The Government provides Pupil Premium funding to all schools.
This is in addition to main school funding. Its purpose is to help address national inequalities between the achievements of children eligible for free school meals or children in care when compared with their peers.

The Pupil Premium is allocated to schools based on the number of students who are known to be eligible for free school meals and children who have been continuously looked after for more than six months.

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 students within their responsibility.

Pupil Premium is used to support free school meal and looked after students at Stanhope Primary School. The following provides an overview of:

  • funding received
  • allocation to improvement priorities
  • impact on improving outcomes

For the financial year April 2016 – 2017 the school’s allocation of Pupil Premium was £146,820. 53.3% of students at Stanhope Primary School were eligible for Pupil Premium. How the 2015 – 16 academic year’s allocation was spent and how the allocation is being spent 2016 – 17. In addition there is an Early Years Pupil Premium which equates to £5438.

  • One to one support
  • Targeted intervention groups
  • Identification of a Teaching and Learning Lead
  • Identification of a Home-School Liaison member of staff
  • Identification of Intervention Group Lead
  • Resources – for example, reading schemes, independent English and Maths resources and additional assessment material
  • Personalised curriculum
  • SEN resources

Stanhope Primary Pupil Premium Strategy 2020 – 2021

Stanhope Primary Pupil Premium Strategy 2019 – 2020

Stanhope Primary Pupil Premium Strategy 2018 – 2019

The Impact of the funding

The effect of the expenditure on the educational attainment of those pupils at the school for whom the grant funding was allocated is that children are regularly assessed both socially and academically and those who are seen to be falling behind have specific interventions and resources both in terms of staff and equipment that will help to narrow the gap. Our published data endorses that fact that we are making significant efforts to ensure that all our children achieve.


Key Stage 2 Reading – 22.2% of Pupil Premium children achieved the Greater Depth Standard compared to 10.9% of Local Authority Pupil Premium Pupils.

Key Stage 2 Writing – At the Expected Standard, the school closed the gap between Pupil Premium children and other children and compared to Local Authority Pupil Premium Pupils. At Greater Depth Standard, 27.8% of Pupil Premium children achieved the standard compared to other children in school at 12.5% and the Local Authority of 19.2%.

Key Stage 2 Maths – At the Expected Standard the school closed the gap between Pupil Premium children – 72.2% and other children in school 75%. At Greater Depth Standard 16.7% of Pupil Premium achieved the standard compared to 0% other children in school.

Disadvantaged Key Stage 2 pupils’ progress was not significantly below national overall or for any prior attainment group in any subject.

At Key Stage 1 the school steadily closed the gap between Pupil Premium children and other children in school.

Other impact from support assistants within the classroom and the outdoor areas

Additional support was used for social and emotional needs of identified pupils within classes and transition support between Key Stages and Year Groups. This ensured that our pupils were ready to learn and given every opportunity to achieve their full potential. In addtion the school subsidised educational trips giving many of our pupils other rich experiences outside of the classroom. The Breakfast Club, which also receives a small amount, ensures identified children are prepared for and ready to learn. Strategies and initiatives by the Attendance Officer ensure all children attend school in order to achieve, any families or children are targetted and any necessary support provided.

Our Aims:

The targeted and strategic use of Pupil Premium will support us in achieving our aim of helping every child to achieve their full potential. As a school, we do this by:

  • Assuring the best possible delivery of learning experiences in the classroom
  • We have a range of group and individual interventions designed to support those with identified needs.
  • We try to offer a rich and varied selection of activities designed to engage and motivate pupils, raising their own aspirations as well as creating a positive view of learning for all children.


  • We ensure that teaching and learning opportunities meet the needs of all of the pupils.
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of pupils are adequately assessed and addressed
  • In making provision for any disadvantaged pupil, we recognise that not all pupils who receive free school meals (FSM) will be disadvantaged – therefore for the purpose of this policy FSM children will include past as well as current recipients of that entitlement.
  • We also recognise that not all pupils who are disadvantaged are registered or qualify for free school meals. As a school, we reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being disadvantaged.
  • Any identified group will be made up of FSM children and non FSM children, where their needs are similar, or where meeting their needs helps to create a learning environment more conducive to success for all.
  • Pupil Premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited staffing and resources means that not all children receiving free school meals may be in receipt of Pupil Premium interventions at any one time.


