Pupil Premium Information

Oakfield Pupil Premium strategy statement 2016/2017


What is Pupil Premium?

Since April 2012, schools have received funding to raise the educational attainment and improve the outcomes for disadvantaged children. This funding is known as ‘Pupil Premium’ and pupils who are eligible for this finding are identified in the following ways:

FSM (free school meals): Children entitled to free school meals

EVER 6: Pupils who have been eligible for free school meals (FSM) in the last six years.

Ever 3: Pupils who are the child of a member of Service Personnel in the last 3 years.

CiC: Pupils who have been in care for a minimum of six months.

Adopted children: Those children adopted from care.


From April 2015 the annual payment for ‘Ever 6 children is £1320 per pupil, for ‘Children in Care’ it is £1900, for adopted children it is £1900 and for ‘Service Personnel’ children it is £300.

Schools are free to spend Pupil Premium as they see fit. However, we will be held accountable for how we have used this funding to support achievement for pupils from low income families and we are required to publish details about this spending on our website.

This will ensure that parents and others are made aware of the impact of the support and opportunities delivered as a result of the funding.

The 2013/14 Pupil Premium funding amounted to £24,778 for 26 pupils.

The 2014/15 Pupil Premium funding amounts to £47,700 for 37 pupils.

The 2015/16 Pupil Premium funding amounted to £45,460 for 41 pupils

The 2016/17 Pupil Premium funding is £48,382 for 39 pupils.

How is Pupil Premium money used?

At Oakfield Primary School we believe that in order to maximise the impact of our Pupil Premium spending we need to:

  • Believe in all our children’s ability to progress and achieve
  • Focus on overcoming barriers to learning
  • Support children in adopting good learning behaviours
  • Involve all staff in the analysis of data
  • Ensure all staff are aware of who the vulnerable children are
  • Target underachievement at all levels.

Pupil premium funding at Oakfield is used in the following ways:

  • Providing 1:1 support for underachieving pupils
  • Providing ELSA (Emotional Literacy Support Assistant) time for individual pupils, both in the classroom and 1:1
  • Setting up and running a Nurture group with trained leaders who regularly attend network meetings.
  • Running parenting courses and providing family support
  • Breakfast and After School Club care, where needed
  • Supporting educational day trips and residential trips,
  • Supporting extra cultural activities such as theatre trips
  • Music lessons through the Hampshire Music Service
  • Accessing Forest School’s outdoor learning sessions
  • Free school milk
  • Literacy and maths interventions for pupils requiring additional support

We continue to track progress to ensure that support and intervention is making an impact on the child’s learning and as a result progress accelerated.

The school implements a wide range of targeted intervention programs dependent upon the needs of the child.  These are all delivered by highly trained Teaching and Assistants. Some of the programs require further expertise for effective delivery and implementation. As a result, the school employs two ELSA (Emotional Literacy Support) workers, and we have a number of Higher Level Teaching Assistants who are specifically employed to work with groups of children, raising attainment and supporting learning. Some of the targeted intervention programs that are run are:

ELSA Supporting the social, emotional and behavioural needs of the child in school.
Hand gym Supporting children to develop fine motor skills.


Speech and language Supporting children with identified speech and language difficulties.


Time to Talk A communication programme supporting speech, language and social skills.


Nurture Supporting the social, emotional and behavioural needs of the child in school.
Rapid Reading Supporting children with reading skills where they need to apply their phonics and comprehension skills.
Paired reading Peer reading programme


Reading support Guided reading support in groups and 1:1


Rapid Phonics Supporting children with their phonic knowledge and early reading skills.
Magic Maths A levelled support program for those needing additional teaching in maths.
Toe by Toe Supporting children with identified word/phonic and spelling difficulties.
Surgery sessions A personalised program to support gaps or misconceptions in a subject.
Precision teaching A 1:1 program for improving recall and memory for either maths or English through repetition

What is the impact of Pupil Premium funding on progress?

 These tables show the levels of attainment for Pupil Premium children in core subjects.

ARE: Age Related Expectations.

WGD: Writing at Greater Depth


School data 2015/16 Key Stage 1

 Teacher Assessment

Subject National PP Class % at ARE % of PP children at ARE
Reading 74% 87% 80%
Writing 65% 62% 60%
Mathematics 73% 79% 80%


 Phonics Screening Test Year 1

National pass rate School pass rate Pupil premium pass rate
77% 77% 83%



School Data 2015/16 Key Stage 2 SATs

Subject National Class % at ARE % of PP children at ARE
Reading 66% 50% 43%
Writing 74% 93% 100%
GPS 72% 63% 71%
Mathematics 70% 60% 29%

In addition to tracking levels of attainment over the Key Stages, Pupil Premium children’s progress from their starting points are rigorously monitored and tracked to ensure all vulnerable groups make at least expected progress.

 Progress in KS2 SATs


KS1 score PP conversion to ARE Whole class conversion to ARE
2c 100% 100%
3 100% 100%
86% achieved ARE

14% achieved WGD


KS1 score PP conversion to ARE Whole class conversion to ARE
2c 25% 42%
3 67% 88%
43% achieved ARE


KS1 score PP conversion to ARE Whole class conversion to ARE
2c 33% 46%
3 100% 100%
43% achieved ARE

 What are the future plans for Pupil Premium?

The Pupil Premium Coordinator and The Senior Leadership team are committed to continuously evaluate the impact of pupil premium funding by:

  • Ensuring personalised learning for all children
  • Robustly monitoring children’s progress and attainment and identifying Barriers to Learning in order to target specific and personalised intervention programs
  • Rapidly implementing appropriate intervention programmes for identified children and monitoring them to measure effectiveness and impact of intervention programs.
  • Rapidly identifying and implementing alternative intervention if expected progress and attainment is not achieved.
  • Providing opportunities for children through enrichment and extended school activities.

As a result of the above the leadership team will ensure that Pupil Premium children make good progress and strive to ensure that they perform at the very least, in line with their peers.