Skip to content ↓

Together We Learn, Together We Achieve

Scroll Down

Pupil Premium

Article 2 (non-discrimination)
The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background

Grafton Pupil Premium Grant Expenditure:

Report : 2020/21

The Pupil Premium Grant is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. It includes pupils who are eligible for free school meals or have been in the last six years, as well as looked after and adopted children. So when we refer to the term ‘disadvantage’, what we mean is an economic one.  

Grafton Primary School is a diverse and inclusive four-form entry primary school in Barking and Dagenham. We have a Nursery and also provide extended provision by offering a Breakfast Club at a very competitive rate. We are a Right’s Respecting School that puts the Convention on the Rights of the Child at the heart of the school’s everyday practice. Through inspirational and challenging teaching, we aim to equip each child with the skills for life-long learning. We are a child-centred school and acknowledge that children’s drive, commitment and thirst for learning must be nurtured as well as supporting their well-being, and working to resolve any home-life difficulties. As a school, we are committed to helping every child achieve their best, have high aspirations for what they can achieve and that children and their families share those same aspirations.  

Our key objective is in using the Pupil Premium Grant is to narrow the gap between disadvantaged pupils and their peers, working towards ensuring that children from disadvantaged backgrounds have similar experiences to their peers, opportunities to have high expectations for their future career paths but also to ensure that children make accelerated progress. The grant can be used and be spent as each school sees fit, as long as it is used to demonstrably improve the attainment of eligible pupils. Schools do not need to spend an equal amount on each pupil or use the money to only benefit-eligible pupils.  

When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no ‘one size fits all’. Levels of funding vary each year dependent on the age and circumstances of the pupils. 

Through targeted interventions, we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age-related expectations and above as they move through the school. Systematic and rigorous data analysis provides further information as to how we target individual/groups of children and how the Pupil Funding is used.



Nationally, pupils eligible for Pupil Premium achieve less well than others at school. The vast majority of Pupil Premium funding we get is for children who have been eligible for free school meals, meaning that the ‘disadvantage’ we are referring to is an economic one. Research shows that economic disadvantage is a problem for children’s development before they even get to school, so that on average pupils living in poverty are nine months behind others by the age of three. Why is this? What barriers to learning might children from lower-income families face?
  • Access to resources for learning – less money means less access to resources such as books, toys, holidays and quality times with their families.
  • Access to resources for well-being – less money reduces family’s access to resources and choices around key things like diet and housing.
  • Aspiration – children from disadvantaged families can lack aspiration for themselves and their future if they do not grow up with the role models who have been successful at school and in work.
  • Stress and executive function skills – executive function skills are higher-order thinking skills such as controlling impulses and managing emotions, concentrating, prioritising tasks, reflecting on your own performance and the remembrance of what is seen as more abstract knowledge and ideas. Children who are disadvantaged can be living with day-to-day insecurities around housing, food, health and well-being – this causes stress. Regular exposure to stress can cause both academic difficulties and behavioural problems.
  • Sense of agency – children who grow up in poverty may experience life as a series of volatile situations over which they nor their caregivers have no control. Children can fail to identify the role that they can have in making choices and how these choices can shape their future.
  • Rich exposure to language – the range and volume of vocabulary a child is exposed to at a young age impacts on their academic achievement. Research has demonstrated a strong link between economic disadvantage and low exposure to rich and varied vocabulary.
  • Attendance – Many of our children with poor attendance or punctuality are eligible for Pupil Premium. Poor attendance is a significant barrier to achievement at school.

