Pupil Premium

The Pupil Premium paid to primary schools aims to provide significant funding for disadvantaged children to help close the attainment gap.

Each school can decide how the premium should be used to support their pupils and the money can be spent on any pupils who need additional support. We consistently focus on improving outcomes for all pupils, including disadvantaged pupils, and we are uncompromising in our ambition. Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, secures optimal outcomes for pupils.

Pupil Premium received for Manor Fields Primary School for Academic Year 2016-2017 was £75,488. Manor Fields will continue to use the Pupil Premium funding to support individuals, small groups and the wider school population to ensure each child makes the very best of their time at our school, both academically and socially.

Overview of School

Number of Pupils and Pupil Premium Grant received

2016-17: Total number of pupils on role 222

           : 55 children were in receipt of Pupil Premium. Funding is received for children in receipt of Free School Meals and those children who have ever had Free School Meals (Forever 6). We also receive funding for Looked After Children and children whose parents are/or have been in military service within the previous four years.

           : Service Pupils Income received for Manor Fields Primary School for Academic Year 2016-2017 was £2,700. The funding was used to fund a number of programmes to support progress and attainment and enrich the curriculum. These programmes were varied and ranged from horse riding to narrative therapy. In addition, money was used to support participation in residential visits and excursions.

Amount of PPG received per pupil

Free School Meals and Forever 6      = £1320 Service Premium                               = £300 Looked After Children (LAC)            = £1900

Total Pupil Premium funding received = £75488

Total money spent                              = £85,673


Focus of   spending 2016/2017

Ofsted inspected Manor Fields in May 2017 and   their feedback is recorded in italics

Leadership and management


 Cost (£)


Quality first teaching to improve outcomes

Training budget £13406


£1320 external after-school boosting



£7507.20 NQT study/training time


£326 KS2 after--school booster club

Good practice is shared across the school.

….staff consistently ‘go the extra mile’ to support disadvantaged pupils. Those who need it, including those who have left care, receive emotional support that is very carefully tailored to them as individuals.

The school’s current data shows that almost all disadvantaged pupils now in the school are making the progress they should, gaining on others nationally.

Governors are well aware of the strategies the school uses to improve the progress of disadvantaged pupils and to improve the curriculum.


Pupil outcomes reflect the impact of staff training:

EYFS: 66.7% in 2017; 2.2% points rise since 2016 and 1% points rise since 2015

Phonics Year 1: 77.4% in 2017; 2.4% points rise since 2016 and 27.4% points rise since 2015

Key Stage 1 SATs: 55.6% in 2017; 4% points rise since 2016

Key Stage 2 SATs: Science = 86%; Writing = 72.4%; Maths = 51.7%; Grammar, Spelling and Punctuation = 51.7% and Reading = 41.4%

Supporting Attendance

£4335 Taxis

£1089 Breakfast Club


You have improved attendance for individual pupils with a history of persistent absence.


You have effectively reduced exclusions from the comparatively high level two years ago. You exclude only where it is essential and work closely to support the families and pupils involved.


Higher attendance: Above 95% by July 2017 for the third year in a row. Playground and classroom behaviour remains consistently good: evidenced by monthly positive points awards, anecdotal feedback (see “News and Views” folders) and reduction in numbers of children missing Golden Time


A house system was introduced to support community-spirit and inspire children to attend. The system flourished and the winner of the Summer Trophy was Mercury with Jupiter as runner up: engraved trophies sit in pride of place in the foyer. Children wear their own clothes to school as the reward for being in the winning house and this alone provides some children with an incentive to attend

Pupil Progress Meetings

£2,700 SLT release time for 18 days/year

You and your staff habitually explore developments in education, weighing up and implementing improvements that have been effective elsewhere.


Senior leaders are aware of strengths and areas for development on a child by child basis. Tailored action plans arise as a result of the meetings and these underpin the children’s next steps.

Research has also been undertaken that has had an impact on outcomes – such as the introduction of peer reviews and ‘learning without limits’.

Non-class based deputy leading staff development, curriculum projects and promoting family engagement



£300 Family Engagement: EYFS APP

Many of your current teachers are at an early stage in their teaching careers, and three are newly qualified. The deputy…provide[s] strong support to these teachers, with clear expectations, regular feedback and training.


Pupils are very positive about the academic support they receive.


All of the parents who responded to the questionnaire said that they would recommend the school to others. Parents feel that the school’s staff team is very approachable, and praise the steps it takes to welcome them by, for example, encouraging them to come in and eat lunch with their children. One spoke for many when they wrote about the school in saying that they ‘feel very privileged to be a part of it’.


DHT’s role ensured that vulnerable children were tracked accurately. Where areas for concern were identified, support was put into place

Embed Equality Objective- supporting well-being and good mental health

No additional costs

Almost all parents and pupils who responded to the Ofsted questionnaire feel that children are safe in the school. Typical comments included parents saying that staff ‘genuinely care’ and that the school has been ‘extremely supportive and understanding’. Pupils in all year groups….said that they felt safe and would feel confident about going to an adult if needed. They knew how to ensure each other’s safety and how the school acted to make sure hazards were overcome. They knew what bullying is, but all thought there was none.


Year 6 feedback included comments like…


There is someone to always to help you and get you through emotional times

School is helpful in ways that you can’t handle if you’re on your own

Adults can sort anything out; they can get rid of worries and they are always there if you need help



Teaching, Learning and Assessment




Embed “Sounds Write” programme in EYFS and Year 1

£2O58 ELS


£860 Sounds Write training

In 2015, only half of the pupils in Year 1 reached the expected standard in the phonics check. After researching options, you introduced a new approach to phonics teaching, adapting it carefully to get maximum impact. This was very successful as in 2016 three quarters of the Year 1 pupils reached the standard. They made rapid progress from the points they had reached at the end of Reception. Pupils were learning effectively in the phonics sessions we saw during the inspection.

