Pupil Premium

Pupil Premium Strategy

Pupil Premium 2015-16

Pupil Premium

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

“It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source – DfE website

At James Bateman Junior High School, we have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure.

We are determined to ensure that our children are given every chance to realise their full potential. Pupil premium funding, along with allocations made from the schools own budget will help ensure this money is spent to maximum effect.  Schools are held accountable for how they have used the additional funding. Various organisations have completed extensive research to find out the most effective way to support these pupils. Using this, and our professional knowledge of our pupils we have been able to provide a range of comprehensive support packages. Please see below for further information:


All children in our school receive Quality First Teaching which demonstrates assessment for learning and a stimulating curriculum embedded at the heart of all teaching and learning. Disadvantaged children are invited to attend breakfast sports clubs to support attendance, financial help with educational trips and enrichment clubs such as STEM, Green Goblin Car and Young Voices.

All children are tracked as a group and individually to ensure at least good progress. Progress and attainment is discussed at staff training, pupil progress, performance management, senior leadership data analysis and Governor Meetings.

All pupil premium pupils will receive a daily/weekly offer of:

Catch up interventions

Daily reading

Pre – teach maths sessions

Daily help with homework

Daily help with spellings/reading

Precision teaching

Homework Club

Boosters in Year 6 four days each week

Additional guided reading sessions

Maths for greater depth Year 6

Lunchtime Huff and Puff


1.   Summary information
School James Bateman Junior High School
Academic Year 2017/18 Total PP budget £109,390 Date of most recent PP Review Autumn 2018
Total number of pupils 367 Number of pupils eligible for PP 106 Date for next review of this strategy following GB meeting Autumn 2018


1.   Current attainment of Disadvantaged Pupils in EY/Key Stage 1
Current attainment of disadvantaged pupils in Key Stage 2
% of pupils achieving the expected standard in reading, writing and maths 58% 67%
reading attainment score 68% 77%
writing attainment score 83% 81%
maths attainment score 75% 80%
Reading at greater depth 13% 29%
writing at greater depth 14% 21%
maths at greater depth 4% 27%


1.   Barriers to future attainment (for pupils eligible for PP including high ability)
 In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.     Emotional difficulties, low self-esteem or low aspirations of pupils about themselves.
B.     Many PP are SEN or previous low attainers and have gaps in their numeracy /and or literacy skills.
C. Many pupils come from homes that are unable to support a positive reading culture and do not have easy access to quality books and reading environments.
D. Many pupils do not have access to additional opportunities that are needed to provide a rounded education and the characteristics that lead to successful employment in the future.
 External barriers (issues which also require action outside school, such as low attendance rates)
A James Bateman is located in a deprived area where unemployment is high.
B Pupil attendance is now above average but presents a challenge for the school in terms of maintaining and engaging with some difficult to reach parents.
C Obesity and Poor Dental Health are amongst the highest in the area.
  D Living Environment and Employment deprivation indicators are high.


1.   Outcomes
Desired outcomes and how they will be measured Success criteria
A.     Ensure that the prior higher ability disadvantaged pupils make the right progress The number of disadvantaged pupils in the prior higher attainment group make the expected progress
B.     Increase the progress of those eligible for PP in writing across Key Stage 2 The gap between pupil progress for eligible pupils and their peers is reduced rapidly so that all pupils make rapid progress in writing, particularly Y5 & Y6
C.     Increase the rate of attendance for those eligible for the grant. Reduce the % of Persistently Absent pupils who are eligible for the grant so that it matches other groups.


D.     PP have high aspirations and high self-esteem through extra-curricular activities and responsibilities. Teachers demonstrate high expectations of all learners, at all times. Staff to work with Visyon to target vulnerable pupils through counselling.







Clubs will show PP attendance is regular
2.   Planned expenditure
Academic year 2017/18
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
    i.   Quality of teaching for all
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Ensure that disadvantaged pupils make the expected progress from KS1 to KS2 in reading,  writing and maths Improve the opportunities for mathematics CPD.

Increase the opportunities for application of mathematics across the curriculum.

Focussed additional support from TA’s and additional teachers in mathematics.

Review the teaching of reading across the school, building in additional opportunities.

Additional opportunities to apply mathematics learning across the curriculum using Bloom’s Taxonomy as question stems in mathematics is proven in school and nationally to raise standards in these areas.

Additional high quality CPD for staff in mathematics – through Maths Hub.

Disadvantaged to received daily reading sessions and targeted support from PP mentor.

Introduction of PUMA/PIRA assessments across the school.

Key driver for our School Improvement Plan (SDP) and incorporates all reporting mechanisms


Internal monitoring


External monitoring





July 2018


Further increase the progress of those eligible for PP in writing across Key Stage Increase TA and teacher focus on the writing.


