Barker Street, Sutton-in-Ashfield, Nottinghamshire NG17 2LH


Woodland View Primary School

Pupil Premium Policy Autumn 2020

 The Pupil Premium is an allocation of additional funding given to schools in order to support specific groups of children who are vulnerable to possible underachievement. The intended effect of this funding is to accelerate progress and raise attainment.

The Pupil Premium is a government initiative that targets extra money at pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non-deprived peers. The Pupil Premium funding is provided to enable these pupils to be supported to reach their potential.

The Government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and has provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six year period. At Woodland View Primary, we will be using the indicator of those eligible for FSM, as well as identified vulnerable groups as our target children to ‘close the gap’ regarding attainment. The amount of Pupil Premium funding a school receives is calculated according to the number of pupils who meet the eligibility criteria set by the government. At Woodland View Primary this is approximately 30% of the children. The school is accountable for using this funding to raise the achievement of the less advantaged children in its community.

As many of our Pupil Premium children are on the SEND register (40%), our focus with the Pupil Premium funding is to target children to develop their progress and accelerated progress. A further group of Pupil Premium children are low ability which, again, means they are targeted for progress and accelerated progress. The remaining children are targeted to ensure they achieve age related expectations or above.


When making decisions about using Pupil Premium funding, it is important to consider the context of the school and the subsequent challenges faced. Barriers to learning identified at Woodland View include:

  • Poor speech, language and impoverished vocabulary life experiences
  • Limited life experiences
  • Poor social skills
  • Arriving at school not being ready to learn
  • Poor memory.

We may also see (dependent on the child) lack of confidence, behaviour difficulties and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.

We will ensure that all teaching staff are involved in the analysis of data and identification of pupils, so that they are fully aware of strengths and weaknesses across the school.


  • We ensure that teaching and learning opportunities meet the needs of all the pupils
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged and vice versa.
  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
  • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time


The range of provision the Governors consider making for this group could include and would not be inclusive of:

  • Monitoring with the Headteacher and SLT to ensure effective teaching is focussed on accelerating progress
  • Providing small group work with an experienced teacher/teaching assistant focussed on overcoming gaps in learning
  • support
  • Additional teaching and learning opportunities provided through trained LSAs or external agencies
  • All our work through the pupil premium will be aimed at accelerating progress
  • Pupil premium resources may also be used to target able children on Free School Meals to achieve Age Related Expectations and above, where possible
  • Transition from primary to secondary.
  • Additional learning support.
  • Use of “Achieving Early” in EYFS.
  • Subsidies for all travel expenses (bus journeys) to activities, educational visits and residentials, ensuring children have first-hand experiences to use in their learning in the classroom.
  • Support the funding of specialist learning software.
  • PE provision.
  • Creative provision.
  • Behaviour support.
  • Emotional support: targeted provision to support children’s mental health & wellbeing.
  • Use of inclusion team to monitor, support and innovate.
  • After school provision in extra-curricular clubs.
  • Use of free breakfast club; use of Magic Breakfast to ensure children have eaten before the school day starts.
  • Free provision of vitamins to Foundation Stage and Year 1 children.

This list is not exhaustive and will change according to the needs and support our socially disadvantaged pupils require.


Good quality first teach:

  • Focus on improving teaching and learning in classrooms
  • Focus on improving feedback helping children to improve
  • Emphasis on development on oral and literacy skills
  • Emphasis on developing “Sticky Knowledge” to build knowledge retention
  • Staff trained appropriately for specific roles e.g. delivering phonics
  • CPD is tied in with student outcomes including development of the wider curriculum

Targeted Support:

  • Improved attainment for PP children in all year groups (see provision).
  • Improved use of data to target PP children who are falling behind or not making enough progress including HA PP children.


  • Improved attendance through monitoring attendance and:
  1. attendance letters to families/carers with less than 94% attendance
  2. use of attendance incentives for children with above 97% and 100%

Monitoring to develop targeted support:

  • Monitoring reviews and observation documents to include section on PP children.
  • Actively list and track all vulnerable children (non PP also).
  • Pupil pursuit (to build knowledge of children who are not making expected or better progress).


It will be the responsibility of the Head teacher, or a delegated member of staff, to produce regular reports for the Governing Body, which will include:

  • The progress made towards narrowing the gap, by year group, for socially disadvantaged pupils.
  • An outline of the provision that was made since the last meeting.
  • An evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support.
  • The Governors of the school will ensure that there is an annual statement to parents on how the Pupil Premium funding has been used to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils. This task will be carried out within the requirements published by the Department for Education (TBC) and will appear on our school website. (See appendix 1 for the format of recording for the school website, this will be updated at the beginning of each academic year and thus allowing an accurate APS and sub-level recording for the year to be shown.)

Governing Body Pupil Premium named governor:  Mrs. E. Eastburn


During lockdown, we are in regular contact with PP families who are not at school. We are monitoring children’s engagement and working with families to ensure they have access to remote learning learning opportunities.