We ensure that teaching and learning opportunities meet the needs of all of 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.
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.
Our use of the pupil premium grant will be aimed at accelerating progress and moving children to reaching the end of year key objectives. Initially this will be in Reading, Writing and Maths.
The range of provision the Governors may consider include:
A. Support to access enrichment activities e.g. music lessons, clubs
B. Small group and 1:1 support during the school day
C. Interventions to support the development of social and emotional literacy skills
D. Support to enable a child to take part in educational school visits
E. Resources to support the Curriculum
F. Breakfast 'club' - resources
G. Learning support -access to online resources @ Internet café
H. Staff training
Pupil premium resources may also be used to target able children who receive the Pupil Premium funding.
How to Claim
Please visit the following website to claim pupil premium funding:
|Summary information for Long Lane Primary School|
|Academic Year||2020/21||Total PP budget (April 20 – March 21)||£31,590||Date of most recent PP Review||Feb 2018|
|Total number of pupils||214||Number of pupils eligible for PP||22 ( 10.3% of our school)|
|End of Key Stage 1 Pupil Premium July 2020 (31 pupils in total)|
|Attainment||Pupil Premium – 4 pupils||Non Pupil Premium – 27 pupils|
|% achieved ARE in Reading||25%||81%|
|% achieved ARE in Writing||25%||67%|
|% achieved ARE in Maths||25%||74%|
|% achieved ARE in RWM||25%||63%|
|End of Key Stage 2 Pupil Premium July 2020 ( 32 pupils in total)|
|Attainment||Pupil Premium – 5 pupils||Non Pupil Premium – 27 pupils|
|% achieved ARE in Reading||60%||89%|
|% achieved ARE in Writing||60%||74%|
|% achieved ARE in Maths||60%||89%|
|% achieved ARE in GaPS||n/a||n/a|
|% achieved ARE in RWM||40%||67%|
|Progress (expected progress = 0)||Pupil Premium – 5 pupils||Non Pupil Premium – 27 pupils|
|Barriers to future attainment|
|A.||Emotional literacy difficulties – understanding and expressing feelings, having self-awareness and recognition of one's own feelings and knowing how to manage them, increased confidence.|
|C.||Speech & Language.|
|D.||Parental engagement .|
|A.||Pupils understand and express their feelings, have self-awareness and recognition of one's own feelings and knowing how to manage them.||
|B.||Pupils have improved working memory for both auditory memory and visual-spatial memory.||
|C.||Pupils have improved speech and language skills.||
|D.||Parents/carers are engaged with their child’s learning and school life.||
|Impact: Academic year - 2017/18|
Pupils understand and express their feelings, have self-awareness and recognition of one's own feelings and knowing how to manage them
ü Pupil Premium pupils have increased confidence as shown through monitoring within class, in assemblies and in school life.
ü Pupil Premium pupils have been taught strategies to deal with areas in which they find hard taught, either through whole class PSHE lessons, targeted small group work or 1:1.
ü Pupil Premium pupils who have required ELSA support have received targeted sessions and programmes to meet their needs.
Pupils have improved working memory for both auditory memory and visual-spatial memory
ü Pupil Premium pupils understand the whole school behaviour scheme and know the expectations, allowing them to concentrate and follow instructions in class. Some pupils require additional strategies such as visual prompts, tick list, use of mini white board, ‘now & then’ to help them succeed.
ü Through the use of individualised Pupil Premium provision grids, Pupil Premium pupils are more successful with their academic learning as they have received targeting provision.
Pupils have improved speech and language skills
ü Staff have received tailored training on speech and language skills and communication through West Berkshire which has given staff additional strategies and techniques to promote improved speech and language for the pupils within their classes.
Parents/carers are engaged with their child’s learning and school life
ü 82% of Pupil Premium parents attended all parents-teacher meetings.
ü 41% of Pupil Premium pupils have an attendance of 95% or higher.
ü 35% of Pupil Premium pupils arrived at school on time and received no late marks in the register and 94% of Pupil Premium pupils had 10 or less late marks in the register during this academic year.
ü 76% of Pupil Premium pupils did not gain a red card and therefore did not need to complete a ‘Thinking about Behaviour’ form during lunchtimes.
Quality of Teaching & Learning
ü The quality of teaching is consistently good or better.
ü Formative marking is detailed, relates to the children’s needs and is effective as the Pupil Premium pupil’s books show progress.
ü Pupil Premium pupils are able to talk about their learning, including their strengths and what they need to do to improve further.