Message sent from:

Pupil Premium at Beamont Primary School - Strategy Statement 2021-2022

Pupil premium strategy statement        

School overview



 School name

Beamont Primary School

Pupils in school

Approx. 379

Proportion of disadvantaged pupils

Approx. 157

Pupil premium allocation this academic year

21/22 - £211,165

Academic year or years covered by statement

2020 - 2023

Publish date

September 2020

Review date

July 2021

Statement authorised by

Ms K Morris

Pupil premium lead

Mrs N. Badley

Governor lead


 Disadvantaged pupil progress scores for last academic year

Due to COVID-19, there is no published data for 20/21





None available 2020




Disadvantages pupil performance overview for last academic year


Score-Teacher Assessment RWM

Meeting expected standard at KS2


Achieving high standard at KS2



Barriers to learning for children eligible for Pupil Premium funding

In school barriers:

  • Speech and language difficulties, delayed speech and poor oracy and language skills
  • Low confidence leading to lack of resilience linked to social and emotional difficulties
  • Low aspirations
  • Children with complex SEND needs who are also eligible to pupil premium funding
  • Poor language skills on entry to EYFS

External barriers:

  • Attendance percentages are lower for those eligible for Pupil Premium funding than those that aren’t in some year groups. This potentially reduces their school hours and could cause them to fall behind.
  • Family life, family relationships and behaviour at home.
  • Reading diet and acquisition of a wide range of vocabulary.
  • Life experiences impacting vocabulary.


Targets for current academic year



Target date

Progress in Reading

KS1: 73%

KS2: 74%


KS1: 73%

KS2: 65%


July 2022

Progress in Writing

July 2022

Progress in Mathematics

KS1: 79%

KS2: 70%


July 2022



July 2022



July 2022
















Strategy aims for disadvantaged pupils



Aim 1

To increase progress and attainment of children eligible for Pupil Premium funding from their baseline through improving quality first teaching, targeted support, targeted CPD and improved links and support at home.

Priority 2

To improve attendance of pupils eligible for Pupil Premium funding using attendance monitoring and action plans.

Priority 3

Children who are disadvantaged and have SEND make good or better than good progress from their individual starting points.

Barriers to learning these priorities address

  • Effects of COVID-19 2019/2020 and recovery curriculum 2021/2022. Closing the attainment gap using an evidence based approach to teaching and learning.
  • Speech, communication and language needs.
  • Social, emotional and mental health needs of the children.
  • Attainment barriers
  • Access to learning at home/home learning



Teaching priorities for current academic year




Priority 1

Children who are disadvantaged and under-performing will perform in-line with their peers in Reading. % of PP children performing at an age-related level will increase.

Priority 2

Children who are disadvantaged and under-performing will perform in-line with their peers in Writing. % of PP children performing at an age-related level will increase.

Priority 3

Children who are disadvantaged and under-performing will perform in-line with their peers in Maths. % of PP children performing at an age-related level will increase.

Barriers to learning these priorities address

  • Under performance for children eligible for Pupil Premium funding in RWM.
  • Speech, communication and language needs.
  • Language acquisition and breadth of vocabulary.

Projected spending

CPD – 12,000

Additional Y6 teacher – 15,000

Tutor support – 60,000


Targeted academic support for current academic year



Priority 1

Increased number of intervention groups led by well-trained practitioners following an evidence based approach.

Priority 2

Pre and post teach sessions for pupils eligible for Pupil Premium funding who are falling behind age-related expectations.

Priority 3

Tutor model in place to close gaps in learning, improve knowledge and skills and increase outcomes in RWM for pupils eligible for Pupil Premium funding.

Priority 4

CPD for all teaching staff in the delivery, monitoring and assessment for RWM. Develop and deepen subject knowledge, teaching strategies and pedagogies in order to address specific cohort needs.

Barriers to learning these priorities address

  • TA subject knowledge
  • Evidence based approach to teaching and learning which has the maximum impact on under-achieving pupils subject to disadvantage.
  • Progress for under-achieving pupils
  • Homework completion and access to resources at home.
  • Increased parental engagement.

Projected spending

Academic support and intervention for PP children – 70,000

Home learning support – 1,000

CPD – see above


Wider strategies for current academic year



Priority 1

Support pupil wellbeing, health and pastoral needs. Children present in school with positive attitudes to learning and demonstrate healthy relationships.

Priority 2

Support and improve children's attendance and punctuality so that missed learning is minimal and that it doesn’t impact attainment.

Priority 3

Improving links with home to ensure that learning continues at home and that experiences and opportunities for children impact their learning and well-being.

Priority 4

Improving behaviour and increasing engagement across the school. Developing the knowledge of teaching staff to ensure that consistent routines and approaches to managing behaviour impact on children’s academic outcomes.

Barriers to learning these priorities address

  • Low attendance.
  • Social and emotional needs
  • Poverty and life experiences outside of school impacting on learning.
  • Aspirations and high expectations

Projected spending

PPA cover – 11,000

Pastoral team – 23,000

Consultancy support – 10,000

Cultural capital – 6,000

SLA – 4778


Monitoring and Implementation



Mitigating action


Under performance for children eligible for Pupil Premium funding in RWM.

Ensuring time is given to allow for staff professional development.


  • Improving attainment of PP pupils through the use of additional tutors.
  • Ensuring enough time is given over to allow for staff professional development and this is rigorously monitored. School will invest in evidence based CPD which will be bespoke to the needs of the children.
  • Improve knowledge of meta-cognition and self-regulation in the classroom.
  • Ensuring time is provided to allow lead teachers to drive improvements and strategies.


Targeted support

Ensuring interventions are, timetabled, consistently delivered and are carried out by well trained staff to a high standard.

