Pupil Premium

Church Langley Primary School – Allocation of Pupil Premium Funding 2016-2017

The ‘Pupil Premium’ (PP) was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).

Schools also receive funding for children who have been looked after continuously for more than six months, (Looked After Children – LAC) and children of service personnel.

In most cases the Pupil Premium is paid directly to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what additional provision their pupils need. Pupils in receipt of Pupil Premium are viewed as a cohort and their needs are reviewed at termly pupil progress meetings. 

The number of children on role at Church Langley Primary School in September 2016 was 506, of which 13.8% were pupils entitled to the Pupil Premium; this figure is below the national average but the school’s percentage of disadvantaged pupils fluctuates whilst the figure nationally is declining slowly -

  2014 2015 2016

% of pupils at CLPS entitled to the PP

13.3 14.7 13.8

% of pupils nationally entitled to the PP

26.6 26.0 25.2

At Church Langley Primary School we elected to spend our allocated funding of £91,440 for the academic year of 2016-2017 in the following ways:





Focus English support group for KS2 pupils whose attainment in reading and writing was below expectations and for whom the attainment gap was at risk of ‘widening’. Funding utilised to cover staffing costs equivalent to 1 hour per day for a qualified teacher (plus an hour per week planning, preparation time) and 2 hours per day for two experienced learning support assistants (LSA) to support pupils in the group; facilitating effective differentiation.

Pupils within the group made considerable gains in their reading fluency and developed confidence in writing independently. They extended their phonic knowledge noticeably into Phase 6 and strengthened their ability to synthesise and segment with increased levels of accuracy. Their knowledge and understanding of grammatical concepts showed significant development and as a combined result they have been reintegrated into their main year group cohort for literacy.





One to one tuition for identified pupils, delivered by members of the school’s management team and Year 6 teacher.

Pupils developed their understanding of calculation strategies and strengthened their recall of key facts. Their confidence grew and they felt more adequately prepared for the Year 6 maths tests.                                                                               


Early Morning Maths Booster Programmes for Year 6 pupils run by two members of staff designed to enhance children’s mental maths skills.

Gaps in attainment are closing as a result of EMM and 92% of pupils entitled to the PP are expected to achieve ARE in maths at the end of Year 6; showing sustained progress from KS1 to KS2 despite increased expectations of the revised National Curriculum 2014.


Funding for enrichment activities for identified pupils to ensure their full inclusion in all aspects of school life and enrich learning experiences.

Children entitled to the PP were able to participate in residential experiences alongside their peers, benefitting from full inclusion and gaining confidence in their abilities beyond the classroom. This enabled full access to elements of the wider curriculum they might otherwise have been denied.


Purchasing the services of two Child Counsellor.

Identified pupils, struggling to manage their behaviour in school, or deal with emotional stress due to domestic/medical difficulties, demonstrated settled learning behaviours. Individual children have 'blossomed' in the classroom, enhahing more regulayr of their own volition as their sense of self-belief and worth has grown. Children struggliung to come to terms with domestic disruption have attended school regulary and demonstrated increased levels of application.


Brokering services of an Educational Welfare Officer

Unfortunately, this service was only available for one term due to the redeployment of EWOs within Harlow town. However, overall school attendance figures remain above the national average and the percentage of disadvantaged pupils who were persistently absent in 2016 was below the national average – 11.6% as a school as opposed to 15.1% nationally. None-the-less the number of persistently absent disadvantaged pupils within the school is more than double that of non-FSM pupils (the same is true nationally) and so improving attendance will be a key area for development in the coming year.


Brokering services of an Educational Psychologist

Improved outcomes for pupils emotionally, socially and academically as a result of recommended interventions.

£20, 000.00

Designated LSA time given to individuals/small groups where mentoring or support in a specific area is needed

Pupils continue to make steady progress in their acquisition of literacy and numeracy skills. Gaps in attainment had closed in 2014 and 2015 but have ‘opened’ slightly in 2016 under the revised national curriculum 2014. Despite this, the average scores of disadvantaged pupils attending Church Langley remain in-line with national average scores for disadvantaged pupils in reading, maths and GPS at the end of KS2.


