Pupil Premium plan and impact statement with expenditure 2017-2018

What is Pupil Premium?

Pupil Premium provides additional funding on top of the main funding a school receives for its pupils. It is targeted at students who are entitled to free school meals, have been entitled in the previous 6 years (ever 6), are in Local Authority Care for 1 day or more, were recently adopted from care, or who are the children of service personnel. It aims to ensure that these pupils benefit from the same opportunities as other pupils. The amount the school receives for each pupil ranges from £300 for pupils from service families to £1,900 for those who are in Local Authority care. These amounts are an increase on previous years. How the Pupil Premium is spent is monitored closely, with all schools accountable for the impact of the money spent.

Why is there a Pupil Premium?

Nationally, pupils who have been eligible for free school meals at any point in their school career have consistently lower educational attainment than those who have never been eligible. Nonetheless, as groups, this is less likely than other groups of pupils. The Pupil Premium is designed to provide money to schools in order to close these gaps.

Free School Meals

If your child does not have Free School Meals, but may be eligible because of your family’s income level, please contact the school’s office (in confidence) to register them. Even if you do not wish them to have the meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child. We also assure parents that all matters regarding use of the Special Fund are treated with discretion and in confidence. 

For more details on the Pupil Premium, please visit: http://www.education.gov.uk/schools/pupilsupport/premium 

Context of the local area - Tilbury

  • The average life expectancy of pupils within Tilbury is 10 years less than those within Thurrock [Source PCT], due to factors such as smoking, poor diet and insufficient exercise.
  • The 2014 Census of population indicates that the ward from which The GPFS draws the majority of its pupils has the highest percentage of overcrowded households.
  • Tilbury has one of the highest teenage pregnancy rates in Europe; as a result the school has a significant group of young mothers with limited knowledge of good parenting skills - Primary Health Care Trust 2015 [PHCT].
  • Obese levels are well above the national average with obese adults one of the worst in England. Together with the high levels of smoking, this makes life expectancy for women significantly below the national average and males slightly below [PHCT…2015].
  • The number of children living in poverty is above the national average at 41%. [source: evidence base for draft housing strategy 2015 – 2020].
  • Most pupils live in the immediate ward to the school which is the most deprived in Thurrock with the deprivation indicator standing at 0.44 against national of 0.24.

Summary of information


Lansdowne Primary Academy

Academic Year


Total number of pupils on roll


Total number of pupils eligible for PPG

290 (48.1%) as of Sept 17

Total amount of PPG received


Date of most recent PP review

Oct 17

Date for next review of this strategy

Oct 18

Current attainment Year 6 (end of year 5)


Percentage of pupils eligible for PP

Targets 2017-2018

Reading, writing & mathematics: % of pupils achieving the expected standard (combined)



Reading: % of pupils achieving the expected standard



Writing: % of pupils achieving the expected standard



Mathematics: % of pupils achieving the expected standard



Barriers to future attainment (for pupils eligible for PP)

In school barriers (issues to be addressed in school)


Reading and writing (including phonics)


Progress in particular year 6 disadvantaged compared to others


Attainment: Year 2 and Year 6 % of disadvantaged pupils achieving the national standards compared to others, in reading, writing and Maths.


Behaviour, self-esteem and relationships: A number of our disadvantaged children display behavioural and emotional difficulties linked to low self-esteem and confidence which has a negative effect on their learning.


Lack of aspiration, resulting in children not having that ‘want to learn’ attitude. A high proportion of disadvantaged children will give up easily and lack resilience which is the sign of a fixed mind-set.


Learning difficulties:   % of the children eligible also have learning difficulties which is a known barrier to learning.

External barriers (issues which also require action outside of school)


Low attendance rates: Some of our disadvantaged children have low attendance rates, therefore having a real effect on outcomes in the classroom


Family support: for a number of different reasons, some children lack in support at home.


Equipment and resources at home for after school learning in addition to what they receive during school hours.

Desired outcomes from the barriers identified


Desired outcomes

Success criteria


Improve literacy, language, reading and writing skills for all eligible pupils. This includes the love of reading not just in school, but at home.

Achieve speaking Early Learning Goal for disadvantaged pupils which is equal to or broadly in line with others nationally. This will be mirrored in year 1 phonics. Percentage of disadvantaged pupils are equal to/broadly in line or greater than compared to others nationally. Children are completing reading records at home.


The differences in writing, reading and Mathematics progress and outcomes between disadvantaged pupils and others diminishes.

Percentage of disadvantaged pupil’s end of year results are equal to/broadly in line or greater than compared to others nationally.


The differences in writing, reading and Mathematics attainment and outcomes between disadvantaged pupils and others diminishes.

Percentage of disadvantaged pupil’s end of year results are equal to/broadly in line or greater than compared to others nationally.


Pupil’s self-esteem improves and the number of behavioural issues for the identified children reduces. Their emotional wellbeing improves.

Reduction in the number of fixed term exclusions and report cards, as well as a reduction of children send to the Consequence for Choices room.


Children develop their aspirations and gain a ‘want to learn attitude’, build resilience and develop a growth mind-set.

Our B1 (target children) disadvantaged children become more confident in lessons and show an upwards trend in results.


There are improved outcomes for children eligible for PP who have a known barrier to learning, allowing the children to access the curriculum in a variety of differentiated ways.

Percentage of disadvantaged pupil’s end of year results are equal to/broadly in line or greater than compared to others nationally. SEND disadvantaged pupil’s progress is accelerated.


