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Pupil Premium


The Government believes that the Pupil Premium, in addition to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM). Looked-after children face additional barriers to reaching their potential and so also receive a premium.   In the funding arrangements some pupil premium funding is also available for the children of armed services personnel.


At Dussindale Primary School:

  • we ensure that teaching and learning opportunities meet the needs of all of the pupils -  including disadvantaged
  • we ensure that pupil premium funding is spent to significantly improve the educational outcomes for disadvantaged pupils whatever their barriers (environmental, social, economic or learning)

In 2018-19, 11% of the school population are eligible  for Pupil Premium funding. The Pupil Premium allocation is £1,320 and therefore, the Pupil Premium Grant for 2018-2019 at Dussindale Primary School is £54,120 and we also receive a £1200 grant for 4 eligible Forces pupils. Scroll to the bottom of this webpage to view the 2018-19 Pupil Premium Strategy document.


At Dussindale Primary School 12% qualified for Pupil Premium funding in 2017/18, so the school received £58,380. As shown below, we are pleased to report, Pupil Premium funding has been spent to significantly improve the educational outcomes for disadvantaged pupils at Dussindale Primary School.  Highlights from 2018 data include:

  • a higher percentage of disadvantaged pupils at Dussindale achieving ‘Age Related Expectations’ than the national disadvantaged in reading, writing, maths and combined;
  • the percentage for maths and combined exceeding that of all pupils nationally. 


Dussindale Disadvantaged Pupils eligible for PP – 2017

(higher standard)

Dussindale Disadvantaged Pupils eligible for PP – 2018 (higher standard)

National  - disadvantaged pupils 2018

National – all pupils 2018

(higher standard)

National non-disadvantaged 2018

(higher standard)







































The improvement of outcomes for disadvantaged pupils are a result of:

  • analysing pupil’s needs and targeting interventions (41% of spend);
  • upskilling staff to meet the needs of disadvantaged pupils (24% of spend);
  • purchasing additional IT resources to assist interventions (8% of spend);
  • employing a Family Support Worker to challenge absence of disadvantaged pupils (27% of spend). 

Interventions successfully implemented included literacy, maths and pastoral; and these were monitored by a Higher Level Teaching Assistant.

Governors evaluated the expenditure and impact of the 2017-18 expenditure, recognising the positive impact the funding has had.


Pupil Premium Expenditure for 2016-17




Year 6 Maths booster group

 (Deputy Head teacher to teach alongside Y6 teachers)

Cost £8400

Objective: To reduce Y6 group sizes in order to target needs more specifically to individual academic and holistic needs.

Rationale: We recognised that some disadvantaged children in Y6 had low self-esteem in relation to their maths skills and needed to develop a growth mind set to maths. These children required an ‘over-learning’ approach to improve their arithmetic skills.  By reducing the group sizes, we also aimed to target the needs of those disadvantaged pupils who required more challenge in order to exceed national expectations.





KS2 2017 SATS results

86% disadvantaged pupils achieved the national expected standard (EXS); which was 6% above national non-disadvantaged pupils.


14% disadvantaged pupils exceeded expected national standards (GDS); which was an in-school increase on 2016 results, when 0% achieved GDS.


Improvement was seen in arithmetic skills (from the the daily over-learning) and attitudes  towards maths became more positive as confidence grew.

Additional maths resources


Objective: To purchase additional maths resources


Rationale: Gaps in resources were identified; this included problem-solving books to challenge the more able children and maths games to enthuse and support challenges

See above

Growth Mindset Training for all staff




Rationale: Research shows that meta-cognition, having a growth-mind set and self-regulation approached have consistently high levels of impact on pupil progress. (EEF) We recognised that this was an issue for some of our disadvantaged pupils, and therefore we invested in whole school training (INSET with Barry Hymers) to ensure a consistent approach across the school.

All staff have a shared understanding of Growth Mindset. Growth Mindset is discussed regularly in all classes, in addition to the school’s Sucessful Learner Web skills. There are posters on display in all classes to be referred to day to day. An example of the impact on disadvantaged pupils, is in the Y6 maths booster, where the approach was integral to the teaching.

