Cumberland Infant School

Pupil Premium Funding 16 - 17


Pupil Premium is additional funding from the Government that is aimed at narrowing the achievement gap of potentially disadvantaged children. The money is used to accelerate the progress of these children regardless of their ability, to improve their long-term outcomes.

The school receives Pupil Premium for:

  • children whose parents are in receipt of an identified benefit or have been during their time at Cumberland. – 16/17 - 23 children – 13.2% of school                                                             Current figure for 17/18 (September ’17 ) – 27 children 15% of the school
  • children whose parents are in the Armed Forces -   16/17 - 10 children 5.6 % of the school   Current figure for 17/18 - (September ’17) – 6 children 3.4% of the school


For the academic year 2016 -17 we received £36,840 and for 2017 -18 we have received £27,480 so far

Pupil Premium is also paid for children who are in the care of the Local Authority but we currently do not have any Looked After Children on roll.

Further information about Pupil Premium can be found at


Aims of pupil premium spending

To narrow the gaps in attainment and progress between children for whom we receive Pupil Premium and those we do not.

To ensure that all children for whom we receive Pupil Premium Funding have access to additional interventions to enable them to make accelerated progress regardless of their ability.


We do this by:

1. Supporting and developing basic skills.

2. Planning interventions which fill gaps or extend a child’s knowledge and understanding.

3. Providing access to resources and opportunities that support learning.

4. Developing social and emotional skills, confidence and self-esteem.

5. Removing other barriers which may impact on the child’s learning or progress.

6. Encouraging children to continue their learning at home.






How we spent the Funding in 2016-17

Targeted area





1. To fill gaps in the knowledge and skills of children unlikely to make at least expected progress by the end of the academic year and to accelerate the progress of the other children.

A part-time teacher is assigned to each year group to deliver 1:1 and small group interventions, including phonics for the children in danger of not passing the end of Year 1 Phonic Screening Test or the retake at the end of Year 2

All disadvantaged children made at least expected progress from their starting point in reading writing and maths. Six out of seven children passed the Y1 Phonic Screening test, and two out of three children passed the retake at the end of Year. The two children who did not pass the test have a significant additional need.

End of KS1 SATs results (7 children) –

Emerging R - 3   W - 5    M - 2

Expected R - 2    W -  1    M – 3

Greater Depth – R - 2 W - 1  M – 2


2. To support the social and emotional well-being of children where this is a barrier to their learning and progress.

Part-time teachers carried out 1:1 and small group interventions to support the development of targeted children in terms of their emotional and social wellbeing and attitude to learning.

The children involved developed a more positive attitude to learning and built trust in the adult that they were working with, which led to…(Where they able to make expected or greater progress as a result? I appreciate that with this targeted area that it may not always be about results). One child began to recognise when they needed to talk to someone and after a ‘bad weekend’ they came into school on the Monday morning and asked to talk to the teacher they had working with to talk things through.

3. Fulfil our statutory duty to fund school milk for children for whom we receive PPF

Ensure that parents are aware of their entitlement to free milk and that they enrol on line for their child.

Parents took up this option and children had milk each day.


4. To give the children the opportunity to read a range of books at home and develop a love of reading and reading for pleasure and by doing this improve their progress and attainment in reading.

Continue to subscribe to ‘Bugs Club’ an on-line reading web-site that the children can access independently at home.

Children that used the site enjoyed reading the books and playing the on-line games that went with them.

The children accessed a wider range of books and their confidence and reading improved. Given the targeted area states improvement in progress and attainment in reading, has the intervention had the desired impact?




5. To improve children’s mental mathematics skills and give them the opportunity to practise these independently at home.

Having reviewed the site we used last year we decided to change from using ‘Mathletics’ to ‘Maths Factor’. Maths Factor links better to the revised Maths Curriculum and was suitable for all year groups, whereas ‘Mathletics’ was only aimed at years one and two.

Feedback for the few children that have accessed ‘Maths Factor’ out of school has been positive, but we have decided not to buy this again in 17/18 as we do not feel that it is having impact on progress or attainment in Mathematics.


6. To improve the outcomes for children in Reading and Mathematics at the end of KS1, particularly those that need extra support.

In light of the requirements of the revised curriculum all KS1 LSAs trained in supporting children in Mathematics and Reading,-     particularly those children who find these areas more challenging.    

Staff have an improved understanding and confidence in supporting children with their Mathematics and Reading, particularly adapting what they are doing if a child is struggling or needs extending, which enabled the disadvantaged children to make at least expected progress



As an incentive to parents to complete the Pupil Premium application, we gave a school Book Bag to all Year R children for whom the school received Pupil Premium costing £59.



Strategy for use of Pupil Premium 2017 – 18



Targeted area


Planned impact


a. To accelerate the progress and improve the  outcomes for our lower attaining Disadvantaged children who are in danger of not reaching the expected level in Reading, Writing and Maths  at the end of KS1 and ensuring that our high attaining Disadvantaged children are working at Greater depth in Reading Writing and Maths at the end of KS1.

1. Continue to employ a part time teacher for each year group to carry out relevant and timely interventions for higher and lower attainers where teachers have identified gaps or barriers to learning.

2. The current School Development Plan focusses on the development of a Mastery Curriculum in Writing and Mathematics, which will involve:

CPD for staff

Improving the planning and assessment of Mathematics and Writing



Research shows that developing a mastery approach to learning will raise the attainment and accelerate the progress of all children, but particularly lower attaining children – the impact will be that disadvantaged children who come into Year R at a level below that expected for their age will make accelerated progress and leave Year 2 at the National Expected Level in Reading, Writing and Mathematics.




We will be carrying out an evaluation and review of our Pupil Premium funding in July 2018, following analysis of end of year results in all year groups and prior to allocating the use of funding in the academic year 18-19.