Effective CPD for all staff in writing standards and moderation to ensure accuracy of judgements.


Whole school approach to writing across the curriculum.


Introduction of ‘Free Writes’.


The school has previously documented the improvements in writing due to increased first-hand experiences.



Additional training for  new and existing members of staff.


Key driver for our School Improvement Plan (SIP) and incorporates regular reporting mechanisms with Governor involvement.


Internal monitoring


External monitoring




Feb 2018
Total budgeted cost £39,500
    i.   Targeted support
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Further improve the rate of attainment for disadvantaged pupils at Key Stage 2 ensuring that Higher Able pupils eligible for the grant achieve the higher standard in all subjects. Increase the number of Teaching Assistants. Target feedback for higher able pupils as a key strategy to be used by teachers. We want to invest PP in ensuring that our pupils have a greater number of opportunities for small group work with teachers to focus on specific areas.


Feedback and use of AfL is well documented by EEF as having significant impact.


TA focus is limited to intervention which, where properly trained through CPD, is effective at raising attainment.

Improved leadership  using a strategic approach.


Improved teacher appraisal systems- relating specifically to pupil outcomes


Increased % of children on track and above in end of year assessments will be monitored through ½ termly pupil progress meetings.


TA’s will be focussed on intervention only.






AF Feb 2018
Ensure that PP boys make as much progress as PP girls – particularly in writing. Also, that both make more progress than their peers in writing,  mathematics and reading across Key Stage 2. Additional school staff identified to lead smaller group teaching of core areas.


Review the style of teaching and the curriculum  to ensure maximum learning from boys.

Some of the pupils need targeted support to catch up. This is a methodology which ensures that teaching is provided by experienced teachers and has been recognised as effective practise during external reviews of teaching and learning.


Audit of processes and procedures to evaluate the impact of current practise has identified greater need for implementing targeted programmes by TA’s.

Leaders  will manage their team to best meet the children’s needs, with first reference to Pupil Premium Children.


Effectiveness of teaching, learning and progress will be assessed during termly Teaching and Learning reviews, learning walks and pupil progress meetings.

Progress Leaders, HT, DHT and AHT Half Termly
   ii.   Other Approaches
Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improve the rate of attainment across the school by improving access to teacher led wider opportunities. Improve the range of after school activities and additional visits for eligible pupils to inspire writing, reading and maths application of basic skills. School has demonstrated through partnerships The Maths Hub, Keele University Science Team, Hempstalls Teaching School additional longer term partnerships must be funded by PP grant to ensure that all pupils have equality of access with additional funding of teachers. Teachers will identify work to be covered and pupils identified. The success will be monitored by targeted children remaining on-track for ARE, or better throughout the year. Class teachers, SLT Half termly
Increase the rate of attendance for those eligible for the grant. Use Attend  to develop family attendance, learning and well-being support to compliment school provision.



PA attendance is not always as strong as it could be due to environmental factors affecting a child’s health and well-being.


PP parents are often our most difficult to reach so by building effective relationships we will foster more productive communication between home and school.

Monitored by Attendance Lead. Key Issue in the school improvement plan and regularly reported to the GB HT/AHT Termly
Increased involvement in sports and targeted motor skill development reducing obesity levels across the school. Provide enhanced access to after-school sports provision for targeted pupils by increasing the number of opportunities available Engagement in sports promotes physical and mental well-being. It also addresses some of the obesity concerns. Though the result of competitive team sports will hopefully be successful, the key judgement will be in terms of participation and attitudes. AHT July 2018
Access to educational visits for all



To ensure that all children are able to attend the residential visits through providing subsidies. This universal benefit is planned to reflect the falling income for vulnerable families as a result of the Government’s welfare reforms. Take up of this subsidy will be monitored by the School Business Manager and Finance Assistant. Head teacher April 2018
Increase the opportunity for pupils to attend residential adventurous activity courses Outdoor Education provision for Year 5, 6,  7 & 8 pupils



There are a number of case studies showing that for disadvantaged pupils, greater gains are made in academic learning when they are faced with new challenges in adventurous settings. The school applies such learning to the school environment through the creative curriculum and through residential visits to OEC’s in KS2, York or London in Y7 and Berlin in Y8 Progress Leaders Monitor this and Curriculum leaders ensure links to the curriculum are explicit during these visits PL and AHT July 2018.
Total budgeted cost £10,600


Designated staff member in charge: Mrs Annette Finch

Pupil Premium Funding and the impact of this is a regular item on the governors’ agendas.

Pupil Premium Tutor: Mr Tony Hall

Nominated governor: Mrs E Nicosia

Pupil progress meetings: Nov, Feb, May, July