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Pupil Premium & Free School Meals

The pupil premium was introduced in April 2011 and is allocated to schools in addition to their main budgets to support schools across the country in reducing the attainment gap that currently exists between disadvantaged pupils and their peers. 

The Pupil Premium is paid to each school by a specific grant based on school census figures for pupils registered as eligible for FSM (Free School Meals) in reception to Year 11. Schools receive funding for pupils who have been registered for free school meals at any point in the last six years; children who have been looked after continuously for more than six months and children of service personnel (this service premium is designed to address the emotional and social well-being of service personnel pupils).

Funding Allocations and use of grant

The Pupil Premium is additional to main school funding and is allocated on a financial year (April to March) basis. Although schools are funded on a financial year basis, we operate and plan how to use our resources around the academic school year (September to August).  Our academic year funding is as follows:

  • September 2015 to August 2016: £2,600
  • September 2016 to August 2017: £5,200

It is used by our school to address any underlying inequalities between eligible children by ensuring that funding reaches these pupils and other pupils who need it most.

OBJECTIVES for Fairlawn

  1. The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for these pupils
  2. As far as its powers allow the school will use the additional funding to address any underlying inequalities between children eligible for Pupils Premium and others
  3. Staffing and systems ensure that gaps are rapidly identified and narrowed

Barriers the school faces

  • An inner city school
  • A varied nursery experience upon entry
  • A new and growing school with possible limitations to access of specialist services


The school has looked carefully at the needs of each pupil and we have decided to use the following intervention strategies: (examples)

  • Providing one to one and/or small group work for pupils entitled to PP funding with an experienced teacher and/or teaching assistant focussed on overcoming gaps in learning to help them make improved progress and to raise their standards of achievement.
  • Acquire effective materials for pupils entitled to PP funding aimed at raising standards, particularly in reading, writing and mathematics.
  • All our work through the pupil premium will be aimed at accelerating progress moving pupils entitled to PP funding to at least age related expectations.
  • Pupil premium resources will also be used to target able pupils entitled to PP funding and others to achieve EXS and Working at Greater Depth at the end of KS1.
  • To use specialist consultancy support to develop staff teaching strategies for targeted support.
  • Home school support, to support attendance, ensure children do not miss learning while ill and are kept up to date with all current class learning while absent.

Dates for HT, Governors and CGST Directors to Review Allocation, Spend and Impact

Date of next review of spend and impact will be shortly after the pupil progress meetings held in December 2016 and then in April 2017 and then again in August 2017 after the data has been analysed.

Framework for reviewing the strategy

What How By Whom Rationale and Actions
Accountability framework is in place in all CGST primary schools to monitor and review the pupil premium spend Funding is identified and pupil progress is monitored. Plans for this is discussed and diarised by HTs up to 6 months in advance. Executive Principal and leaders/governors/board members including finance director A joined up approach to monitoring, reviewing and sharing progress across CGST primary schools
Pupil progress meetings will take place with the class teacher, inclusion leaders and the senior leaders for teaching and learning. Data manager programme (SPTO) will provide evidence of progress data. Class teachers will provide sample evidence of pupil progress (books) during those meetings. Key leaders, including inclusion leads together with class teachers. Then reported to LGBs

During Pupil Progress meetings leaders and class teachers will identify the needs of the child and ensure that the provision is meeting their needs by exploring the child’s progress.

This takes place 3 times a year. This is reported to and monitored by executive principal and LGBs.

Statutory outcomes for pupil premium cohorts reported in FFT, SPTO and RoL reports will be shared with governors in T1 2016, T4 2017 and in T6 2017 As adjacent LGBs and CGST board of directors Actions from governor meetings will be undertaken.
Outcomes from pupils will be benchmarked across the Trust, across the last 3 years (2 years for Fairlawn) and across the year groups. Attendance, attainment and anomalies will be identified KPIs , RoL and FFT reports shared Inclusion or PP leaders/LGBs/Executive Principal to coordinate Best practices will be drawn up and case studies shared


Educational Outcomes of the 2015-2016 Cohort

Our Pupil Premium provided:

  • Ÿ1 to 1 and small group work, targeted support in physical development and language development (communication skills)
  • Funding towards alternative provision and support transport costs

Impact Report: EYFS only (First year of new school)

  • One pupil receiving PP gained GLD and achieved ‘at expected’ in all areas of the Early Learning Goals. Overall the Reception 15/16 cohort achieved 69% GLD.
  • PP supported a 1-1 teaching assistant and contributed to alternative provision to support the complex needs of one child and family. The child’s place has been confirmed in an appropriate setting from September, 2016.

The initiatives proved to be successful. We will continue to spend our allocation in a similar way and build on the effective practice. 

Fairlawn Primary School is committed to improving practice.  We will therefore continue to monitor, evaluate and review the impact of the initiatives, as outlined above, in order to ensure that the funding is having a positive impact on learning, progress and attainment.