Absence rates of eligible children reduces, the difference between disadvantaged and others diminish.

Percentage of disadvantaged pupil’s absence figures are equal to/broadly in line or greater than compared to others nationally.


Families of disadvantaged children work with the school to help support their children at home.

Improvement of attendance rate to parental workshops and evenings.


Children have the chance to use school resources outside of the normal school day in order to have that chance to complete homework and extended learning.

Rate and completion of homework improves which in turn accelerates progress.

Planned expenditure

The information below explains how we will spend our Pupil Premium grant this academic year. All of the below, along with first quality teaching and mentoring strategies (Pupil Action Plans/Learning passports for our disadvantaged children), should help us to reach our goal of disadvantaged children improving their outcomes and diminishing the difference of attainment, between them and others nationally:

Intended spend of pupil premium funding




Inclusion & Nurture Provision Team:         
1 x Inclusion Leader
1 x Learning Mentor
2 x Inclusion Advocates


Our nurture team ensure that our most vulnerable disadvantaged children receive specialist care, which enables the children to deal with social and emotional aspects before making their way back into the classroom.

Inclusion & Nuture Provision Resources: £2500 ICT Equipment including Touch Screen Monitor & iPads, £3000 resources


Resources are an important part of the nurture provision. This aids engagement and allows the children to express their thoughts and emotions using a range of multimedia.

Maths Lead Teacher 2 days a week


Our Maths specialist will target those who are underachieving with particular focus on disadvantaged children, including our Most Able disadvantaged and those with a high prior attainment.

Funding for EWO provision and
Attendance Ambassadors


High attendance for disadvantaged students is pivotal to their outcomes. By funding for our ambassadors and EWO, we can be strategic when trying to reduce absence levels.

Central SENCO services &


A high proportion of our SEND pupils are disadvantaged. Our central SENCO services and assistant, allows us to provide expert care and guidance for our SEND pupils, allowing them to succeed in school and access the same opportunities as others.

Year 6 Booster Classes
(only estimate need to recost)


Students who are falling behind or are missing gaps of knowledge are put into intervention. This enables us to 'plug' the gaps in order to improve outcomes.

MyBookBlog resources-Resources & Subscription


My book bog is a resource from Read Write Inc that we annually buy into. The aim of this is to improve the reading skills of our children and increase their contact with books and reading. Research shows that improved reading skills and more contact with reading improves overall outcomes.

Numicon resources & Maths Tutor


Numicon is a strategy used in Maths which enables children to learn with numbers with a visual representation. The resources benefit our disadvantaged pupils as well as others.

Phonics & Literacy Training


In order for our disadvantaged and other students to improve their reading and writing, training is provided to staff to give them the strategies and resources needed to deliver their lessons.

Breakfast Club Resources


It is important that our disadvantaged children have breakfast before they start their learning for the day with the aim to increase engagement up until lunch time. This strategy also helps with attendance and punctuality, ensuring children are in early to prepare for learning.



Music is an important foundation to building a cultural capital with our disadvantaged students. By learning to play a musical instrument, this will improve our students ability to engage and also gives them life chances that they may not experience outside of school.

ROH Cultural Entitlement


The Royal Opera House is another example of building the cultural capital amongst our students. This will give them life experiences outside of their local area, giving them a chance to discover other possibilities.

Counselling one day a week (Collab)


Some children arrive to school with a number of home related issues. This in turn has an effect on their learning and mental state. Mental health in young people is nationally on the increase. We need to do all we can to support our disadvantaged children to make it through these tough times so that it does not have an effect on their education. Booking in sessions with a counsellor to talk through their personal problems is one way of doing this.

Mentoring Coach (Inspiration Youth Call)


To provide structured activities during lunchtime in order to support vulnerable children.

To provide mentoring support for children and their parents who are experiencing difficulties in school e.g. low self-esteem, friendship/social interaction issues & behavioural challenges.

2 x Sports Coaches



Forest Schools


Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.

Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education.

Swimming subsidy


It is important that our disadvantaged children have a chance to take part in swimming as others do. Simply by not being able to afford to go will stop our children from develop a vital life skill in swimming. Therefore paying for their provision allows them to take part with others.

School trips and Resources


Our disadvantaged children's families may not be able to afford to pay for their child's school trips. Our Pupil Premium will cover those families unable to afford these trips, thus giving inclusion for all, allowing children to develop life experiences and having the same chance as others.

ICT Lead one day a week (McLoed)


Our ICT lead will use their experience to capture the imagination of our pupils and develop the use of ICT across the curriculum enabling them to have greater depth and knowledge of ICT skills in which are beneficial to their future.

Ed Visits


To develop a cultural capital. Many of our children may not have stepped outside their local area. By making educational visits available, we hope to broaden their horizons and develop a keen interest on learning more and aiming high.

Ed Visits Residential


Our residential visits to Kingswood not only allow our children to learn and discover through play and education, it also allows us to use targeted intervention, away from school that allowing for greater depth and focus in order to diminish the difference of attainment.

ICT Resources:
86 IPads
& ICT Teacher


Many disadvantaged children may not have access to ICT equipment or internet access at home. By providing them with equipment in school, this allows our children not to fall behind with technology and gives them access to complete homework in school using our ICT resources and equipment.

Attendance Rewards:
Celebration lunch


It is extremely important to award high attendance with children and celebrate their achievement. By having incentives such as celebration lunches and prizes such as ipads, this strategy will give them the want to do well and improve their attendance.