Whilst the above factors impact on the achievement of some of our disadvantaged children at Grafton Primary, they do not apply to all. Eligibility to Pupil Premium is broad and covers a wide range of economic disadvantage. When making decisions about using Pupil Premium funding, it is important to consider the context of the school and the subsequent challenges faced. Pupil Premium funding is additional funding for publicly funded schools in England. It’s designed to help disadvantaged pupils of all abilities perform better and close the achievement gap between them and their peers. Schools are free to spend the Pupil Premium money as they see appropriate, however, they are held
accountable for
how they have used the additional funding to support pupils from low-income families. Our aim is to ensure that all children (especially those from disadvantaged backgrounds) make accelerated progress in order to reach age expectations or beyond as they move through our school. When we drill down into our data, what we see
is that most ‘disadvantaged’ pupils do well. However, there are a few cases where children whom we know suffer 
such a significant disadvantage that this does impact on their educational outcomes.
We have analaysed our data thoroughly, examined the impact of the current interventions and have made use of a range of research to inform our decision making. This year our school priorities are:


Sept 2017 – 2018:

  • Create and maintain a respectful and secure learning environment throughout the school, which ensures high achievement for all.
  • Improve the outcome for phonics in Year 1
  • Improve the outcome for children working at Greater Depth in Reading and Writing by the end of KS1 and KS2.
  • Reduce the number of children who are persistent absentees.

Sept 2018 – 2019:

  • Planning in all subjects/year groups is set with a Greater Depth benchmark for learning and differentiated down.
  • implement revised marking and feedback strategies to reflect the new 'Grafton Way'.
  • To achieve Rights Respecting Gold Level Award.
  • To continue to reduce the percentage of Persistent Absentees.
In addition, we will continue to strengthen parental engagement in learning, through increasing the support on
offer for parents (skills sessions, training in the curriculum and targeted parents’ meetings).

Nature of Support 2020-2021 

  • Continuation of support given at the start of lockdown – developing processes and procedures to further identify and support vulnerable families 

  • Introduction of Mental Health and well-being programmes for children, families and staff to cope with the impact of the pandemic 

  • Identification of key gaps in learning and the planning of catch-up programmes/intervention/curriculum review and implementation to address gaps so that children make accelerated progress 

  • To provide cultural capital and basic experiences to address those that were missed due to the pandemic 

  • To develop the use of ICT to provide remote learning to children in the event of further school closures or self-isolation 


Pupil Premium Grant 2021-21

Number of Free School  


Number of Looked After Children 



School deprivation indicator: 


National deprivation indicator: 


Amount of PPG received  


Total cost of PPG provision 





Attainment for 2018-2019 

End of KS2   




Pupils eligible for PP (53) 

All pupils (115) 

Pupils eligible for PP (53) 

All pupils (115) 

% achieving expected standard in Reading 





% achieving expected standard in Writing 





% achieving expected standard in Maths  





% achieving expected standard in reading, writing and maths combined. 





% Reading progress score 





% Writing progress score 





% Maths progress score 






  • Due to covid-19, there is no school data for 2019-2020  


Total number of pupils on roll



Total number of pupils on roll


Total number of pupils eligible for PPG


Amount of PPG received per pupil


Total amount of PPG received


School Development Priorities  2019/20


  • To review and revise current curriculum offer to include mental health and well-being, and prioritise a focus on a rehearsal of essential foundation knowledge, embedding learning and an understanding of children’s short, medium and long term expected learning outcomes across all areas of the curriculum. 

  • Refine current practices and develop a whole-school approach to improving mental health and well-being for all children, families, staff and the Grafton Community. 

  • To develop current communication systems within the school and community, to ensure better lines of communication through ‘remote’ working conditions, including providing remote learning provision/opportunities.  


Curriculum Focus 2017-2018:
Increase % of children passing the phonics screening test in Year 1 – up to or above the national level.
Increase % of Greater Depth in Reading and Writing at the end of KS1/KS2 – up to or above the national level.
Curriculum Focus 2018 – 2019:
Planning in all subjects/year groups is set with a Greater Depth benchmark for learning and differentiated down.
achieve Rights Respecting Gold Level Award.

