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Pupil Premium

School overview



School name

Sandringham Primary School

Pupils in school


Proportion of disadvantaged pupils


Pupil premium allocation this academic year


Academic year or years covered by statement


Publish date

02 December 2019

Review date

01 November 2020

Statement authorised by

C Metcalfe

Pupil premium lead

E Smithard

Governor lead

L Morris

Disadvantaged pupil progress scores for last academic year









Disadvantaged pupil performance overview for last academic year



Meeting expected standard at KS2


Achieving high standard at KS2



Strategy aims for disadvantaged pupils



Target date

Progress in Reading

Achieve national average progress scores in KS2 Reading (0)

Sept 21

Progress in Writing

Exceed national average progress scores in KS2 Writing (0)

Sept 21

Progress in Mathematics

Achieve national average progress scores in KS2 Mathematics (0)

Sept 21

Early Years Provision and Outcomes

Achieve national average Good Level of Development (72%)

Sept 21

Phonics outcomes

Exceed national average expected standard in PSC (82%)

Sept 20

Wider curriculum

Develop high quality specialist teaching

Sept 21


Increase the impact of leadership through regular monitoring and feedback to teachers

Sept 21

Teaching priorities for current academic year



Priority 1

Train all staff in the teaching of phonics, including ongoing coaching and support.

Priority 2

Embed Mathematics Mastery across all year groups.

Priority 3

Develop the teaching of reading in all year groups.

Priority 4

Employing a specialist teacher for music provision and covering PPA/leadership time.

Priority 5

Dedicated leadership time for monitoring of disadvantaged pupils’ learning (by inclusion leader and phase leaders).

Barriers to learning these priorities address

Ensuring staff use evidence-based and effective whole-class teaching interventions.

Projected spending


Targeted academic support for current academic year



Priority 1

1-1, small group and personalised curriculum in phonics.

Priority 2

Teacher-led, same-day interventions in mathematics.

Barriers to learning these priorities address

Providing catch-up and keep up interventions in phonics and mathematics (areas of weakness).

Projected spending


Wider strategies for current academic year



Priority 1

Creating and embedding a breakfast club with free places for disadvantaged pupils.

Priority 2

Employing Learning Mentors to develop and embed pastoral support for pupils (including the use of Thrive and other nurture interventions).

Priority 3

Employing a part-time education welfare officer to support families with attendance needs.

Priority 4

Employing a Parental Support Adviser and subscription to home learning programmes.

Barriers to learning these priorities address

Improving attendance, readiness to learn and parental support for home learning for the most disadvantaged pupils.

Projected spending


Monitoring and Implementation



Mitigating action


Reduced key stage 2 outcomes in reading and inconsistency in teaching of reading.

New phonics, early years and pupil premium leaders.

Changes in staff and their understanding of teaching approaches.

Quality of teaching across the curriculum.

Training for all teachers in teaching, learning and assessment of reading.        

Transitional support from experienced leaders/consultants.

Induction training for teachers who are new-to-approach, including coaching from leaders.

Employment of specialist teachers.

Targeted support

Limited impact and capacity of TA-led interventions.

Training for TAs on a smaller number of interventions.

Adopt whole-class interventions.

Wider strategies

A lower proportion of disadvantaged pupils complete home learning and receive support with reading at home.

Refocus the work of the PSA to identify focus families to target support, carrying out earlier home visits and leading community workshops.       

Review: last year’s aims and outcomes



Greater percentage of disadvantaged pupils achieving the expected standard in reading, writing and maths by the end of key stage 2.

Same-day teacher-led intervention had greatest impact in maths and where disadvantaged pupils were prioritised through a ‘disadvantaged first’ approach.

Reading progress and attainment was below national average for disadvantaged pupils but also for all pupils. 

Targeted TA-led interventions had limited impact.

Maths Mastery CPD had a positive impact for disadvantaged and all pupils.

Leadership support has led to improved provision and practice in early years and key stage 1.

Children are able to regulate their own emotions and access the learning in class.

Intensive 1-1 provision was effective.

Whole-class Thrive had limited impact.

Improvements have yet to impact on outcomes.

Together Project had no demonstrable impact.

Families with complex needs engage with school and contribute positively to their child’s education.

Case studies showed some impact of PSA although impact on reading and home learning was limited.

Increase attendance rates for disadvantaged pupils.

Breakfast club and EWO improved attendance and reduced persistent absence.