Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
The Pupil Premium is additional funding provided to schools. It is allocated according to the number of pupils who are eligible for free school meals (FSM). A smaller amount is allocated according to the children of service families, and a further allocation is made for pupils who have been ‘Looked After’ (in care).
The Government believes that the Pupil Premium is the best way to address the current underlying inequalities between children eligible for free school meals and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it the most.
In 2012, funding was extended to include pupils who have been eligible for free school meals within the past 6 years. This is known as ‘Ever 6’.
It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families. Measures in the annual performance tables capture the achievement of those pupils covered by the Pupil Premium.
Pupil Premium Strategy Statement – 2022-2023
Detail | Data |
School name | Gilded Hollins Primary |
Number of pupils in school | 209 |
Proportion (%) of pupil premium eligible pupils | 6.25% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021/ 2022 - 2022/ 2023 2023/2024 |
Date this statement was published | September 2022 |
Date on which it will be reviewed | July 2023 |
Statement authorised by | C Burns, Headteacher |
Pupil premium lead | C Burns, Headteacher |
Governor / Trustee lead | L Haworth, Chair of Governors |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £22,440 |
Recovery premium funding allocation this academic year | £2,175 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £ 24,615 |
Part A: Pupil premium strategy plan
At Gilded Hollins, we intend that all children, irrespective of their background or the challenges they face, make good progress and achieve highly across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. Quality first teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. We will consider the challenges faced by all our vulnerable pupils, such as those who are looked after or who have a social worker. The activities we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not. We expect all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve, with a whole school ‘can do ‘approach. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
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This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Poor language acquisition due to limited experiences in early childhood and beyond. Some children have a limited vocabulary, compounded by a narrowed reading diet. They struggle to comprehend the more complex aspects of the written word. This in turn, impacts upon their written work. |
2 | Certain children struggle with applying the mathematical concepts needed to tackle more complex mathematical activities due to their grasp of language |
3 | Financial difficulties for some families may prevent children accessing activities or taking part in extracurricular activities |
4 | Lack of self-confidence, limited perseverance and resilience are factors that affect several children. |
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
Every child has access to the highest quality teaching. | Progress and attainment of pupils eligible for pupil premium and those not eligible is consistently in line with ,or above, national expectation. |
Increased vocabulary in order to access the curriculum and achieve well across a broad range of subjects as measured by their attainment and achievement and pupil voice feedback. | Children read more widely, have a love of the written word, and achieve in line with national comparators in reading and writing. |
All children are enabled to take part in wide, broad life experiences. | PPG children are enabled to take part in after school clubs, music lessons, and any other activities that will widen their life experiences. |
Children present in school with positive attitudes and immerse themselves in curriculum experiences | Children have high engagement in school activities. Children demonstrate increased resilience, self- belief and self-confidence. |
Flexible, timely, targeted interventions are put in place as soon as they are needed. | Children feel supported in their learning. Gaps in learning are closed quickly. |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
The cost of these strategies to improve the outcome for our disadvantaged children totals far more than our Pupil Premium Grant allocation. Because of this, spending outlined below may supersede our Pupil Premium Grant.
Budgeted cost: £3,500 + £5,000 = £8,500
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Partnership with the Northwest Teaching Hub and access to the National College to provide bespoke, targeted CPD for all staff. £3,500 | EEF toolkit – Metacognition and Self-Regulation Strategies. +7 months impact Supporting the attainment of disadvantaged pupils - Briefing for School Leaders. November 2015 | 1,2,4 |
Following on from the introduction of RWInc, begin to build a library of home readers for children. £5,000 | EEF Toolkit – Phonics – 5+ months | 1,2,4 |
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £14,897
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Learning support assistants employed across classes to deliver phonics lessons and spelling interventions. Learning support assistants also support in class to deliver flexible maths interventions and in class support as directed by class teachers. £13,108 | Pupil voice interviews with PPG children (July 2022) EEF Toolkit – Phonics - + 5 months EEF Toolkit – Reading Comprehension - +6 months EEF Toolkit - Teaching Assistant Interventions - +4 months | 1,2,4 |
Small group booster sessions to take place for the most vulnerable learners from teaching staff £1,789 | EEF Toolkit – Small group tuition +4 months | 1,2,4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £3,000 + £650
