Impact of Pupil Premium 2015/2016


Area of spend

Specific Actions


Impact on children

Premium Support Team.  A small team of staff and Governors, who are given the remit of regularly reviewing the needs, achievement and aspirations of children in receipt of the Pupil Premium.  This information is then used to ensure approaches to Teaching and Learning as well as children’s welfare, are sharply matched to the needs of the pupils as well as best practice

·         Pupil and parent conferencing, undertaken by specific teacher in order to highlight the strengths and areas for development.

·         Book scrutiny and data evaluation, used to evaluate where areas for development are needed (and where finances should be targeted).

·         Pupil Premium lead has researched best practice in supporting children in order to improve provision at Woodchester.








Pupil’s in receipt of Pupil Premium made good progress compared to all others nationally as demonstrated in KS2 progress scores:


Reading - 2.94


Writing - 0.53


Mathematics - 2.73


This demonstrates that progress is at least as good as all others nationally (who have a score of 0) and, in Reading and Writing, compares favourably to all others.





It can be assumed that the impact of teaching on learning is at least good because children in receipt of pupil premium made good progress, as evidenced above.


Lesson observations supported the data.  Pupils in receipt of pupil premium made at least good progress within lessons due to the quality of teaching.


During observations by visiting Headteachers and School Improvement Partner, disadvantaged pupils were recognised as having high levels of engagement and resilience.









The most recent data (2015 at time of writing) shows FSM miss 3.6% of sessions (comparing favourably to the national average).  This is a gain on 5.0% in 2013.  This suggests children in receipt of Pupil Premium enjoy attending Woodchester Endowed Primary School and have positive attitudes to learning.


During pupil conferences, children in receipt of the pupil premium reported that they enjoy school and lessons (across the curriculum).  They expressed confidence in their abilities in most curriculum subjects.  This suggests high self-esteem.



Children who have benefitted from sessions of direct action, displayed high self-esteem as evidenced through responses to pupil conferencing.



Psychotherapist and Psychologist reported clear progress in the emotional wellbeing of children they worked directly with.


Teaching and Learning development and intervention.  Focus on the specific needs of children in receipt of the pupil premium, following the information analysis from the Premium Support Team.  This includes CPD opportunities, strategies to enhance Quality First Teaching as well as potential intervention and 121 input for individuals and groups.

·         CPD (and associated cover costs) for developing Depth of Understanding, High attaining Mathematics (using depth of understanding) Emotional Wellbeing and Reading.

·         Teaching Assistants employed to support the specific needs of children in receipt of the pupil premium.

·         Training and implementation of SOLO taxonomy to ensure a depth of understanding approach to learning.

·         Purchase of Mathletics to support the home learning of children within Maths.

·         Resources to support the home learning of phonics for targeted children in receipt of the pupil premium in Key Stage 1.






Further Funding Opportunities.  Enrichment opportunities for children, that will have a positive impact on their well-being, opportunities and/or love of learning, to be supported through the pupil premium.  Behaviour and needs support for children and adults.  Personalised support and/or CPD based on individual needs


·         Direct work for children’s emotional wellbeing with Psychotherapist (conducted over a series of sessions for each child).

·         Sand play undertaken with Educational Psychologist for younger children identified as having emotional needs.

·         Mindfulness training for staff in order to create a mindful school (identified through research as having a high impact on the emotional wellbeing of children)

·         Resources to support the play opportunities of children identified as having a need.

·         Funding to support curriculum enrichment activities including residential, sporting clubs and music lessons.