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Gorefield Primary Academy

Gorefield Primary Academy

Caring, sharing, thinking, learning

Pupil Premium

Pupil Premium funding is allocated to most effectively target additional support where it is needed most. This support is organised and lead by the Head Teacher.


The nominated governor is Mrs Gent.


2020 to 2021 Strategy


The pupil premium is designed to provide additional support to our vulnerable and disadvantaged children to ensure that they make progress in line with their fellow classmates.

Key Priorities


To ensure that all children arrive at their classrooms ready to learn.  

To ensure that all children are able to access learning.

To ensure children grown in confidence and self belief.

To ensure children make good or better progress.


Our funding this year will be used to provide a breakfast club for our PP children.  Bagels and cereal are provided as part of the magic breakfast offering and we will provide staff to support this.  We will also support our children with Play Therapy.  Children in school are needing support with their mental health and welbeing and by providing support we are ensuring that they are ready to learn and make better progress.  We have provided online reading resources for our children by funding MYON.  PP children will be offered IT resources to assist them in their on line learning where necessary.  We will also provide an after school club for our PP children with Commando Joe.  This resource will be provided to encourage them to develop confidence and self belief.  (All these offerings will be subject to our risk assessment).  We will provide quality first teaching catch up sessions for our PP children.


2019 to 2020 Overview


The Pupil Premium (PP) is designed to ensure that funding to tackle disadvantage reaches the pupils who need it most. The funding is allocated to Local Authorities and schools with pupils from Reception to Y11 who are eligible for free school meals (FSM) at any point in the last six years, are looked after or adopted.


How we will spend the funding to overcome the barriers.


  • Mentoring -  One to one mentoring of each PP children,
  • Teacher observation - observing TA work to plan and lead their professional development.
  • Teaching Assistant interventions - to support vocabulary, reading writing and maths.
  • Extra-curricular enhancement activities - Funding to enable children to take part in funded trips and visits.


The total amount allocated to the school for the year is anticipated to be £25, 080.


The key barriers to future attainment for our children are:


  1. Limited vocabulary to support reading and writing skills and understanding.
  2. Spelling, punctuation and grammar skills limiting writing ability across the curriculum.
  3. Confidence in problem solving limiting mathematical progress
  4. Social and emotional issues affecting learning behaviours that support independent learning


How we will spend the funding to overcome the barriers.


  • To accelerate progress of pupil premium children, each child is allocated a teaching assistant mentor. The mentor provides in-class support and intervention programmes throughout the year. (38 hours TA per week = £ 20,840).
  • The school will engage in accredited programmes of staff development for improving rates of progress through two DfE vocabulary projects (materials £2000; staff training £740) with the aim of improving their accuracy and understanding of reading and writing.
  • The school will work with the maths mastery programme leaders and alongside the Trust schools to provide staff development with the aim of improving rates of progress (staff training £1000).
  • To enable children to have access to after school clubs that charge for participation and for trips /school journeys (£500).


How we will measure the impact of the funding.


We use both internal and external data to measure the impact of the Pupil Premium Grant on our pupils’ learning. We will review the effectiveness of the interventions we are using and adapt them to meet need when and where required. Further details are contained in the strategy as above.


  1. Children make good progress, at least in line with the rest of the school, with each full cohort in school, in combined Maths, reading and writing.
  2. Children make good progress, at least in line nationally, in combined reading, writing and maths, as well as the spelling, punctuation and grammar test at end of year 6.
  3. Children respond positively to support. They have a positive attitude towards and a ‘can do’ attitude that is evidenced in increasing independence through work scrutinies.


The impact of PPG spending 2018-2019


Whilst for our end of key stage children this would not have translated into achievement on the statutory assessment tasks, nevertheless our disadvantaged pupils made significant steps through our ‘pebbles’ Depth of Learning in-school assessment system.


The next review will be September 2020