Pupil Premium

Our Government provides extra support for these children through Pupil Premium funding. The following information is taken from the DFE website (further information can be found using the link) http://www.education.gov.uk/schools/pupilsupport/premium/b0076063/pp)

  • Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

Barriers to learning

A group of KS2 pupils were surveyed (November 2016). Here is what they said about barriers and challenge for themselves and other pupils:

Sometimes I find things hard and I get angry. It’s up to me to change this. I go out with Mrs Roberts to discuss things with her and that’s really working.

“In maths I think of different methods in my journal.”

“I extend my learning by writing an explanation.”

“My teacher asks tricky questions. My teachers asks me to apply what I have learned to something different”

“When I finish my work I am asked to up level it. I like to think outside outside the box”

“In year 5 I always used to think I can’t do it but now I think I can do it. Miss Morgan thinks I can do better and she knows I can do well.”

“Talk about things with Mrs Sears to make our friendships better”

Our pupils that are eligible for pupil premium funding face many barriers that affect their learning and general development. These include:
Limited access to language
Poor literacy levels
Poor attendance
Low aspirations
Low expectations
Narrow experience of life outside school
Difficulty being self-confident and resilient. 

To overcome the barriers, pupil premium spending is used to support:
Early years intervention
Extending school time (offer 3:00 – 4:00 p.m. as extended learning time for a majority of pupils)
Individualised and small group instruction (both responsive and planned)
Mentoring and behaviour support
Mastery learning
One:one tuition
Learning styles
Outdoor adventure learning (forest school and end of KS2 holidays)
Parental involvement (sessions for parents termly in all key stages)
Phonics (Read, Write Inc)
Small group tuition (planned intervention programmes plus responsive)
Behaviour interventions
Aspiration interventions


Pupil premium allocation 2017 2018: 96 pupils £125700



Pupil Premium 2016 2017 allocation and spend

Pupil premium 2016 2017 (Ever6): 89 pupils  = £117,480 

Pupil premium funding between September 2016 and August 2017 is allocated as below. Reviews of pupil performance are tracked half termly (in phase meetings and reported to leadership team), termly (tracking data is collected and analysed) and then at the end of an academic year. Governors review performance mid and end of year as part of the cycle of performance meetings.

Allocation Description Impact Addressing barriers

www.eef.org.uk for more details (Education Endowment Foundation


TLRpostholder mathematics

Implement Singapore Maths strategy: embed the scheme in all year groups 1 6 and the principles in EYFS.

Monitor impact on pupil premium

Address the gaps (data July 2016)

Monitor and evaluate day to day teaching. Support and signpost staff to peer coach where needed. Lead staff meetings and training. Evaluate impact termly.

Pupil premium outcomes in mathematics (attainment and progress) improved at end of all key stages and gap narrowed particularly at end of Key Stage 2 2017. Opportunity to develop mastery learning in mathematics.


Small group tuition by postholder and headteacher

TLR postholder mathematics

Monitor, evaluate and drive attainment at end of each key stage in mathematics with a focus on pupil premium

Address the gaps (data July 2016)

Monitor impact of Singapore maths strategy through analysis of test and teacher assessment data and pupil books. Termly.

Pupil premium outcomes in mathematics (attainment and progress) improved at end of all key stages and gap narrowed particularly at end of Key Stage 2 2017. Opportunity to develop mastery learning in mathematics.
TLR postholder pupil premium

Support new pupil premium leader to analyse data previous years and target support

Address the gaps (data July 2016)

Analyse data 2015 2016 and set targets alongside headteacher and new postholder LR. Support autumn, spring terms and monitor outcomes and progress summer term.

Pupil premium outcomes in mathematics, reading, writing, SPAG (attainment and progress) improved at end of all key stages and gap narrowed particularly at end of Key Stage 2 2017. Supporting review of learning styles.

Learning mentor

Second post for improving pupil premium: attendance; reducing exclusion; pastoral group; extra curricular activities

Dawn McKee plus admin hours to continue to support and monitor attendance. First day response; home visits; parent conferences; updated reward ladder for attendance; reduced exclusions. Pupil premium attendance >95% for academic year 2016 2017. Improving pupil attendance


Social and emotional learning strategies to encourage high aspiration and confidence to learn



Extra curricular activity (increase pupil premium take up from 2015 2016: 71%)

The offer from 3:00 – 4:00 p.m. is that all children should have access to an evening club Monday to Thursday in KS2 and some access in KS1. Supporting values work and wider curriculum coverage. Pupil premium club participation target >71% (2016 uptake achieved) for taking part in at least 1 club annually. Extending the length of the school day to provide study support and support social and emotional learning.
Promoting confidence and resilience

Training and resources

Singapore mathematics embedded in years 1 – 6 and the principles in early years foundation stage

Purchase resources and staff complete training during summer 16 and autumn 16 including early years staff. TLR postholder and leadership team to monitor, evaluate and support as listed above. Mathematics: increased percentage at secure age related expectation (mastery and depth) in all year groups (from July 2016 baseline) Mastery learning in mathematics promoting deep understanding of basic principles

Non-teaching staff

Walking bus and breakfast club

Continue to support pupils to be in school and on time. Two members of staff daily walking bus at 8:00 a.m. plus learning mentors as necessary. 4 x staff in breakfast club. Target pupils with poor attendance. Pupil premium attendance >95% for academic year 2016 2017. Extending school time by providing a good start and breakfast. Social and emotional learning.