Attainment for 2016-2017 
End of KS2






Pupils eligible for PP (78)

Pupils not eligible for PP (71)

Pupils eligible for PP (78)

Pupils not eligible for PP (71)

% achieving expected standard in Reading





% achieving expected standard in Writing





% achieving expected standard in Maths





% achieving expected standard in reading, writing and maths.





% Reading progress score





% Writing progress score





% Maths progress score





Attainment for 2017-2018
End of KS2 






Pupils eligible for PP (54)

Pupils not eligible for PP (64)

Pupils eligible for PP (54)

Pupils not eligible for PP (64)

% achieving expected standard in Reading





% achieving expected standard in Writing





% achieving expected standard in Maths





% achieving expected standard in reading, writing and maths combined.





% Reading progress score





% Writing progress score





% Maths progress score





Key issues from data

KS2 2017 – 2018:
Greater progress has been made by our children who are disadvantaged in Reading and Mathematics compared to those children who are not disadvantaged (nationally).
Attainment in Reading for children who are disadvantaged at expected is in line with national for all pupils
52% of disadvantaged children achieved the higher standard in English grammar, spelling and punctuation – which was significantly above national.
Progress in writing from KS1 to KS2 is below national.
KS1 2017 – 2018:
Attainment in Reading, Writing and Science for disadvantaged pupils is in line with or above national at expected or above.
Achievement at expected or above in Mathematics for disadvantaged pupils is below national.
Phonics 2017 – 2018:
We saw an increase of 8% of pupils achieving the Phonic Screening Check pass mark in 2018 (82%)
79% of disadvantaged pupils achieved the Phonic Screening Check pass mark, compared to 85% nationally.
EYFS 2017-2018:
Attainment of the Early learning Goals (ELGs) in the Prime Areas of learning (Communication and Language, Physical and Personal, Social and Emotional Development) is above national for all pupils and all disadvantaged pupils.
Attainment of ELGs in Literacy and Mathematics of disadvantaged pupils is above national for all disadvantaged, but below that of all other pupils.


Identified Need


Approx Cost 

Key actions 

To meet the emotional and well-being needs of the children returning to school after covid-19 lockdown 

Nurture/Learning Mentors (offset against salary) Provide on-going support  



Learning mentors offering Nurture and Thrive support 

Identified staff attending training as appropriate (CPD) 

Nurture groups timetabled and delivered (appropriate children targeted) 

Purchase of resources to support nurture groups (such as plastic screens) to allow for face to face nurture support) 

Introduce ‘Thrive’ as a whole school initiative (offset against Thrive lead salary) 

Identify Thrive Lead 

Plan for INSET time to train teachers on Thrive 

Additional time for Thrive Lead to plan and prepare inset/timetables of support 

Thrive lead to have targeted groups to support 

Measuring impact of support 

Teachers to be trained on conducting Thrive assessments 

Introduction of check-ins in each class 

Introduction of mindfulness Monday 

Resources to be purchased to support thrive activities 

1 x SENCO to attend ‘mind-up’ training 

SENCO to deliver ‘mind-up’ training to Teaching staff 

Teaching staff to deliver ‘mind-up’ lessons 

Review of curriculum to incorporate weekly times in timetable for ‘mind-up’ and ‘Thrive’ activities 

Targeted children for counselling sessions 

Introduce ‘mind-up’ as a whole school initiative (offset against SENCO salary) 

School will provide counselling sessions 1 day per week (offset against salary) 

Due to job losses and our school already having high levels of deprivation, there may be an increased need to support families in providing basics such as food and clothing 

Provide uniform to vulnerable families as required 



School to purchase basic uniform (t-shirts, tracksuit bottoms, plimsolls, etc) so that these can be given to families in need  

Proportion of KS2 fruit costs to provide healthy snacks to children throughout the school day  

School to provide fruit to KS2  

School to review how much fruit is being eaten and increase/reduce amount ordered accordingly 

School to conduct pupil survey on fruit to gather feedback and respond appropriately  

School breakfast club subsidy (including costs towards staffing) providing healthy breakfasts for those children who are not having breakfast at home or who have been identified as vulnerable 

School will target families/children it identifies as being in need of support in providing healthy food/breakfast 

School to offer breakfast club services to these families 


Teaching and learning to incorporate rehearsal of essential foundation knowledge - linked to identification of gaps in knowledge due to covid-19/lockdown 

Identification of gaps in basic skills due to long term absence from school. These gaps needs to be narrowed, children need to have acquired basic skills and knowledge by the end of the academic year. 


