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Pupil Premium 2015-16

Allocation - £226,893 (including £1,500 EYPP)

Breakdown of PP children (2015/16):
*correct as of 30.11.15 and includes EYPP


Number of pupils in class

Number of PP pupils

% of PP pupils





Year 1




Year 2




Year 3




Year 4




Year 5




Year 6





Total pupils - 451

Total PP pupils - 154

Total % of PP pupils - 34%

The pupil premium is allocated to schools for;
  • Children of statutory school age from low income families who are known to be eligible for free school meals (FSM)
  • Children who have been looked after continuously for more than six months
  • Children whose parents are currently working in the armed forces

Our context:

  • Thanet is located in an area of high social deprivation where 69.5% of our children live in the bottom 10% of most disadvantaged homes nationally.  40.9% of children are regarded as ‘Ever 6’ and as a result of this, we receive a significant amount of Pupil Premium funding.
  • Whilst we have a high number of children who attract the Pupil Premium we also have a significant proportion who do not, but live in homes which reflect high levels of deprivation. The parents of these children may not fulfil the eligibility criteria as they make a conscience effort to work albeit in very low paid employment rather than claim benefits. A small minority of parents choose not to register their entitlement. As a result some of the support funded by our Pupil Premium will benefit all children.

During 2015-16 Thanet will receive £226,893 (including £1,500 EYPP) Pupil Premium funding.  The table below shows how we have planned to spend the pupil premium money over the coming year and enables us to inform parents, carers and governors of the impact it has on pupil achievement.

School Priority:

To close the gap between those children who attract the Pupil Premium and ‘others’

To increase the % of pupils working at ARE


Approx cost

Intended impact

Breakfast club

  • Food and kitchen staff
  • Free breakfast club access
  • Access to reading and homework support
  • Social skills support
  • Resources and games
  • Staff in Breakfast Club to engage children in meaningful social interaction


  • Support maintaining and improving rates of attendance
  • Opportunity to complete homework
  • Opportunity to develop fluency in reading
  • Children are ready to learn
  • Social skills development

Family links and attendance

  • Support and challenge attendance
  • Rewards and incentives
  • Home school links


  • Maintain and improve rates of attendance
  • Secure higher levels of punctuality
  • Improved relations with hard to reach families

Well-being team (2 x staff MM/SG)

  • Early intervention 
  • Family support and challenge
  • Behaviour additional intervention
  • Well-being additional intervention


  • Secure the safety and well-being of all pupils
  • Reduce risk of exclusion
  • Support families who have specific needs
  • Liaise with agencies around EWB needs

ECAR programme

  • Specialist teacher to run/oversee programme
  • Dedicated member of staff to support/train staff in phonics and reading strategies
  • Develop of early reading intervention (Y1 reading squad)


  • Close the gap in reading from a low baseline
  • Increase in % of chn achieving the Y1/Y2 phonic check to be in line with national

Early Years

  • 1 x Nursery Nurse (SK)
  • 0.5 x TA equiv (SA) 
  • Provision of bespoke interventions
  • ECERS training, support


  • Increase in % of children achieving GLD
  • Increase in % of children achieving ELG
  • Improved communication and language from low starting points
  • Close the gap from a low baseline
  • Additional support for identified children

Small class sizes in Y6

  • 1 x teacher 
  • High pupil and staff ratio.


  • Greater access to quality first teaching
  • Increase in % of chn achieving ARE at the end of KS2


Provision of bespoke interventions

Targeted in-class work


  • Close the gap between those children who attract the Pupil Premium and ‘others’
  • Increase the % of pupils working at ARE

Subsidised visits and out of school activities

  • Enhancement of curriculum
  • Access to activities where cost or transport would be prohibitive
  • Promotion and development of SMSC


  • Increased range of experiences and activities which promote the development of SMSC