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Pupil Premium Grant


Pupil Premium Plan 2017-2018 in response to the report from the Education Endowment Foundation and Sutton Trust, the following provision is planned.

Allocation £23,160 (comprising free school meal, looked after and service).

Barriers to learning include poor attention and listening skills, poor social skills, lack of support at home. 


Pupil Premium Strategy Statement 2017-2018 


1.   Summary information


 Gargrave CE Primary School

Academic Year


Total PP budget

£23 160

Date of most recent PP Review

May 2018

Total number of pupils


Number of pupils eligible for PP

19 @£1,320 per child

3@ £1,620 per child

1@£300 per child

23 in total

20 pupils at July 2017

Date for next internal review of this strategy

July 2018


2.   Current % attainment and progress 2015-2017 of disadvantaged pupils


KS2 (7 pupils)

KS1 (9 pupils)

% achieving the expected standard or above in reading



% achieving expected standard or above in writing



% achieving expected standard or above in maths



% making at least the expected levels of progress in reading



% making at least the expected levels of progress in writing



% making at least the expected levels of progress in maths




3.   Barriers to Future Attainment (for pupils eligible for PP including high ability)


4 pupils (25%) within this group have arrived at other times than starting school, including multiple school moves.


Improve attention and listening skills


Boost confidence and self esteem

 External Barriers (issues which also require action outside school, such as low attendance rates)


Improve family engagement- parents to be involved in learning, and have the confidence to help their child.


4.   Outcomes


Desired outcomes and how they will be measured

Success criteria


Pupils to make at least same progress as national average.  

Pupils eligible for PP are tracked to meet age related expectations.

Target Tracker is used by all staff to track progress.


Improved listening and attention

Interventions have clear success criteria for listening skills at before the end of interventions


To have explicit pupil outcomes.

Gap is closed - outcomes met.


Improved confidence of our PP children so that they know that they can achieve anything.

Confidence improved around school and children taking more of an active role in class, around school and in clubs set up by the school and external agencies.


Increased confidence from parents on how to help their child.

Children feel supported, either at school or at home.

Triangle Club supports homework and gaps in knowledge


5.  Planned Expenditure

Academic year


The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

    i.   Quality of Teaching for All

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Review date and impact

Improved confidence of our PP children so that they know that they can achieve anything

Promote confidence through access to a variety of events and learning outside of the classroom to set high aspirations.



Staff have been ELSA trained, so have the skills to deliver programme to increase self-esteem.

We want to invest some of the PP in longer term change which will help all pupils. We want to try alternative strategies to boost confidence and therefore ultimately results in the classroom e.g. paying for sports, art work and other learning outside of the classroom sessions

Pupil Questionnaire

Increased confidence seen in pupils

Pupil achievements and aspirations are seen to rise

Feedback from parents and staff


Mrs Peel

 May 2018

Monitoring spring 18 reported pleased to attend climbing competition "great to be chosen".

Pupils reported that they have improved at writing "my writing, there are targets in my book". They all said their handwriting was better. 

Maths was rated favourite subject by more pupils for the first time.


Improved progress for all of our pupil premium pupils


Teaching assistant deployment


CPD on looking at alternative provision and work for our PP pupils.




Friendship Group - Y6 (mainly girls)


Participation in Aquasplash 


Planned Climbing Event


Socially Speaking Group


We want to ensure that PP pupils can achieve high attainment as well as simply ‘meeting expected standards’. We want to train a small number of teaching assistants in practices to provide stretch and encouragement for these pupils

Work scrutiny

Lesson observations (1:1 included) effective deployment of TA’s across the school  to support learning of all PP pupils


Feedback to pupils 

Mrs Peel 


 Jan 18 - Friendship Group being received positively


May 2018 

Monitoring shows books contain improved quality and quantity of work. Marking is clear and pupils respond in green consistently. 

Improved engagement with reading and this in turn impacting on writing.

Magazine Subscription 

£200 ( 4 classes say £50 each)


Older class already subscribe to First News- which they love.

Other classes to have their own subscription enabled.

Lesson observations


Talking to pupils about their reading habits.

