Pupil Premium

 An Inclusive Learning Community, rooted in God

Pupil Premium Strategy Statement

Pupil Premium

“Publicly-funded schools in England get extra funding from the government to help them improve the attainment of their disadvantaged pupils.

Evidence shows that children from disadvantaged backgrounds 

  • generally face extra challenges in reaching their potential at school
  • often do not perform as well as their peers

The pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve. The Government allocates pupil premium to those pupils in school who are or have been eligible for free school meals.”

Extract from pupil premium guidance https://www.gov.uk/guidance/pupil-premium-effective-use-and-accountability#overview

Although schools are allowed to spend pupil premium funding as they see fit, they are required to publish online information about how the premium has been spent.

School overview

Metric Data

School Name Nonington CE Primary School
Pupils in school 50
Proportion of disadvantage pupils 48%
Pupil premium allocation this financial year (2020/21) £32, 280(2020/21)
Academic year/s covered by statement 1st September 2019 – 31st March 2021
Publish Date September 2020
Review Date September 2021
Statement Authorised by  
Pupil Premium Lead  
Governor Lead   

Head of School overview

Nonington CE Primary School is an Inclusive Learning Community, rooted in God.  We are inclusive in the approaches that we take to meeting the needs of all children.  Learning is the central and core purpose of the school.  Our school is commited to increasing the number of pupils working at age related expectations through quality first teaching and ensuring that the school focuses on development that makes a difference to learning and attainment.  We want out children to be confident, to have a voice and to be able to participate and engage positively within our society as adults.

Leadership maintains a continual focus on refining approaches to quality classroom teaching to achieve high pupil outcomes through setting expectations, monitoring performance and tailoring teaching and support to maximise the progress and attainment of all pupils. Leadership is proactive in learning about and evaluating high achieving practices. Staff are provided with quality professional development and debate the way they teach through staff meetings, our Study Week and our partnerships. Staff are encouraged to reflect on their own effectiveness and make adjustments to their teaching based on pupils’ outcomes, developmental feedback and pupil voice.

Our school benefits from being in a partnership agreement with The STAR Alliance, a group of schools who have chosen to work together with the principal aim of working collaboratively for the greater good of the children in our shared community.  The school also accesses partnership support through The Samphire Learning Hub, with nine primary schools, one outstanding and eight good schools.

How the PPFG was spent

Due to exceptional circumstances (COVID19), the school partially closed after 31st March 2020, opening for care provision only initially, with a gradual re-opening in line with government guidance; pupil premium children invited back into school as a priority group. Since end of year attainment and progress scores cannot be reported, the statement below reports on academic year 2018/2019 and academic year 2019/March 2020.

Academic Year 2018-2019

In 2018/19 we decided that we would like to maximise the links between learning for all our Pupil Premium Pupils. Therefore, we maintained our three-class structure despite a falling role. As a school we received training on catching pupils in the moment to address misconceptions, using pupil voice, strengthening approaches to teaching reading fluency and developing the curriculum which will support the outcomes of our Pupil Premium Pupils.

In October 2018 our school had a Pupil Premium Review by an accredited Pupil Premium Reviewer who recognised many strengths in our Pupil Premium strategy and identified the following action points:

  • To continue to raise the profile of Teaching and Learning until the profile is 100% good.
  • To continue to raise staff’s accountability for PP data, through Pupil Progress meetings.
  • To develop the role of a lead Governor for Pupil Premium Children, who will monitor impact of the funding
  • To identify potential HA Pupil Premium children and ensure that they have opportunity for accelerated progress

In 2018/19 there was one Pupil Premium pupil without SEN who achieved the expected standard in reading, writing and mathematics at KS2.The other two Pupil Premium pupils had SEN. In KS1 there was two Pupil Premium pupils, one of which achieved expected standard in reading, writing and mathematics. Overall, all Pupil Premium pupils made expected or better progress in mathematics, 11/13 made expected or better progress in writing and 10/13 made expected or better progress in reading.

Academic Year 2019-2020

In 2019/20, Pupil Premium pupils’ barriers to learning include:

  • pupils who have identified Special Educational Needs which impacts upon their ability to attain at the expected level and/or make expected progress, or are in other vulnerable groups
  • pupils who have social or emotional difficulties
  • pupils who need to ‘catch up’ to reach expected levels of attainment and progress or require their progress to be accelerated to achieve expected levels
  • pupils who are either under guardianship or are former looked after children.
  • After thinking about pupils’ needs this year, we have decided that we would like to continue to maximise the links between learning for all our Pupil Premium Pupils.

Therefore, we have maintained the three-class structure, which enables teachers to focus on the needs of each child. Pupil Premium contributes to the additional class teacher and teaching assistant, equivalent to a third of a teacher.

As a school, we will be developing our curriculum, behaviour policy, RSE & PSHE policies and reinforcing our approaches to reading, writing and mathematics; all of which will support the outcomes of our Pupil Premium Pupils.

Finally, our Pupil Premium Leader, Mr Dexter, continues to focus on the learning of our Pupil Premium Pupils, working with the teachers across the school to ensure all Pupil Premium Pupils’ learning is maximised and identified barriers are addressed.

Intentions for PPFG spending 1st April 2020-31st March 2021

It should be noted that pupil premium priorities may change during the financial year particularly as a result of actions being taken due to COVID 19.

In 2020/21, pupil premium pupils’ barriers to learning include:

  • Specific Learning Difficulties impacting on reading, spelling and mathematics
  • Pupils who have identified Special Educational Needs which impacts upon their ability to attain at the expected level and/or make expected progress
  • Confidence and resilience
  • Aspiration
  • Lack of understanding and fluency in the basic skills
  • Speech and Language difficulties
  • Memory difficulties
  • Low acquisition of language
  • Not practising reading outside school
  • Social or emotional difficulties
  • Pupils who require their progress to be accelerated to reach expected levels of attainment and progress
  • Learning loss as a result of COVID19

After thinking about pupils’ needs for the academic year 2020/2021, we will continue to have a three-class structure. Pupil premium funding contributes to an additional class teacher and teaching assistant.

Following the school’s last Ofsted Inspection, a Pupil Premium Review was commissioned.  The report can be seen here: