North Wingfield Road, Grassmoor, Chesterfield, S42 5EP

01246 850349

Grassmoor Primary School

Pupil Premium



Pupil premium strategy statement: Grassmoor Primary School 2019 - 2020

1.   Summary information


Grassmoor Primary School

Academic Year


Total PP budget


Date of most recent PP Review


Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

January 2020


2.   Current attainment

Attainment for: 2018-19

Pupils eligible for PP (your school)

Pupils not eligible for PP

% achieving expected standard or above in reading, writing and maths



% achieving expected standard or above in reading



% achieving expected standard or above in writing



% achieving expected standard or above in maths




3.   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)


Children enter nursery with poor oral language and poor early vocabulary and literacy skills


Children have a high proportion of social, emotional and mental health needs

External barriers (issues which also require action outside school, such as low attendance rates)



Lower attendance rates

4.   Desired outcomes



Desired outcomes and how they will be measured

Success criteria



All children in receipt of pupil premium make expected progress in reading, writing and maths

Expected progress is 6 points per year



All children with barriers to learning are supported through interventions and support within school to ensure that they achieve expected progress

Children are identified

Children are given appropriate provision

Provision is tracked and monitored



Children in receipt of pupil premium are support to attend school so that the attendance rate of children in receipt of PP is in line with the national average for all pupils

96% attendance



5.   Planned expenditure

Academic year


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?

High quality first teaching for all

Organised  each class to ensure they have a teacher and teaching assistant to keep the teaching consistent and stable



Some classes had inconsistent experiences due to staffing issue


By keeping the TA with a specific class, they will know the children and will be able to incorporate any ‘interventions’ into the curriculum in class

Staffing put in place

Any changes in staffing are reviewed and changed to keep consistency and stability particular in vulnerable classes


When any changes

Class teacher responsible for ensuring progress is good for all children in reading, writing and maths

Organised the PPA cover to be from within the school by teachers that know the children – Also organised all PPA to be afternoon so that all classes have their class teacher for English/Maths

To ensure that the teacher is wholly responsible for English and maths to ensure that the quality of provision is high and consistent


To ensure that when the class is being covered by another teacher, that the quality of teaching is equally as good



Staffing put in place

If PPA teachers are absent, then ensure regular supply teacher is used or cover in house (no one-off supply teachers unless an emergency)


October 2019

Improvement in GAPS


Organised training on spelling for all teachers


Also changed timetable to ensure 3 spelling lessons per week

GAPS outcomes were well below average in year 2018/19

Whole school CPD

New teacher resources


January 2020

Consistency of provision for all pupils

Implemented some whole school strategies to improve consistency:


Working walls in English and maths

Approaches to reading eg guided reading daily by teacher while TA takes others to Tai Chi in EYFS/KS1

Approaches to writing same in all classes

Approaches to spelling same in all classes

WALT and WILF the same in every class

There were different approaches in different classes which were sometimes counter productive


In writing, teachers were following an approach that they didn’t believe in so we jointly wrote an approach which all agreed with


The teachers all agreed on following cornerstones curriculum for their classes in pairs so that they can plan and share resources together instead of working in isolation


Monitoring timetable each term


SLT and subject coordinators to monitor their own subjects and report back


Regular staff meeting time




Total budgeted cost


   ii.     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?

That children in receipt of PP make good progress in reading, writing and maths

Each teacher has a provision map for their class with details of what they are getting in addition to the first quality teaching

Each child in receipt of PP will be assessed termly to ensure that they on track to make good progress

These will be tracked and monitored by the head every half term.  If not making good progress the intervention will be reviewed or changed.


Every half term

Total budgeted cost


III.  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?

To ensure that any child with a barrier to learning is supported to reduce or eradicate the barrier to enable the child to be happy and succeeding in school

A menu of interventions for any child with SEMH.  The items on this menu are:

Forest Schools

Learning Mentor

P4YP family support

Learning Mentor

Lunchtime club

Grasshoppers nurture


Any child who is identified will receive one of the above

We have a lot of children with SEMH and we wanted to provide different types of pastoral support which matched children’s needs.

This is tracked and monitored by SJ and HA


There is a provision map for this which is reviewed termly


The impact of the provision map will be discussed at the half-termly teacher progress meetings

SJ and HA


Children in receipt of PP’s attendance is high (96% or above)

Careful monitoring of attendance and identify early intervention

Children whose attendance is low, links to low achievement.

HT to monitor with the pastoral manager

SJ and HA


Total budgeted cost



6.     Additional detail



Pupil premium information can be found on our website





The impact of our spending in 2018-19 is as follows:

In 2019 the attendance of our pupil premium pupils increased from 92.9% to 94.07%


The outcome in RWM at the end of KS2 showed that pupils in receipt of pupil premium achieved better than the other children in the school and their outcomes at age expectation were above the national average at 67% compared to 65% nationally.  And were in line with all pupils at greater depth at 12% compared with 11% nationally.


There are gaps in achievement in EYFS and KS1, which are closing by the end of Key Stage 2.  Provision has been put in place for 2019/20 to ensure that we close these gaps earlier.  Phonics and reading in KS1 is beginning to improve, but there is further work needed in this area and this is on our school improvement plan.


Our writing outcomes were lower than those in reading and maths and has been identified on our school improvement plan.


Not enough money was spent on resources for reading, but this has now been rectified by the governing body.  There has now been an increase in spending of books for children in phonics, guided reading and the library.


Children with specific social and emotional difficulties were supported well and the incidents of fixed term exclusions were rare.  The pastoral support impacted with children being able to regulate their own behaviour and learn how to overcome their own barriers, leading to good academic and other achievements.  Behaviour is much improved in the school.


Children were successful in other areas of school such as music, sport and Forest Schools, which led to increased confidence and a sense of achievement for those children.