and need a language rich environment to make accelerated progress.

To develop the language skills of disadvantaged children.


1. Speech & Language therapist

2.Support provisions ( Acorn Room, Tardis )for disadvantaged & LAC children

3. Booster groups within each year group provided by small group support

4. 1:1 tuition for Year 6 children identified as needing extra support to complete the end of year tests.


1. Speech & Language therapist can see children on site & TAs can continue with the strategies that have been implemented.

2.Targeted support

3. Screening for learning needs to take place

4. Use of additional resources

5. Support for parents of children within intervention room.

Attainment at end of EYFS, KS1 & KS2 improved for this group of pupils.








An association between childhood poverty and behavioural outcomes is evident from an early age. Those growing up in low-income households have a greater likelihood of parent reported behaviour problems than their more affluent counterparts. They are also more likely tobe excluded from school. Later outcomes include risk-taking behaviour, aggression, involvement in crime, poor health-related behaviours (The costs of child poverty for individuals and society)

Help disadvantaged pupils with social and emotional issues


5. Star room – interventions designed to teach children the skills for successful learning.

6. Behaviour monitoring team

7. Child protection support team / Parental Support Officer.


5. Anger management /Friendship/Transition groups

6.Support for parents

5. ASQ scores of pupils attending the sessions improve.

6.Less exclusions and reduced persistent disruptive behaviour incidents when compared to previous years figures.

The attendance of the disadvantaged children in school is lower than non-disadvantaged pupils.

Attendance of disadvantaged pupils to improve.



8. Walking bus

9.Attendance support team


9.Pupil absent management system

Early morning calls

Monitoring children at risk of being persistently absent

Home visits

Emergency  drop off and pick up service

Parent support meetings

Attendance of disadvantaged pupils to be better than the previous year.

Monitored ½ termly by attendance team

Young people who have grown up in low income households are more likely than their more affluent peers to be unemployed, work in low or unskilled jobs and be poorly paid in adult life.’ (The costs of child poverty for individuals and society)

To develop the skills of the disadvantaged pupils so they have the skills for the future work place

10. clubs

11. Y6 Enterprise week

12. residential week

13. first aid training

10. Develop team work, enthusiasm, rule following etc.

11. How to write CV, how to apply for a job, presentation of self at interview etc.

13. As it states



Individual support is monitored termly and tracked using Provision Map Writer, this will take up the difference in income to spend listed above.  Approx:  £109,470.59



© Newall Green Primary School