The range of provision the Governors may consider making for this group could include:

  • Achievement and Standards work including additional class based or focussed intervention work to accelerate progress of targeted groups or individuals.
  • Teaching and Learning Support Assistants to enable children to fully access learning and accelerate progress where there are specific barriers other than identified Special Educational Learning needs.
  • Pastoral work through identified staff who undertake work to raise self esteem, extend their personal skill set and support children to make appropriate choices in order to maximise learning opportunities.
  • Out of Hours Activities to ensure that children are given a full opportunity to develop other talents in sport, creativity and other activities that may improve self confidence and motivation for learning.

All our work through the Pupil Premium will be aimed at accelerating progress moving children to at least age related expectations. Pupil Premium resources may also be used to target able children on FSM to achieve Mastery.


It will be the responsibility of the Head Teacher to produce regular reports for Governors on:

  • The progress made towards narrowing the gap for socially disadvantaged pupils
  • An outline of the provision in place at the school
  • An evaluation of the impact, in terms of the progress made by the pupils receiving a particular provision

The Governors of the school will ensure that there is an annual statement to parents on the school’s website on how the Pupil Premium funding has been used to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils. This task will be carried out being mindful of any requirements published by the Department for Education.


Total pupils on roll                                                          231

Percentage of FSM                                                       53.3%

Eligible Pupils for Pupil Premium                                 102

Number of SEN pupils eligible for Pupil Premium        25

Number of More Able eligilble for Pupil Premium        4


Pupil Premium Funding used for:

  • 1-1 support
  • Small group work
  • Intervention group
  • ICT programmes: Mathletics, Education City, Reading Eggs, Espresso and Wordshark
  • Reading Support
  • Behaviour Support
  • Attendance and Punctuality Support
  • Additional Suport
  • After School Clubs
  • Breakfast Club
  • External Support
  • External Enrichment eg Music
  • Reading Challenge
  • Subsidising of school trips
  • Environmental changes
  • Forest School

Success Criteria

  • Early Intervention and support for disadvantaged children
  • The vast majority of disadvantaged children meet their individual targets
  • Effective system for identifying, assessing and minitoring pupils
  • Whole school approach to actions, interventions and new initiatives
  • A positive school ethos in which pupils’ differences are recognised and valued
  • Develop confident and independent learners
  • Attainment of disadvantaged pupils to be at least in line with local and national averages
  • Close the gap in attainment of reading for pupils in receipt of Pupil Premium pupils compared to Non Pupil Premium pupils


Internal Barriers

  • Social and emotional needs of families
  • Limited language skills of children
  • Poor range of use of vocabulary
  • Poor inference and deduction skills


Interventions to overcome barriers

  • CPD for staff regarding the teaching of reading
  • All staff promote the love of reading and reading widely
  • Indentified staff work with identified children, 1-1 and group support
  • Partner and group discussions
  • Guided reading groups daily – teacher skilfully questioning
  • All staff modelling excellent verbal skill
  • Targetted questioning in lessons
  • Monitoring the effectiveness of the teaching of reading
  • Daily reading- either novel or book
  • Release time for staff to network with staff in other schools
  • Resources and training for staff
  • Word of the week and Author of the Month
  • Booster sessions during the school day and outside of the school day
  • New library set up and used, library time with Reception parents
  • Reading Challenges for Reception to Year 6
  • Support groups for idenified pupils eg  Let’s Get Cooking
  • Year 6 Breakfast Club during test week (subsidised)
  • After school clubs
  • Intervention groups for the teaching of reading
  • Parental workshops
  • Focussed Enrichment Days/Weeks – Shakespeare Week, Friendship Week, World Book Day, Beat the Winter Blues Day, Science Week

External Barriers

  • Social and emotional needs of parents from vulnerable families
  • Limited enrichment experiences