Miss Hesleden

Salford reading tests show net gain of greater than 3 months over time period.

 Repeated Autumn Term 2017 - positive improvement - books as prizes.

May 2018- frequency of reading higher for all cohorts.

Total budgeted cost



   ii.   Targeted Support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Review date and impact

 Pupils achieve age-related or greater

1:1 English

1:1 Maths

This has had a proven positive impact previously

Resources purchased to support this will be tried and tested and effective strategies e.g. 1st Class @Number.


Y6 Speed up handwriting intervention

Success at Arithmetic Scheme to commence   Feb 18


KS1 Pupil premium progress similar to non pupil premium


Greatest progress in KS2 reading


£6 500

Some of the students need targeted support to catch up or extend their learning.


The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective, especially for older pupils.


Progress tracked through sessions- start and end reports


Effective use of Mrs Woolsteine-Holme and Mrs Slaven- drop ins


Pupil Questionnaire

Children making at least expected progress

Mrs Wolsten-holme


Mrs Peel to lead

 Booster group & most able - very popular


 1:1 with Mrs Slaven work boosting confidence & understanding




Success @ arithmetic to commence.

May 2018- not run in favour of same day maths for focus pupils. 

 May 2018- improved handwriting in year 6

Inference reading groups and whole class guided reading is helping to give pupils confidence to apply their knowledge.  





High needs pupils are tracked using P-Scales and evidenced using these rather than the national year group expectations grid. Targets set using FFT data and tracking within school

SEN pupil+Pupil premium


Use of P Scales to show smaller steps and progress as new expectations grid cannot show these smaller steps


We want to provide extra support and evidence of the great progress that our high needs PP pupils are making.


Engagement with parents and pupils to show the amount of progress that is being made.


Mrs Peel


1:1 support staff

Dynamo maths.  Additional staffing and full time TA in class.


Multi agency meetings to set & review individual targets.

May 2018: pupils with high needs are making steady progress. EHC request submitted for two pupil premium pupils.

Homework Club- pupils complete homework,

Triangle Club


Include in Triangle Club, staff have knowledge and time to give additional help



Some of these pupils do not complete homework, they feel different. Their progress is reduced.

Staff at Triangle cub to inform school of the actions.

Class teachers to monitor the quantity and quality

Mrs Peel

marked and feedback given to child and parent.


1 weekly session at Triangle Club offered and taken up.

May 2018- booster clubs for year 6 and breakfast for all 

Parental engagement    

Monthly meeting with parents of pupils with multiple pupils and those with lower attendance    

We feel that targeted support for two families who each have 2 pupils would have quick impact on the progress of pupils

Pupil progress meetings and reports to governors on this action.

Mrs Peel

plus class teachers

 May 2018

Parent involved in this project last year, pupils have sustained and diminished the difference.

Total budgeted cost





Total So far (QTfA +TS)


 iii.   Other Approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Gargrave Lands Charity        


Available funds for extra (residential etc)


Mrs Peel

 May 2018- signposting pupils to application forms

Pupils look smart and feel included


Quick and easy impact to enable individuals to feel included.


Campaign in school wide on consistent uniform has improved behaviour.

Staff to share uniform concerns.

 Mrs Peel

 May 2018- Uniform provided



Nurture group through nature work and forest school activities

£1000 - awards for all funding

Sarah DeNurcheylo has led this successfully in other schools        

Termly monitoring     

Sarah DeNurcheylo    

Forest School planned for Summer Term 2018

Pupils experience enrichment activities in the holidays reducing rural isolation


Cluster wide provision adds greater value than put in,

5% of pupil premium grant


Reports over past few years.

Lottery bids

Targeted support

Joanne DeVille to signpost families to this service,

Reports from SELFA on attendance and impact

Mrs DeVille

 Ongoing.  8 Children attended multiple sessions (Autumn 2017)

May 2018- aquasplash, climbing and badminton targeted. 

Total budgeted cost


Total = (QTfA +TS+OA)





This plan will be reviewed with chair of governors termly.  


2014/2015 and 2015/2016 Reports  are available here.

2016/2017 Report is available here

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