Pupil Premium


The Pupil Premium was introduced in April 2011 and is allocated to schools to fund additional support for pupils who have been registered for free school meals (FSM) at any point in the last six years.  Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel. The Government believes that the Pupil Premium, which is additional to main school funding, 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 most. The money is used to support any educational needs and can also be used towards the cost of uniform, school trips etc. Decisions about additional support and interventions are made between the headteacher, teachers, the SENCo and parents/carers.

Our strategy

At Wateringbury CE Primary School, we believe in investing in the highest calibre staff to teach and support all of our pupils. For this reason, over 80% of our Pupil Premium allocation goes towards staffing and specialist teaching which ensures that small group support and 1:1 work with pupils is possible.  Our daily timetable is arranged so that all pupils are taught maths, English, phonics, guided reading and spelling during the morning.  Interventions take place during the afternoon so children do not miss any of the core morning curriculum.   Additional support is targeted at the pupils who require it, whilst ensuring all children participate in a full and balanced wider curriculum. Early recognition of difficulties and immediate targeted support are the model. Our Pupil Premium Strategy for the year is set in July so that interventions can begin immediately in September and it is reviewed mid-year in February. Individual pupil progress is reviewed 3x a year during Pupil Progress Review meetings.  Class teachers hold learning conferences weekly with the disadvantaged pupils in their class. In addition, we monitor other factors such as attitudes to learning, attendance, punctuality, emotional wellbeing and parental involvement .  This information further informs our planning.

Barriers to educational achievement (for pupils eligible for PP, including high ability)

In-school barriers include developmental and cognitive delay, particularly speech and language; behaviour and attention/listening; dyslexic and dyscalculia tendencies. External barriers include low levels of literacy support at home; minimal exposure to books and vocabulary within the home; punctuality/attendance; poor sleep routines; poor diets.

Our approach

A relentless focus on reading – whole class, small group and 1:1 – models for children the pleasure of reading and also supports accelerated progress. Reception pupils are screened within the first 8 weeks of joining our school for speech and language delay and programmes are put into place immediately to support correct sounds and vocabulary development. Small group teaching is a key part of the philosophy at Wateringbury and every staff member is viewed as an educator with the potential to transform the learning for a child. We invest in the highest calibre staff and aim for smaller adult:pupil ratios at the critical early stages of a child’s education. A stringent focus on phonics, writing and number skills at Key Stage 1 generally obviates the need to fill in gaps or pick up the pieces in Key Stage 2. Where pupils are particularly vulnerable and continue to demonstrate difficulties, additional targeted support is provided.

Measuring impact

Pupils who receive additional support are monitored closely: small, challenging steps are set as targets and each child’s progress is monitored closely and reviewed formally at least 3x per year during Pupil Progress Meetings. Teachers hold weekly learning reviews with PP pupils on a one-to-one basis to discuss their targets, learning, progress, achievements and next steps. The success of any intervention is measured by the child’s progress in phonics, spelling, reading, writing or maths and is always evidenced by work in books. We track, review and improve our provision throughout the year.
% making expected progress
Reading Writing Maths
Disadvantaged 79% 63% 71%
Whole School 80% 75% 78%
Disadvantaged making more than expected progress 25% 17% 33%
Pupil premium numbers at Wateringbury vary considerably by class (from as few as 2 children (6%) to as many as 11 children (34%)). For this reason, the attainment and progress of Pupil Premium children is always looked at individually and comparisons with school and national data can be misleading. The whole school average for children making more than expected progress is between 15-20% in Reading, Writing, Maths.


2018-2019 Please click on the link below to see our planned Pupil Premium allocation for 2018-2019 Pupil Premium Plan 2018-19 2017-2018 Please click on the link below to see our Pupil Premium allocation for 2017-2018 Pupil Premium Summary Spend 2016 – 2017 Please click on the link below to see an overview of our 2016-17 Pupil Premium allocation, our expenditure and measurable impact of those interventions Pupil Premium Strategy: Year-End Summary Pupil Premium Summary Spend 2015-2016 2015-16 Pupil Premium Summary Spend