Pupil Premium



What is Pupil Premium?

The pupil premium grant is additional funding for publicly funded schools in England. It’s a school-level grant that gives schools extra resources to help them meet challenges, including those arising from deprivation.

It’s allocated for schools to:

  • improve the academic outcomes of disadvantaged pupils of all abilities
  • close the attainment gap between disadvantaged pupils and their peers across the country

The Vale School Pupil Premium Online Statement 

The Vale School receives funding for each disadvantaged pupil and uses the funding flexibly, in the best interests of each eligible pupil. GLF leaders draw upon an evidence based approach to apply a ‘tiered’ approach to delivering their pupil premium strategy.

Tier 1: Improving Teaching

  • Schools arrange training and professional development for all their staff to improve the impact of teaching and learning for pupils.

Tier 2: Academic support

Schools should decide on the main issues stopping their pupils from succeeding at school and use the pupil premium to buy extra help.

Tier 3: Wider approaches

This may include non-academic use of the pupil premium such as:

  • school breakfast clubs
  • music lessons for disadvantaged pupils
  • help with the cost of educational trips or visits
  • speech and language therapy

Schools may find using the pupil premium in this way helps to:

  • increase pupils’ confidence and resilience
  • encourage pupils to be more aspirational
  • benefit non-eligible pupils

A longer term strategy

The Vale School takes a longer view of the support the grant provides. Leaders plan the use of the grant to support children as they pass through the whole school to the next stage of their education/Destination. We do this by aligning our pupil Premium strategy with our wider school improvement planning

GLF’s Aspiration for All children to Grow, Learn, and Flourish

All GLF Schools are committed to our core remit of providing an outstanding educational experience. Raising the attainment of disadvantaged pupils is part of our commitment to help all pupils achieve their full potential.

We aim for:

  • All children to enjoy their learning, attain high outcomes and be helped to become confident individuals and responsible citizens whilst making excellent progress in all respects;
  • All children to benefit from an inclusive ethos, excellent teaching and a broad and balanced curriculum underpinned by strong leadership, in a local school;
  • All children to be supported and encouraged to lead healthy and active lives


Accessing the Pupil Premium funding at The Vale School

Funding is allocated to the school based on an annual basis. It is important that if you think your child is eligible for pupil premium support, you must contact the school office for more information. Individual requests for financial support for school-based activities are considered by the Head teacher. Requests can be made via the school office. Important: To find out more information on whether you are eligible for Free School Meals, please click here.

Pupil Premium Documents:


●     The Vale School Online statement (including review of 2018/19 expenditure)


Pupil premium strategy statement

  • School overview



School name

The Vale Primary School

Pupils in school


Proportion of disadvantaged pupils


Pupil premium allocation this academic year


Academic year or years covered by statement


Publish date

October 2020 

Review date

October 2021

Statement authorised by

Debbie Matthews – Chair of Governors

Pupil premium lead

Cathy Browne (Co-Head)

Governor lead

Debbie Matthews 

  • Please see our published Performance Tables for Current Attainment 

  • Strategy aims for disadvantaged pupils



Priority 1

Ensuring staff use evidence-based whole-class teaching interventions to raise attainment for the most disadvantaged pupils - in phonics

Priority 2

Ensuring staff use evidence-based whole-class teaching interventions to raise attainment for the most disadvantaged pupils - in writing

Priority 3

Ensuring staff use evidence-based whole-class teaching interventions to raise attainment for the most disadvantaged pupils - mastery in maths

Barriers to learning these priorities address

Ensuring staff use evidence-based whole-class teaching interventions

Projected spending 


  • Teaching priorities for current academic year



Target date 

Progress in Phonics

Achieve National Average Expected Standard in PSC 

Summer 2021

Progress in Writing

Achieve National Average Expected Standard in KS1 

Summer 2021

Progress in Mathematics

Achieve national average progress scores in KS2 Maths 

Summer 2021

Explore and embed principles of Mastery across other curriculum subjects

Reviewed curriculum shows evidence of Mastery Principles

Summer 2021

  • Targeted academic support for current academic year



Priority 1

Intervention groups for Phonics (using Read, Write, Inc); maths, reading and writing (using PiXL membership, assessments and resources)

Priority 2

Thrive Approach to strengthen the social and emotional resilience of pupils and re-engagement to learning - employ Thrive practitioner and resource the provision.

Barriers to learning these priorities address

Providing catch up in phonics and core-subjects and improving readiness for learning.

Projected spending


  • Wider strategies for current academic year



Priority 1

Ensure appropriate training for admin personnel related to attendance officer role

Priority 2

Ensure our most disadvantaged pupils are included in benefiting from all curriculum activities e.g. trips and clubs and potential wrap around care when appropriate.

Barriers to learning these priorities address

Improving attendance and readiness to learn for the most disadvantaged pupils

Projected spending


  • Monitoring and Implementation



Mitigating action


Ensuring enough time is given and CPD opportunities to allow for staff professional development

Use of twilight sessions and additional cover being provided by SLT

Targeted support

Ensuring enough time for teachers to analyse class information and identify pupils and provision

Use of Twilight sessions and supportive meetings with SLT members

Wider strategies

Engaging with families facing most challenges 

Working with a variety of professional agencies, EWO and GLF

  • Review: last year’s aims and outcomes



Improve progress of all PP children in phonics – Achieve National Average Expected Standard in PSC

Steady improvement in disadvantaged pupil progress from 2019-2020 from teacher assessment taken in the Spring term before main school closure. On track towards aim.   

Improve progress in writing in KS1 – Achieve National Expected Standard KS1 writing

This target was on track to be achieved.  77% of Y2 children were on track to meet ARE from their Point in time) Teacher Assessment in the Spring Term before main school closure.

Achieve national average progress scores in Maths at KS2

86% of children were on track to make ARE and 41% GD.  This would have meant we were on track to attain national average progress scores.

Reviewed curriculum shows evidence of mastery principles in History

Lesson design and delivery of mastery principles were evident in year groups for history in school effectiveness review.  This now needs to be more evident in the recording of children’s learning.

Readiness for learning

Thrive profiling highlight improvements in pupil emotional development and teachers report improved engagement in the classroom before school closure due to Covid-19 in March 2020.  We will continue to have this as a main area of priority as we re-engage children in learning this academic year. 

We will continue to use PiXL’s systems and processes to identify gaps in learning and as a whole class and group resource for intervention to plug gaps to support readiness for learning new skills and content. 

Improve school attendance and that of our families facing most challenges

We will need to continue with this aim this year in the light of School Closure due to the Covid-19 Pandemic in 2020 where attendance fluctuated.