At Temple Sowerby CE Primary School, we are committed to providing the best possible education for every child. We believe that all children have a right to learn, achieve and succeed, and strive to ensure that every child reaches their true potential. No child should be left behind and we ensure this by making specific provision for children who may belong to vulnerable groups, including those who may be socially disadvantaged.

What is the Pupil Premium?

The Pupil Premium is additional funding provided to help schools which must be used to support children from low income and other disadvantaged families. This is because national statistical evidence shows that it is these children which form the majority of those pupils who may not succeed in education and whose adult life chances may then be seriously affected.

Pupil Premium funding is primarily aimed at children who are eligible for Free School Meals (FSM). This includes any child who has been registered for FSM in the past 6 years. Funding also covers children in care who have been looked after continuously for more than 6 months, while a smaller “Service Premium” has also been introduced for children whose parents are serving with the armed forces.

Each school is free to decide how to spend the Pupil Premium allocated to it, but every school is expected to use the funding to help close any gaps in attainment between eligible pupils and their peers. Schools are held accountable for this by publishing details of their allocation and their plans for expenditure. Schools must also provide a statement for parents and outside agencies confirming allocations, expenditure and the impact which this has had.

Pupil Premium At Temple Sowerby – 2021/22

Full details of our Pupil Premium strategy for the current school year, including details of our allocation, how it will be spent and our priorities can be found in our Pupil Premium Strategy Statement 21-22.

Pupil Premium At Temple Sowerby – 2020/21

Full details of our Pupil Premium strategy for the last school year, including details of our allocation, how it will be spent and our priorities can be found in our Pupil Premium Strategy Statement 20-21.

Pupil Premium At Temple Sowerby – 2019/20

Total number of pupils (as at Sept 19):  37 + 7 in pre-school

Number of pupils who are eligible for pupil premium in 2019/20: 6

Pupil premium grant allocation in 2019/20: £12,860

Barriers to learning: Typical barriers to attainment include communication and language difficulties, social, emotional and attachment issues, and lack of cultural enrichment.

Desired outcomes:

  • To raise the attainment of those pupils entitled to Pupil Premium in reading, writing and maths.
  • To develop social skills
  • To provide a richer, more engaging curriculum

How the pupil premium will be spent:

  • Intervention programmes and small group work to target academic standards (reading comprehension, spelling and maths and to prepare pupils for SATs) and social skills
  • Liaising with secondary schools and in particular SEND departments to provide arrangements for extended transitions for Year 6 Pupil Premium children
  • Ensure pupils take part in field trips to provide a richer, more engaging curriculum and better understanding of subsequent class teaching
  • To provide opportunities for children to be supported through ICT, such as the use of applications to promote standards in spelling and the use of Ipad applications to reinforce learning
  • To subsidise access to extra-curricular enrichment activities, such as music tuition, trips, horse riding and the Letterbox Club to promote engagement and self-esteem

Impact in 2019/20:

There was 1 child in Year 6 eligible for Pupil Premium in 2019/20. This child made significant progress in the 3 years at Temple Sowerby, both academically and in terms of social and emotional development.

A detailed plan of support ensured the child was increasingly able to access the curriculum and cope with subjects and activities which previously would have been challenging. We worked closely with parents and had meetings both before and after school each day to identify and address any potential stress factors. As a result, the child attended a range of trips (eg to Beamish museum) and workshops (including a full week of cycling proficiency). Several meetings between staff at primary and secondary school level allowed many arrangements for transition to be put into place, however this was interrupted by lockdown.

Academically, this child was assessed on entry into the school and showed significant progress in maths and English, particularly in reading. Similarly, our internal tracking of children in other year groups also indicates that children eligible for pupil premium continued to make good progress and were able to access a broader range of extra-curricular activities offered. Again, interruptions to primary assessment during lockdown meant we were not able to assess fully at year end.