Aspiration intervention


Time, training, resources

Interventions: Write Away; Project Code X; First Class at Number: Pirate Writing project; Singapore Maths pre and post teach.

Targeted support for pupils in middle and upper years that are not meeting age related expectations. Mathematics, reading & writing: increased percentage pupil premium at secure age related expectation (mastery and depth) Use of teaching assistants (highly trained to provide small group, collaborative learning and one:one tuition.

Time, training, resources

Forest School, chess and ICT projects for confidence and resilience and wider skills.

Improved pupil engagement.

All projects offered to all KS2 pupils and Forest school to foundation stage and KS1.

Develop confidence and language opportunities alongside learning new skills in two contrasting contexts.

Pupil premium attendance >95% for academic year 2016 2017.

Reading and writing: Narrow gap in attainment pupil premium to non pupil premium at end year.

Promoting outdoor, adventure and social and emotional learning – confidence and resilience.

Consultant & data support

Behaviour/ social and emotional support 1:1 sessions Debbie Roberts.

CPOMS database *

Debbie Roberts. Thursday mornings via internal referral.

CPOMS on-going cost.

Improve pupil behaviour. – less incidents as logged on CPOMS. Keep exclusions below 1%. One:one tuition and small group to support self-regulation and social and emotional learning.


Behaviour/ aspiration intervention



Curriculum linked visits to enhance pupil experiences of the wider world and support language development

To support pupil visits linked to the curriculum. 1 per term at least for all classes. Reading, writing, knowledge of the world: increased percentage pupil premium at secure age related expectations in all year groups. Narrow gap at end Key Stage 2 (mastery and depth). Offering pupils experiences beyond the school day and school facilities.

Total proposed estimated spend £98000 (£9000 to be reserved to allocate in year according to need)

*In 2015 2016 Mrs Roberts (behaviour support) worked with 34 pupils. 26 of these were pupil premium. Her work significantly impacted on pupil behaviour, self esteem and progress both in and outside the classroom. 

Interventions 2016 2017 (autumn term)
Middle Phase years 1 2 3
Project Code X reading intervention (Mrs Price): 14 pupils (10 pupil premium)
Year 1 Singapore Maths pre and post teaching (Mrs Price): responsive x 5 days
Year 2 Singapore Maths pre and post teach (Mrs Fraser): responsive x 5 days
Write Away intervention (Mrs Fraser): 4 pupils (3 pupil premium)
1:1 phonics intervention (Mrs Fraser): 1 pupil
Year 2 maths intervention programme (Mrs Fraser): 5 pupils twice weekly in two groups (3 pupil premium)
Year 3 Singapore Maths pre and post teach (Mrs Gallagher): responsive x 5 days
Year 3 ‘Pirate Writing’ structured intervention (Mrs Gallagher): 4 pupils (2 pupil premium) + 4 pupils (4 pupil premium)

Upper phase years 4 5 6
Year 4 Singapore Maths pre and post teach (Mrs Long): responsive x 4 days
Year 4 ‘Write Away’ intervention (Mrs Long): 4 pupils (4 pupil premium)
Year 5 Singapore Maths pre and post teach (Mrs Savage): responsive x 4 days
Year 6 Singapore Maths pre and post teach (Mr Fitzgerald): responsive x 4 days
Project Code X (Mr Fitzgerald): 10 pupils x 3 sessions per week (7 pupil premium)
‘Write Away’ intervention (Mr Fitzgerald): 3 pupils (1 pupil premium)
Year 6 Singapore Maths pre and post teach (Mrs Clarke): responsive x 2 days
‘Write away’ together (Mrs Clarke): 3 pupils (3 pupil premium)
‘Success @ Arithmetic’ (Mrs Clarke): 3 pupils (3 pupil premium)
Year 5 maths intervention (Mrs Gibbons): 6 pupils (4 pupil premium) x 1 session weekly
Year 6 maths intervention (Mrs Gibbons): 9 pupils (6 pupil premium) x 2 sessions weekly
Year 6 maths intervention (Miss Greer): 9 pupils (6 pupil premium) x 2 sessions weekly
Year 6 higher order reading skills (Mrs Potter): 7 pupils (6 pupil premium) x 1 weekly

* Interventions are revised daily for responsive and half termly/ termly depending on teacher analysis of progress, test and assessment data.