Each year group to identify 5 key non-negotiable knowledge/skills that children must be secure in by the end of the academic year 

Allocated curriculum time/catch-up times to be planned into the curriculum to ensure children are secure in basic skills by the end of academic year. 

Covid contingency 

To respond to emerging needs, unplanned needs according to changes, developments and potential further lockdowns/restrictions due to pandemic  


Actions will be dependent on emerging needs. 

Technological devices/platforms for remote learning offer (proportionate amount of total costs) 

To provide appropriate ICT resources/opportunities to allow children to access home learning if/when (proportion of costs) 



Purchasing of Google Classroom/licences 

External providers of CPD for teachers/IT technician on how to use Google Classroom 

CPD for staff on how to use Teams 

Purchasing of Chrome Books (for staff and children use) 

Purchase/continued lease of IPADs to support remote learning 

Purchasing of further IT resources to support infrastructure/delivery of remote learning (visualisers) 

Purchase of Times Tables Rockstars 

High numbers of learners at early stage of English acquisition. Very low entry points into EYFS (little or no experience of preschool due to pandemic, exposure to English in the home). 

Increase in children not toilet trained and a noticeable delay in development of gross and fine motor skills. 

Nursery Teachers trained in new Early Years Language Programme run by the LA. Further time allocated for teachers to plan and prep sessions to deliver programme to parents.  

Timetabled speech and language support given from NN – linking to conducting speech and language assessments, writing and delivering of individual speech programmes.  

Purchase of appropriate resources to provide further opportunities for children to develop their fine/gross motor skills 



Teachers to be trained to deliver new speech programme and prepare sessions to share with parents.   

Additional NN in Nursery to support the teaching and learning of basic academic skills (phonics, reading, writing and mathematics)) are acquired quicker. 

NN deliver speech and language programmes to individual pupils.  

Purchase of additional resource to support children in making accelerated progress in their gross and fine motor skills.   


Family liaison (AHT) to offer support to all families (including those who are vulnerable) to support them in meeting the academic/mental-health and well-being needs of their children (offset against salary) 

This will provide ongoing support and development parental engagement in school 

EAL coordinator/specialist TA will provide further support to those vulnerable families for whom English is not their first language. 

AHT will develop the school website – ensuring up to date information, engage parents with WEDUC system for communication and develop own ICT skills to support parents further (working with IT technician and Office Manager) 



Parental workshops (e.g. EAL, Maths in the Early Years, Phonics, etc – including preparation time)  

IT technican to support and train AHT in how to make changes to school website/upload information such as home learning and how to use WEDUC to share information with parents 

AHT to work with EAL coordinator to implement systems to improve communication with families for whom English is not their first language 

AHT to organise and run parental workshops (ESOL) and others linked to SDP/those that were cancelled due to Pandemic (Targeting vulnerable/identified families) 

Purchasing off additional resource (such as plastic screens) to support the necessary face to face meetings that need to take place 

To continue to maintain national+ target for attendance 

AHT working collaboratively with Attendance Officer to support parents/families over their concerns for sending their children to school during the pandemic.  



