About Pupil Premium

Pupil Premium


Monkspath School Pupil Premium Strategy Statement 2016-2017
Total number of pupils on roll 2016—2017 686   Common barriers faced by eligible pupils
Total number of pupils eligible for pupil premium grant 62 Speech and Language development Achievement in mathematics, particularly in KS1
Total amount of pupil premium grant received £82 260 Social and emotional development Attendance, including persistent absence
Date of review July 2017 Pupil mobility Limited access to wider opportunities
Nature of Support

Strategies to address barriers

Reason for selecting strategy (how do we know the impact will be high and it is a good use of the funding?)
Global (whole school) Interventions

· In order to further embed our pupil targeting, feedback and tuition work we are continuing with our whole school assertive mentoring approach, although this has been adapted slightly from previous years following evaluation. This approach is in place in order to ensure very good progress of all pupils and to close the gap. This proved highly effective in enhancing pupil progress during previous academic years and a successful trial of including pre-teaching and being more responsive to individual pupil needs has led to adaptations.


Specific (particular groups and individuals) Interventions

· We are continuing with the reduced class sizes, this year in Year 6, for core subject teaching. We have clear evidence in school of how this has a significant positive impact on pupil achievement at Monkspath on all groups of pupils, in particular those eligible for the pupil premium grant.

· We have implemented a range of interventions across the whole school aimed at enhancing the achievement of pupils eligible for the pupil premium. These include English interventions (such as Quest, ELS, CODE), mathematics interventions (such as numberbusters), social skills interventions (such as ’Time to Talk’), working memory intervention.

· We have supported a range enrichment activities (for example residential visits, access to breakfast, teatime and holiday club care).

· We have enhanced lunchtime support for specific pupils.

· We have recruited additional teaching assistants to focus specifically on supporting achievement in writing with PPG children from Year 1 to Year 4.

· Several children in KS1 and KS2 receive 1 hour per week of 1:1 reading support.

· We provide some specific pastoral support, including during both curriculum and lunchtimes.

· We are supporting access to wider extra curricular opportunities to specific individuals including sporting and social development activities.

· We are investing in staff training, particularly focused on core subject areas and purchasing resources to support pupil progress.

In school trial, analysis and evaluation

School collaborative work

EEF teaching and learning toolkit—feedback, mentoring

Strategies have been chosen because evaluation has shown positive impact on attainment and achievement on a range of academic, social and emotional development, including:


In school analysis and evaluation

EEF teaching and learning toolkit

Nfer briefing (supporting the attainment of disadvantaged pupils)

Ofsted pupil premium report


All strategies are underpinned by the  specific School Development Plan for Pupil Premium Funding and are subject to regular review by leaders and termly scrutiny by the Governing Body.

Evaluation of Impact

All of the above interventions are subject to rigorous, ongoing monitoring and evaluation to ensure that they continue to improve the achievement of pupils eligible for the pupil premium and that the gap between pupil groups is narrowing. This will be through a range of monitoring and evaluative activities including data analysis, monitoring of pupil’s learning and seeking feedback from pupils and staff. An end of academic year summary will feed into the ongoing review of our medium term plan for effective use of the pupil premium grant.