Interventions to overcome barriers

  • All staff training with the Early Help process supporting children and families
  • Home School Liaison Officer supporting many families – Advice and Support, Attendance, Absence, Signposting to other agencies
  • Attendance Initiatives encouraging positive attendance including rewards and visits to identified events
  • Emotional Resiience Team supporting identified pupils
  • Forest School opportunities provided by trained staff enabling access to an alternative learning experience
  • Staff appointed providing, 1-1 support for vulnerable children, small group support, support during lunchtime
  • Visitors into school providing wider experiences, Fire and Safety, Community Police, Father Thompson, School Nurse
  • Educational visits throughout the year for all classes subsidised bt the school, eg The Word, South Shields Town Hall, Shildon Locomotion, South Shields Museum, Apple Store, Farm, South Shields Seafront, Discovery Museum, Beamish
  • Enrichment Focus in school, Fair Trade Week, Friendship Week, Harvest Festival, Christmas Productions and Religious Celebrations.


Breakdown of Allocation of Funding

Staffing Costs  £140,500

Focus to extend the quality of support for individuals and groups in order to maintain high standards in expected progress in reading, writing and maths to maintain the high standards in above expected progress in reading and writing and to close the gap for more able children in maths.

Highly skilled support staff to provide addtional support for identified children.

1-1 tuition and support. This can range from wellbeing to having an academic focus, depending on the needs of the identified child.

Small intervention groups for Maths and English skills.

Booster groups for Maths and English in Year 6.

Home School Liaison Officer to monitor lateness and attendance and provide family support.

Provision of ICT £3,000

Programmes to support learning: Mathletics, Education City, Reading Eggs, Espresso and Wordshark.

Subsidising of school visits £2,000

School visits are subsidised if there is any underpayment – sufficient contributions must be made to ensure viability for curriculum based opportunities.

Extended Schools £2,000

Provision providing after school sports opportunities through Sports Development.

Networks with other schools £2,000

Release time for staff to network and liaise with other staff from other schools, developing professional skills.

Resources £2,000

Resources and training for staff.

Forest School £2,000

For training, resources and the up keep.

Reading Challenge Award Scheme £2,000

The resources and launch of the new challenge scheme.

Monitoring the Impact

Pupil Premium children and others are closely monitored through termly tracking and progress sheets. These are reviewed at Pupil Progress Meeting with the Head Teacher, Deputy head Teacher and class teacher. On-going impact is measured through intervention programmes. These are amended termly to meet the needs of the pupils. Governors monitor the impact through reports from the Head Teacher and the Deputy Head Teacher.

Termly Review Dates 20/9/16, 9/1/17 and 2/5/17

Progress against ‘closing the gap’ is analysed by the Senior Leadership Tean annually. Outcomes are fed into the next School Improvement Plan.

If you require a downloadable copy of the Pupil Premium Grant 2016-2017 please click on the following link Stanhope Primary PPG Action Plan 16 17


2014-2015 Funding.

The school received £147,730

Breakdown of Funding

£140,000   Staffing Costs

£2000   Extended Schools/Sports Development

£2000  Resources and staff training

£2000  ICT programmes and provision

£2070  Achieve 3000 Reading


The 2015 strengths identified were:

  • Key Stage 2 Value Added in all subjects was broadly average or above for disadvantaged pupils and those who had special educational needs.
  • From at least 5 out of every 6 starting points, the proportion of disadvantaged Key Stage 2 pupils making and exceeding expected progress in reading, in writing and in maths was similar to that of other pupils nationally.
  • The proportion of disadvantaged Key Stage 2 pupils that attained at least Level 4 was equal to or above the national figure for other pupils in mathematics.
  • The proportion of disadvantaged Key Stage 1 pupils that attained at least Level 2B was equal to or above the national figure for other pupils in writing.

Information taken from 2015 Inspection Dashboard.


The 2014 strengths identified were:

  • The Key Stage 2 value added in all subjects was broadly average or above for disadvantaged pupils and those who had special edcuational needs.
  • From at least 5 out of every 6 starting points, the proportion of disadvantaged Key Stage 2 pupils making and exceeding expected progress in reading, in writing and in maths was similar to that of other pupils nationally.

Infornation taken from the 2014 Inspection Dashboard