Maintain a record of vulnerable families during lockdown and staff actions to support (providing and delivering hampers/additional resources to support learning at home) 

To support the introduction, settling and education of children with Autism who will be attending Grafton Primary ARP (proportion of the costs) 

This September will see 6 new children join Grafton Primary ARP. These children are also new to Grafton Primary School and may have attended other settings or be new to attending school. The Inclusion Lead (AHT)/SENCO X 2 AND ARP Teachers will work closely together with external agencies to provide a quality education and experiences for the children  


Purchase of equipment/resources for the ARP  

Appoint another TA so as to meet the needs of all children 

Release time for ARP Lead teacher to work with Inclusion Lead/External Agencies/SENCOs to develop the quality of the provision 

SENCOs to support in the ARP (teaching) and further support 

To provide adventurous, exciting, stimulating and social experiences for children – including educational visits, to develop their cultural capital 

To further develop children’s voice and empowering them to know their ‘Rights’ under the convention  

Extended school activities (e.g. Gardening club, Art club, Homework club, sports club)  





School to offer Sports clubs (in Autumn term) 

School will review Sports club and look to implement further clubs at beginning of Spring term.  

School will continue to provide enrichment experiences – some of these may be ‘virtual’ experiences 

To plan for and hold specialist days linking to the Rights of the Child (World Children’s Day, Global Citizen’s Day, etc) 

Bow Arts to paint murals in the school library to enhance the library experience 


Bow Arts (integrating arts into learning)  

Residential trip for Year 6 (targeted children).  

Educational visits – whole school (including trips to Tower of London, or visitors such as the Science Museum Outreach team)  

Providing further/continued opportunities for Rights Respecting Ambassadors/working groups to promote children’s rights (including trips, World Children’s Day, Global Citizen’s Day).  

Our data for 2018-2019 reflected that as a school, we were below national in Reading at both KS1/KS2 (both Expected and Greater depth) 

Our Writing and Maths results at KS1 were below national (both Expected and Greater Depth) 

Maths Greater Depth at KS2 was below national 

Our EYFS GLD was 3% below national 

Phonics screening in Year 1 was above national 

(proportion of cost of these activities) 

Pupil Progress meetings led by Assessment lead and supported by teaching and Learning Lead to identify children on track/making appropriate progress and those who are not making expected progress. 





Assessment lead to analyse the data at key points and use information during PP meetings (including a focus on children who are Pupil Premium) 

Pupil progress Meetings to take place x3 times per year 

Intervention groups to be based on data (intervention groups to be run in Autumn 2/Spring and Summer terms) 

Intervention spaces to be allocated by AHT 

Interventions timetabled by Year group leaders  

Intervention groups (impact) to be monitored by SLT/Year group leaders to identify progress 

Booster groups to be implemented (after school) in Spring term 

Year 6 intervention teacher to target identified children for intervention 

Review of Literacy Policy and new policy implemented 

Reading recover Teachers in Autumn term run specialist Reading intervention programme training for Year 2 staff 

Year 2 TAs deliver specialist reading intervention programme 

Reading recovery Teachers target children in Year 2   

Release time for Phonics lead to monitor the quality of teaching of Phonics and Phonic intervention, children to be targeted for Phonic intervention (Year 1 and Year 2) 

Purchase of resources to support intervention 

Year 6 small group interventions – focus on Greater Depth Writing, Grammar and Reading.  

Year 6 (after school) Maths Greater Depth Booster group 

Year 6  (after school) Maths ‘Expected’ booster group  

Year 6 Intervention teacher for targeted support/TA targeted readers.  

Literacy team to review Literacy policies to include how they will provide curriculum opportunities so that children catch-up with lost learning due to pandemic 

Staff CPD led by external agencies (including resources)  

Targeted intervention delivered by TAs/NNs Year N – 6 intervention (whole school)  

Phonics Booster run by HLTA – Year 1 (Running x4 per day for a three week period) targeted children, repeated with subsequent groups of targeted children 

Reading recovery Teachers x2 support for targeted readers 

Specialist Reading intervention (designed by Reading recovery Teacher), delivered by TAs in Year 2 – targeted children 

Targeted intervention (Reception) delivered by TAs focus on Reading 

Additional requests made by staff to meet the needs of PP children within their classes/year groups/that they work with 

Provide additional support/resources/opportunities/experiences to children who are PP as requested by Teachers. 