Targeted use of LSAs during I-Time for the first 25/30 minutes every morning, equivalent to 40 hours per week.

Pupil’s reading and writing skills have been strengthened, particularly their ability to synthesise and segment accurately in Years 1 and 2 (95% of Year 1 pupils met the threshold in the Phonic Screening check as opposed to 81% nationally; with 75% of disadvantaged pupils meeting the threshold compared with 70% nationally). Children’s understanding of texts improved as a result of daily practise and in the 2016 KS2 tests disadvantaged pupils at the school performed better than their peers nationally (78% of CLPS FSM pupils achieved the expected standard as opposed to 72% nationally) despite the more challenging nature of the test.

£1,250.00 Speech and Language resources, training costs (including supply cover) and resource pack to assist staff in identifying and addressing language barriers in the FS and KS1. Speech, language and communication outcomes will improve for targeted pupils – intervention ongoing throughout the summer term 2017 and beyond.


Additional hardware, including I-pads, laptops and storage trolley to support curriculum differentiation & broaden access to technology for PP pupils. Access to Bug Club, intervention packages, literacy and numeracy games to support reading development and progress in maths. Increased motivation to read and learn key mathematical facts impacts positively on attainment. Gaps in attainment by the end of KS1 have declined steadily in reading, slowly in writing and have stabilised in maths. Attainment gaps in reading have been eradicated by the end of KS2.  


Purchasing additional group and guided reading materials and ‘First News’. Pupil’s reading skills have been strengthened; 78% of CLPS FSM pupils achieved the expected standard in reading at the end of KS2 as opposed to 72% nationally, with a similar percentage achieving a high score. Gaps in attainment between disadvantaged and other pupils are closing steadily in KS1 (see table below) and the percentage of disadvantaged children passing the Year 2 Phonic Screening re-check was above the school average for other pupils in our school and national average.


Investment in ‘Tapestry’ to monitor the progress and development of FS pupils and support staff in targeting next steps, includes purchase of 4 I-pads to facilitate implementation. Staff will evidence attainment more readily and use observed outcomes to strategically target next steps for learning and developments for disadvantaged pupils within the EYFS; early intervention will impact positively on later learning outcomes.



The school is happy to consider other options for utilising Pupil Premium funding to support a child or family in any way we can; the Head Teacher would be happy to discuss such matters with parents/carers.


The tables below show how gaps in attainment between disadvantaged pupils in KS1 at Church Langley Primary School are closing steadily in reading, writing and maths. The picture at the end of KS2 is different and reflects the impact of an intensified national curriculum coupled with a cohort of pupils in 2016 containing a higher number of children entitled to the Pupil Premium who also had an identified special educational need.

Percentage of pupils attaining Level 2B or above at KS1 and ARE in 2016
  2014 2015 2016
  School National School National School National
Reading - Other Pupils 86% 67% 83% 86% 75% 74%
Disadvantaged Pupils 67% 44% 70% 72% 71% 78%
Gap in % attaining ARE -19% -23% -13% -14% -4% +4%
Writing - Other Pupils 78% 75% 78% 77% 72% 70%
Disadvantaged Pupils 56% 55% 60% 59% 57% 65%
Gap in % attaining ARE -22% -20% -18% -18% -15% +5%
Maths - Other Pupils 90% 84% 90% 85% 77% 77%
Disadvantaged Pupils 67% 68% 70% 71% 57% 73%
Gap in % attaining ARE -23% -16% -20% -14% -20% -4%


Percentage of pupils attaining Level 4B or above at KS2 and ARE in 2016
  2014 2015 2016
  School National School National School National
Reading - Other Pupils 87% 78% 81% 80% 77% 66%
Disadvantaged Pupils 83% 68% 90% 71% 78% 72%
Gap in % attaining ARE -4% -10% +9% -9% +1% +6%
Writing - Other Pupils 86% 85% 78% 87% 73% 74%
Disadvantaged Pupils 100% 76% 90% 79% 65% 79%
Gap in % attaining ARE +14% -9% +12% -8% -8% +5%
Maths - Other Pupils 88% 76% 81% 77% 72% 70%
Disadvantaged Pupils 100% 65% 80% 67% 61% 76%
Gap in % attaining ARE +12% -11% -1% -10% -12% +6%

The table below demonstrates how gaps in attainment within pupils' phonics screening scores are closed by the end of Year 2.