Pupil Premium by cohort September 2016 

Number in cohort Percentage pupil premium
Reception 27 59%
Year 1 29 58%
Year 2 19 74%
Year 3 19 58%
Year 4 20 60%
Year 5 14 64%
Year 6 21 67%


2016 results: pupil premium reports end year

2016 end of year report breakdown (click link)


2017 pupil premium and the year 1 phonics check
In 2016 69% of pupil premium pupils passed the year 1 phonics check (67% all pupils passed in year 1).
We have seen a five year rising trend for pupil premium pupils passing: 36%; 57%; 57%; 67%; 69% 2012 – 2016

2016 results: pupil premium and the end of Key Stage 1 (year 2)

SPAG Reading Mathematics Writing
% test pass % teacher  assessment  pass %test pass % teacher assessment  pass % test pass % teacher  assessment pass % pass
All (19) (12) 63% (12) 63% (10) 53% (11) 58% (11) 58% (12) 63 (8) 42%
PP all (10) 60% 60% 50% 60% 70% 80% (5/10) 50%

At end of Key Stage 1 2016, pupil premium pupils outperformed all pupils in mathematics and writing. Writing assessment at 42% of the cohort meeting expectations (and 50% pupil premium) flag this area as an ongoing area of focus in the next academic year. Pupils have started a new pilot writing intervention ‘pirate writing’ which they will take part in in year 3 led by Mrs Gallagher. We also run ‘write away’ sessions throughout year groups in Key Stage 2.
Further information will be available in our Raiseonline report which is published during the autumn term and compares our school with national averages for attainment and progress.

2016 results: pupil premium and the end of Key Stage 2 (year 6)

Reading: All pupils 68% meeting (national 66%); Pupil premium 53%
Writing: All pupils 68% meeting (national 74%); Pupil premium 53%
Mathematics: All pupils 72% (national 68%); Pupil premium 59%

67% of this cohort were pupil premium. The data above shows a significant gap between to attainment of pupil premium and non pupil premium in this cohort. The leadership team have reallocated resources to the upper phase for 2016 2017 to address any attainment gaps in cohorts that have transferred to the revised National Curriculum during their time in Key Stage 2.

End of year reports 2014 2015

 2013 all pupils2013 pupil premium2014 all pupils2014 pupil premium2015 all pupils2015 pupil premium
Maths attainment end of KS2 APS 292728.528.52725.2
Maths attainment end of KS2 APS minus SEN high needs group 3029n/an/a28.728.2
Reading attainment end of KS2 APS30.325.730.7530.752825.6
Reading attainment end of KS2 APS minus SEN high needs 30.7530n/an/a30.228.8
Writing attainment end of KS2 APS 2724.729.329.327.923.7
Writing attainment end of KS2 APS minus SEN high needs25.326n/an/a30.227.6
Y1 Phonics check50%57%85%57%63%67%

Report – Impact of Read Write Inc on phonics check Report –

Impact of ready buddy scheme (Beanstalk) Report –

Impact of walking bus and breakfast club on attendance

Report – Impact on persistent-absence

Report Impact of First Class @ Number in key stage one

At Litherland Moss our pupil premium money is used to provide a range of additional support for our children. We can demonstrate that key interventions have a significant impact on children’s progress.

The following documents are the case studies completed to inform the Impact of Pupil Premium spending 2013/2014. All data is annomomised to ensure the protection of our children.

We were thrilled with our KS2 results 2014 and the general upward three year trend. These results reflect the good partnerships we have with both parents and the excellent relationships that our children have with their teachers and teaching assistants. We are determined that EVERY child will succeed.

In 2014 all pupils (cohort of 8) were pupil premium. They made outstanding progress and attained excellent results as the tabs below shows:

[table “3” not found /]


KS2 2013 SATs results

There were 7 pupil premium eligible children out of a cohort of 9:


6/7 L4+ = 86% (whole group 89%)

2/7 L5 = 29% (whole group 44%)

100% 2 levels of progress

43% 3 levels of progress

APS Year 2 10.2 – APS Year 6 27 = progress points 16.8


5/7 L4+ = 71% (whole group 78%)

5/7 L5 = 71% (whole group 78%)

100% 2 levels of progress

5/7 3 levels of progress = 71%

APS Year 2 10.6 =- APS Year 6 25.7 = progress points 15.1


5/7 L4+ = 71% (whole group 78%)

2/7 L5 = 29% (whole group 33%)

100% 2 levels of progress

57% 3 levels of progress

APS Year 2 9.3 – APS Year 6 24.7 = progress points 15.4


The Pupil Premium Grant is helping to narrow gaps between pupil groups. We have a good track record of ensuring children make good or outstanding progress;  we are now ‘bucking the trend’ with some of our pupil groups making better that expected progress.
We consistently offer well-targeted interventions with a view to eliminate barriers to learning and progress. We aim to accelerate progress for all pupil groups.

Targeted support is provided in key curriculum areas. We offer:

ReadWrite Inc
Success in Number
Writing intervention
One to one support for emotional and/ or social issues

Through small group interventions our children are being supported to understand how to improve their work and know where they are in their learning.

Our walking bus and breakfast club have helped significantly to improve attendance and punctuality. Attendance has shown a five year upward trend and now is now broadly in line with national average. This could only be achieved through parent support. We would like to thank all parents and carers for your continued role in supporting our school.