Requests for spending are to be made by staff to PP lead/SLT/Phase lead. These can be made at any point during the academic year and can meet academic needs/or SEMH needs. 






Evidence/ Rationale




Year 6 small group interventions to enhance Greater Depth writing


Previous data analysis of both reading and writing interventions plus SATs boosters has shown very good rates of progress for children in Year 6.


Raise attainment in Greater Depth reading, writing and maths in year 6

Attainment of year 6 children is in line with or above national


Year 6 Easter School


Raise attainment in reading, writing and maths in year 6

Attainment of year 6 children is in line with or above national


Reading Intervention Teachers (whole school)


To improve attainment in reading

Attainment in reading is in line with national Children make expected or more than expected progress in reading.


Reading Resources including author visits to the school.



To encourage greater reading for pleasure.


Beanstalk (year 2)



1:1 support for struggling readers


EAL Support (Whole school)




To induct children who are new to English, support language development and access to the curriculum

EAL pupils make good or better progress


Year 1-6 interventions in Greater Depth writing



Previous data analysis of both reading and writing interventions plus More Able boosters has shown very good rates of progress for children across the school.

Raise attainment in reading, writing and maths in year 2

Attainment of targeted year 2 children is in line with or above national.


Phonics boosters


To increase attainment of more able children in reading, writing and math’s.

Increased percentage of children working above national in year 6 and year 2.


Building aspirations trips (whole school)



Raising aspirations is believed to be an effective way to motivate pupils to work harder so as to achieve the steps necessary for later success. (EEF toolkit)

To raise the aspirations of children by giving them a taste of higher education, encouraging them to consider possible career choices and the academic qualifications they would need to pursue them.

Children can talk confidently about a range of possible careers and why they would choose them. Children feel inspired and encouraged to go and achieve the steps they need for later success.



Learning equipment / resources (whole school)



To ensure children have the necessary equipment / resources to learn effectively

Children feel more confident in themselves. They are equipped with the correct stationary and school bags.


Purchase of new reading books for Nursery



To develop children’s early literacy skills.

Children have increased access to reading materials to extend their reading.


Phonics interventions (year 1,2 and 3)


Previous data analysis of phonics interventions plus targeted year 3 interventions has shown very good rates of progress for children in KS1 and lower KS2.


To improve attainment in phonics

Phonics attainment is in line with or above national.




Targeted 1:1 and small group interventions - provided by teaching assistants

(Whole school)


Boost confidence / self-esteem.

Teach to the gaps.

Raise attainment in reading, writing and maths

Targeted children make good / better progress and are more confident in their learning.


Educational Visits – whole school


Outdoor learning experiences, especially those involving collaborative learning experiences are shown to have a positive impact on learning (EEF toolkit)

To provide children with extended opportunities and experiences so they are better able to apply this knowledge to academic learning.

To boost self-esteem, increase engagement, stimulate interest in topics and develop more positive attitudes to learning.

Children’s writing reflects their experiences, an increased understanding and enjoyment of the topic.


Classroom environments reflect the exciting learning that has taken place on these visits.


1:1 / small group support for children to become more effective learners – whole school



Previous data analysis of small group support has shown good progress across the whole school and has a high impact on our pupil premium children.

To boost self esteem, increase motivation and develop more positive attitudes to learning

Children demonstrate positive attitudes to learning, high levels of motivation and participation.


Now Press Play – whole school


This has been chosen to support children’s language as well as to broaden their experiences.

To bring the curriculum to life by making learning exciting, engaging and relevant and to ignite children’s imaginations and support improved standards in writing

Increased attainment in speaking and listening and writing.


Yoga and Pilates for Year 5-6



After school provision for year 5 and 6 children.