Phonics Year 1: 77.4% in 2017; 2.4% points rise since 2016 and 27.4% points rise since 2015


targeted interventions

£6597 Numbers Count support

& £1246 Back on Track

6 children participated in ‘Numbers Count’. Month gains in attainment over 12 weeks:

·         2 years 7 months

·         2 years 7 months

·         2 years 8 months

·         1 year 5 months                

·         1 year 9 months

·         2 years 9 months

4 children in Year 3 participated in ‘Back on Track’. All made expected progress and by the end of the year, all achieved age-related expectations.

Personal Development, Behaviour and Welfare




Emotional and Behavioural Support

£6,250 ELSA provision


£500 PSHE budget


£3396Sand Tray Therapy



£50 SATs breakfasts


£670 Equine Therapy


Over 25 children have accessed ELSA/Sand Tray support. This support enables children to gain confidence and emotional well-being. Pre~ and post~intervention assessments indicate increasing levels of emotional awareness, confidence and resilience. This is evidenced in lesson observations, case studies, book scrutinies, questionnaires and governor monitoring.

Positive playtimes evidence high levels of support and buddies develop social skills. Exclusions have reduced and attendance has increased


Feedback from Year 6s included comments about SATs breakfast like…

It helped me not have to worry about having to rush eating as I just had to walk to school to eat

It helped me to relax a bit in the morning and talk to other classmates about their worries

It was nice to be with my friends

It was really helpful because we were in school altogether and no-one was late

Your friends being there before the test to talk to about the test

I liked spending time with my friends

It was good to know you had something in your stomach before you started

It helped me because I liked talking to people before the tests and I found it helped me calm my nerves

Improving participation by extending cultural provision within & beyond the school

£896 Dramatherapy

£150 Theatre project


£2902 Music lessons


£55 Support for clubs


£750 Waterstones books chosen by the children

Theatre project was a significant success this year – all children in Year 5 and 6 participated in a production that was performed at the playhouse


All children in Year 3 learned to play the violin and all took part in a concert at City Hall in July…publicised in Salisbury Journal


36 children took part in Salisbury Library’s Summer Reading Challenge this year and 27 children completed their challenge by reading all 6 books; very slightly fewer starters but just as many finishers as last year


Approximately 26% of all after school club places are filled by children in receipt of Pupil Premium.

Pastoral Support

£5220 Family Link Partner provision


You have funded a ‘family link partner’ who meets parents informally and supports them. All of the parents who responded to the questionnaire said that they would recommend the school to others”.

Parenting classes that support many families are provided. Case studies detail the support that the FLP provides and the outcome of her actions.

Family Link Partner held drop in sessions and worked with families on a one-to-one basis. The FLP was the lead professional for a number of CAFs and this supports our commitment to Early Help strategies.

Physical & sensory development

£700 Taxis



Identified children access tailored Occupational Therapy sessions and horse riding lessons at RDA. These sessions increase their coordination, enjoyment, physical strength, confidence and social skills

Focus for use of Pupil Premium 2017-2018

The funding from the Pupil Premium Grant will be allocated in the following ways, which can be cross referenced with the targets in the Learning Development Plan (LDP):

Leadership and management;

Learning Development Plan


·         From September 2017, all governors will have a clear understanding of their role in holding the school to account, continuously evaluating the quality of provision and outcomes, especially for disadvantaged pupils and pupil who are differently-abled

·         Published information about the allocation and impact of pupil premiums will demonstrate improved outcomes for pupils, securing transparency and accountability


Newly appointed leaders to gain the skills to analyse data and monitor learning rigorously in order to prioritise targets for improvement and adjust strategies to accelerate pupils’ achievement


Teaching, Learning and Assessment


·         From September 2017 make the best possible use of the pupil premium to secure optimal outcomes for all disadvantaged learners: diminishing any differences in progress and attainment between disadvantaged and non-disadvantaged pupils


Review procedures in order to secure the   effective management of Pupil Premium:

*Ensure new SBM has a clear understanding of procedures and best practice outcomes

* Revise the website’s ‘Pupil Premium Annual Statement’ to demonstrate deployment of resources and impact of actions

*Ensure all supporting documents, such as the Pupil Premium Policy, are easily-accessible and reflect current practice

*Refine provision mapping procedures to support evaluation of impact and value for money

*Target PPG pupils when monitoring the effectiveness of classroom provision

*Realign governor responsibilities to support School Effectiveness Reviews

*Distinguish between those children receiving F6 and Military premium: Ofsted do not regards Military children as being ‘disadvantaged’

*Collate a proforma for collating cohort Pupil Premium information, similar to proforma created to detail actions taken to raise attendance


HT to take responsibility for tracking vulnerable groups and interventions designed to enable them to ‘keep up’ /exceed expectations. To include a review of reporting mechanisms and examination of any differences in outcome for the following groups of children:


Personal Development, Behaviour and Welfare


·         By July 2018, punctuality data, overall absence and persistent absence rates for all pupils, and for different groups, will reflect national figures: demonstrating the success of the measures taken to improve attendance and punctuality:


Equality objective for 2017-2018: Manor Fields will continue to address pupil mental health and well-being as part of our commitment to preventing mental health difficulties that may start in childhood but have a greater impact in adult life.


Strive to achieve challenging targets so that whole school attendance is at least 96% by July 2018 and re-align governor responsibility

For the 2015/2016 Pupil Premium information please click here.

For the 2014/2015 Pupil premium information please click here.

Please click here for the Pupil Premium Policy