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Ensure that children have exposure to curriculum linked enrichment activities across the school. Financial support in place for following activities – arts week, theatre productions, author workshops, music tuition, Low Bank Ground residential for Y6 and Barnstondale residential for Y4. £3,000 | EEF – Arts Participation +3 months impact EEF – Sports Participation +2 months
| 3,4 |
Support for families to increase attendance from learning mentor. £650
| DfE guidance May 2022 states the importance of good attendance and recommends the use of PP funding to support those families who find it difficult to maintain a good attendance record. | 4 Poor attendance impacts on all areas. |
Total budgeted cost: £
Teaching Provision– North West Hub | £3,500 |
New home readers to support in school phonics teaching – Read Write Inc | £5,000 |
Teaching assistants to deliver interventions and early reading phonics teaching and in class support | £13,108 |
Small booster group sessions from teaching staff | £1,789 |
Curriculum Enhancement | £3,000 |
Attendance support as needed from learning mentor | £650 |
Total Expenditure | £27,047 |
Pupil Premium allocation 2022/23 Recovery premium 2022 / 2023 | £22,440 £ 2,175 |
Review of outcomes in the previous academic year – September 2021 – July 2022
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
90% of disadvantaged children took part in a school led club. These were broad in their range. Clubs attended by children were: cookery, football, rugby, change for life, after school sports club, high five, cricket, cheerleading, geography, English, kindness corner, research club, choir and school led tutoring. More children had attended clubs out of school than the previous year. These included swimming, gym, dancing. However, it remains that more children attend clubs in school hours than in their own time. 42% were supported to learn a musical instrument. These included piano, drums, recorder and guitar. 70% of this group were part of an intervention group in class. These interventions covered various subjects including: maths, writing, reading groups and phonics.
The results below reflect the key stage 2 results and teacher assessment for all disadvantaged children in reading, writing and maths in Summer 2022.
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Programme | Provider |
ReadWriteInc | Oxford Press |
Maths teaching for mastery – 2nd year NCETM – mastering number – 2nd year Leadership Briefings Subject leader training EYFS leadership network
| NorthWest Hub, LLG Partnership, National College, Local Authority |
Measure | Details |
How did you spend your service pupil premium allocation last academic year? | The Service Pupil Premium from the last academic year was included in the spending for all pupil premium provision due to the very small number of children who are allocated this funding. |
What was the impact of that spending on service pupil premium eligible pupils? | Those children who receive this premium all achieved age related or above expectation last year. |
PPG Pupil Voice Survey – July 2022 - KS1 and KS2
Positives All children spoke positively about school.
The vast majority (90%) children had taken part in some sort of club in school which is an increase from the previous year. The clubs named were varied and are cited above.
Children were asked what helped them learn and gave the following answers: Example of a model piece of writing have helped, having a worked example of a maths example left on the board whilst working independently, spellings that are on the wall, using tens frames and maths boxes with resources in. Kagan structures were referred to, ‘It’s like working on your own but there’s someone to help you.’ Several children said that they liked to read out loud as that gave them confidence and helped understanding.
90% of children reported that they enjoyed reading. They also liked it when they were able to practice using the words from the model text in their writing. This will be built upon next year.
90% of the children reported having more confidence. When asked what had helped to build their confidence answers included reading aloud together, ‘Reading in a small group helped me get more confident’. Some children said that clubs had helped as they had tried new things, ‘When I do more stuff, I get better at it and then I want to try other new things.’ 2 girls said that choir had helped them become more confident. Year 6 spoke very positively about the confidence they had gained from performing their end of year play on stage.
All children said they felt safe in school.
All children spoke positively about the school trips that they had attended and could explain what the links were to the curriculum. Some trips of particular praise were both residential trips, The Jewish Museum, The Anglo Saxon experience at Tatton and the seaside trip to Southport.
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Considerations for development
For the second year, the majority of trips and outings were through school. Although the majority had attended a club in school, a far smaller number went to clubs outside school. We will continue to provide as many clubs for children in school hours as possible.
All children reported that they felt more secure with help readily available from an adult in the classroom. School will work to ensure that we have more structures, systems and processes in place to ensure that children gain more independence and self-led strategies to support with their academic work.
Several children complained about the internet access in school
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Pupil Quotes 2022: ‘I liked the trips this year except the Flash in the rain.’ ‘I like the stories that Mrs M reads to us. You see the pictures in your head, and I can use the words in my own stories. There’s so much more detail in the book.’ I feel safe because I trust the staff to look after me. If we do feel unsafe the teachers will do their best to help us. ‘They make us wear hi-vis jackets when we g0 on a trip so that makes me feel safe!’
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