Children are more confident and better able to socialise and work both independently and in a team.


They know how to keep themselves safe in different environments.


Residential Trips for targeted children (Year 6) including Bushcraft, Junior Citizen Award and Brentwood Prep Challenge Days


Outdoor learning experiences, especially those involving collaborative learning experiences are shown to have a positive impact on learning (EEF toolkit)

To provide children with an extended experience in a different environment allowing them to build their confidence, team working, social and survival and safety skills.


ARTIS - Integrating the arts in learning (Year 3)



This has been chosen to support children’s positive attitudes to learning, their well-being and to broaden their experiences as well as to build vocabulary and language skills.

To provide inspirational curriculum enrichment to better engage children in their learning through engaging them in dance, drama and music activities

Children demonstrate improved speaking and listening and writing skills, greater self-confidence and develop improved performing skills.


Extended School Activities (E.g. sports / arts / gardening / social/ nurture) Whole school



To increase children’s participation in extended school activities and support children in trying out new experiences

Increased numbers of children participate in extended school activities.



Caring for caterpillars




Provide targeted children with an opportunity to care for a living creature at home

To develop children’s ability to care for an animal, building their knowledge and understand of its life cycle and enabling them to develop their empathy skills. 

Social / Emotional

1:1 / small group support for children to build better social and emotional skills – whole school

Learning Mentors



Evidence suggests that social and emotional learning and support can produce large improvements in academic performance along with a decrease in problematic behaviours. (EEF toolkit)

To provide children with strategies to manage themselves socially and emotional and to support them in building a better sense of self

Children are more confident in themselves and better able to manage their emotions.

Social / Emotional

Counselling / Nurture sessions



Social / Emotional


KS2 Fruit




To ensure children eat more healthily and do not go hungry

Children are more focused in lessons

Family / Attendance


Attendance / Family support




To improve children’s attendance and support families to cope with life stresses

Attendance officer to work with parents/carers of our FSM and PA children.

To provide children with rewards for good attendance.

Children’s attendance improves.

Evidence shows that the school has been able to support parents in managing life stresses.



Provide parent curriculum workshops



To support parents to understand how to help children at home

Parents feel confident to support their children with their learning at home in a range of subjects

CPD / Training

External Curriculum Advice – Phonics




Teachers are more confident and better able to teach phonics

Attainment in phonics improves

CPD / Training

Pupil Premium Training / Advice / Consultancy




To be more strategic in managing pupil premium provision and ensure good outcomes for disadvantaged pupils

A more strategic spending document is developed.
Staff are more confident in providing effective provision for disadvantaged pupils.













At Grafton our high proportions of FSM children have meant that our pupil premium money has represented a significant proportion of our budget and we have planned our spending carefully to ensure that it has been spent to maximum effect. This has meant making informed decisions about our spending such as ensuring that spending is directly linked to gaps in attainment from last year’s data and making use of our own data to expand existing interventions.
Our key objective this year is to narrow this gap between pupil groups. As a result of last year’s data, a lot of the successful interventions that were already in place will continue to run. We have, however put more interventions in place in order to narrow this gap and ensure that all children achieve their expected level. We have allocated more of our spending this year to support our pupil premium children with their phonics, by setting up phonics interventions in Year 1, along with additional support with children that are working below average. Alongside this, there are interventions running in each year group across the school for Greater Depth writing to ensure that this gap in closed. As well as academic interventions, the learning mentors are working heavily alongside all year groups, (along with the new school counsellor) to ensure that the necessary support is in place for children struggling with emotional needs.
The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement. The impact of interventions is analysed termly as assessment data is gathered and input / follow up is put in place if an intervention is not having the desired impact.
In 2017-18, we will continue to use a range of data to analyse impact of spending:
- End of key stage data
- Phonics outcomes
- EYFS data
- Current Data
- Intervention monitoring of impact
- Outcomes of observations, book scrutinies, learning walks
- Stakeholder feedback