PHONIC SCREENING 2014 2015 2016
  School National School National School National
Year 1 - All Pupils 83% 74% 88% 77% 95% 81%
Year 1 - Disadvantaged Pupils 63% 63% 80% 66% 75% 70%
Gap in % attaining required score -20% -11% -8% -11% -20% -11%
Year 2 - All Pupils     98% 90% 98% 91%
Year 2 - Disadvantaged Pupils     100% 84% 100% 86%
Gap in % attaining required score     +2% -6% +2% -15%

Key Objectives for Use of the Pupil Premium 2017-2018

  • To close gaps in attainment for disadvantaged pupils compared to other pupils, enabling disadvantaged pupils to meet/exceed ARE in reading, writing and maths according to teacher assessments and external checks
  • To promote good progress for disadvantaged pupils of all abilities
  • To increase reading fluency for disadvantaged pupils through regular opportunities to read either on a 1:1 basis or in a small group (particularly where children do not read regularly with an adult at home)
  • To ensure financial circumstances do not prohibit participation in wider school experiences ensuring equal opportunities for all pupils
  • To promote good rates of attendance for disadvantaged pupils
  • To foster emotional well-being amongst all pupils

Proposed Expenditure of Pupil Premium Funding 2017-2018

Focus of Expenditure


Target Group


Impact/success criteria

Facilitating delivery of I-Time through provision of LSAs and suitable resources


All PP children throughout the school.

To promote reading fluency and develop reading comprehension by:

Strengthening phonological awareness

Building basic sight vocabularies

Providing regular opportunities to read and discuss texts with an adult

Developing skills in responding to texts read

The vast majority of children entitled to support via the PP will attain in-line with their peers, in:

Year 1 Phonic Screening Check

KS1 Reading SAT

KS2 Reading SAT

Interim year group tests completed twice a year


Deployment of LSAs to support PP children struggling to access the learning independently,


All PP children throughout the school.

To provide additional, small group support that strengthens understanding and builds pupil confidence.

Delivery of targeted interventions, practising key skills, etc.

Gaps in attainment between disadvantaged pupils and their peers will continue to close. Pupils entitled to the PP will work with increased autonomy and confidence in their own abilities.

Provision of a non-class based experienced teacher to plan, deliver and monitor the impact of interventions.


Identified PP children throughout the school.

To support the development of pupils’ basic skills in smaller classes/groups and targeted interventions.

Gaps in attainment between disadvantaged pupils and their peers will continue to close. Pupils entitled to the PP will show accelerated progress.

Personalised Tuition


Targeted PP children

To boost attainment in identified areas of learning through a personalised plan, delivered outside of regular school hours.

Children will achieved personalised targets and develop their basic skills as identified at the start of tuition; achieving ARE at the end of the year in targeted aspects of their development.

Enrichment activities


Identified pupils

To facilitate the full inclusion of disadvantaged pupils in all aspects of school life, including costly residential experiences.

Children entitled to the PP gain confidence in their abilities beyond the classroom and full access to elements of the wider curriculum.

Purchase counselling services


Identified pupils

To provide emotional support for children with social and emotional difficulties, whose anxieties or concerns are impacting negatively on their ability to concentrate in school or their ability to manage their behaviour.

Children will feel valued and able to discuss their concerns with a trained professional. Their concentration and engagement within lessons will improve and they will feel more self-assured.

Purchasing the services of an educational welfare officer.


Identified pupils

To improve the attendance of disadvantaged pupils, particularly those who have been PA or border on persistent absenteeism.

Identified pupils will attend school regularly and their learning outcomes will improve. They will attain in-line with their peers and make at least expected progress.

TOTAL = £98,000.00





I-Time = intervention groups first thing every morning from



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