Inclusion support


Rationale: Research shows small group support and oral language interventions as having a positive impact. We identified disadvantaged pupils who required additional language and literacy support, to remove barriers to learning; therefore we provided targeted support/intervention for pupils to address underachievement.


Objective 1: To provide early interventions in FS/KS1 to narrow the gap in speaking/listening skills and reading, as well as developing ‘readiness to learn’ skills.

Objective 2: To use PIXL – a targeted Y6 intervention approach to raise attainment

Objective 1:

Talk Boost – progress was seen across the strands from entry/exit. Impact was also seen in class in increased participation and confidence.


Catch Up Intervention - 100% made progress in the reading band scheme, of which 60% was strong progress.


Objective 2: See above for Y6 maths booster – which used PIXL.

ICT to support learning



Rationale: For some of our disadvantaged pupils, access to technology would support learning and motivation. Priority of licenses would be given to disadvantaged pupils.



Objective: To purchase new laptops and Lexia/Clicker licenses to support the development of English skills.


Lexia in Y2 – 100% disadvantaged pupils who required a retake of the phonics test, passed this time.

Lexia in Y1 – 100% made progress from their starting point within the programme and were working within ‘year level materials’ by the end of the year.

Family Support Worker

£9715 (towards salary)

Rationale: We identified that a number of our disadvantaged pupils needed to improve their punctuality and attendance at school.


  • To provide targeted support for parents of disadvantaged pupils, in order that they understand the value of education and improve attendance and punctuality.
  • To support parents to overcome barriers to children’s learning by increasing engagement.

We recognised that although the Family Support Worker would be available for other families, priority would be given to those eligible for Pupil Premium funding. Having a Family Support Worker as a member of staff would benefit pupils further, as they would have better access to this resource. It would also be more cost effective than out-sourcing this type of support.

Impact at July 2017


We recognised that this would take a period of time to embed; however, by the end of summer term 17 90% of disadvantaged pupils had attendance figures above 90%, compared to 75% in March 17. We have raised the expectation in 2017-18 to be at least 96% attendance in line with national figures.

Families have expressed their appreciation of this type of support and an improvement was seen in the children’s well-being/attitudes. Next year, we will use the Boxhall Profile as a way of quantifying this.

Additional reading materials


Rationale: Children need access to good quality reading materials, in order to develop a love of reading. Some of our disadvantaged pupils do not have access to a wide range of books at home and our school stock had gaps in the range of materials available.

KS2 2017 SATS attainment in reading


71% disadvantaged pupils achieve the national expected standard in reading (EXS); this is an in-school increase from 2016 when it was 60%.


29% disadvantaged pupils exceeded the national standard (GDS) which is in line with figures for national non-disadvantaged pupils; this is also an in-school increase from 2016 when it was 10%.

Residential and school trip subsidy


Rationale: Outdoor learning/off-site experiences, especially those involving collaborative learning skills are shown to have a positive impact on learning and well-being.


Objective: To provide funding to enable disadvantaged pupils to take part in the same (off-site) learning opportunities as their peers, for which they might not otherwise be able to.

All disadvantaged pupils accessed the same experiences as their peers.

Team Leaders

(release time/CPD)

£23, 725

Rationale: Research (EEF) shows that in-school variance can have a negative effect in progress, especially for disadvantaged pupils.


Objective: Team leaders will support greater consistency in teaching, as well as developing some of the more effective interventions to address in-school variation by ensuring Quality First teaching for all through:

  • Ensuring consistent implementation of practice and expectations
  • Improving monitoring and evaluation of whole class teaching, interventions and boosters

-Team teaching and planning/modelled lessons

- Provide target CPD

- Sharing best practice

- Supporting effective use of data and gap analysis

- moderation/standardisation

-ensuring the effectiveness of support staff

- increasing engagement in learning

- targeted parents’ meetings

In KS2 National data there is an increase in the number of disadvantaged pupils exceeding national expectations in maths and reading.