  • Speech and language interventions are timetabled, delivered regularly by a trained member of staff and are closely monitored.
  • Working closely with school’s SaLT link and implement suitable diagnostic assessments, where possible.
  • Access to CPD for teaching assistants.
  • Evidence based interventions invested in and carried out consistently.
  • Effective use of teaching assistant ‘time’ to ensure that pre and post teach opportunities are consistent and effective.
  • Early screening for communication and language barriers through bespoke assessment (wellcom, universally thinking).
  • Ensure that measurable assessments are carried out to monitor intervention impact.



Wider strategies

Attendance barriers, social and emotional needs and home engagement.

  • Pastoral team – providing support to children and families.
  • After school clubs
  • Rigorous attendance monitoring
  • Homework – improved access and suitability
  • Cultural capital enrichment.
  • Engaging families facing most difficulties and disadvantage
  • Working closely with the school’s children’s champions and engagement team.  Engage with and support families through our online learning platforms.


Review: last year’s aims and outcomes



Improve outcomes in reading and writing.

Use of a collapsed curriculum meant that children’s missed face to face teaching impacted children’s outcomes significantly less than if there was a full curriculum off in the Autumn term. Subject leaders worked closely (and continue to do so) with year group teachers to ensure that curriculum knowledge is embedded through catch up opportunities despite any missed opportunities last academic year.

Reducing interruptions to teaching and learning through matters arising from wider circumstances.

Effective behaviour policy in place. Improvements observed and reported by behaviour consultant. Consultant work continues to have a positive impact on behaviour and engagement in school.

Wellbeing interventions in place led by the pastoral team.

Monitoring and assessment carried out for those with specific learning needs leading to behaviour barriers and effective plans in place.

Support and improve children’s attendance, punctuality & access to learning.

Careful monitoring of attendance carried out by a team in school and actioned response to poor attendance.


Pupil Premium at Beamont Primary School - Strategy Statement 2020-21

The Pupil Premium was introduced in April 2011 and is allocated to schools in addition to their main budgets to support schools across the country in reducing the attainment gap that currently exists between disadvantaged pupils and their peers. The Pupil Premium is paid to each school by a specific grant based on school census figures for pupils registered as eligible for Free School Meals (FSM) in Reception to Year 11. Schools receive funding for pupils who:

  • have been registered for FSM at any point in the last six years (sometimes known as Ever 6)
  • have been looked after continuously for more than six months
  • children of service personnel (this service premium is designed to address the emotional and social well-being of service personnel pupils).

National school performance tables include information about the progress of pupils in receipt of Pupil Premium. Since September 2012, Ofsted have surveyed the use of Pupil Premium money in schools when carrying out their inspections. Since September 2012, it has also been a requirement that schools publish information to parents about how Pupil Premium funding has been used and what impact it has had on pupil progress. Schools have the freedom to spend the Pupil Premium in a way that will best support the raising of attainment for the most vulnerable pupils. All our staff and governors are committed to meeting all of our children’s pastoral, social and academic needs within a caring environment. The targeted and strategic use of Pupil Premium will support us in achieving our vision.

Pupil Premium at Beamont Primary School

Each academic year, and ongoing throughout the year, we will monitor the number of pupils eligible for Pupil Premium, and will consider how to meet their needs within our annual Pupil Premium Strategy Statement. This document will be made available via the school’s website and will include an action plan which will outline how the money for the new academic year will be spent.

As a school, we are able to determine for ourselves how best to use the Pupil Premium money to support our pupils. The focus of Pupil Premium funding is on raising educational attainment. For us, this means that the Pupil Premium will be used to provide additional educational support to improve the progress of pupils and to raise the standard of achievement for them. It will also be used to address any underlying inequalities. To do this, we start by considering the barriers to educational progress and outcomes for our pupils who access Pupil Premium.

As the number of pupils eligible for Pupil Premium remains a significant proportion of our total number on roll, we have allocated additional staff support hours to ensure that we have the longer-term staffing structure to facilitate some or all of the actions on our action plan. This may mean that the roles staff do will vary slightly to ensure we make best use of available research and evidence in order to support our learners. It also means, though, that the children can form stronger relationships with staff who form part of our core staff team, rather than always employ staff on a short-term, ad hoc basis, which can be destabilising for our school community and lacks the continuity needed for children.

Monitoring pupil progress and attainment

To evaluate effective use of the monies received we have to be clear about how pupil progress and their attainment is monitored. We closely track all pupil progress, both individually, as groups and as classes/ year groups. Individual progress is tracked carefully considering all the known facts that may impact on progress or attainment. We monitor groups of children such as those in receipt of Pupil Premium, Children In Care, girls and boys, autumn – spring – summer term born children, pupils with Special Educational Needs, pupils from ethic minority backgrounds, and pupils for whom English is an Additional Language, etc. All data is used within Pupil Progress Meetings which are attended by class teachers, the Assistant Headteacher (lead for assessment), the AHT/SENDCo (Special Educational Needs Co-ordinator), and the Headteacher. The purpose of the Pupil Progress Meetings is to discuss individual and group pupil progress and consider possible interventions to close any attainment gaps. When pupils are not on track to reach their individualised targets, staff will look at changes that can be made to help the pupils make the required progress. This may mean modifying teaching, providing the pupil with an intervention programme, identifying a Special Educational Need, or providing some other additional support. The focus of these meetings is about closing the gap between groups of pupils, so that every pupil is encouraged to make progress and reach their full potential.

Links with other agencies to help children and families

As a school, we pride ourselves on the very good multi agency support network that we offer to children and their families. Lead professionals within school, such as our SENDCo and Safeguarding Coordinator, attend multi-agency training and host multi-agency meetings which help to forge strong links; the wider safeguarding team, and the SLT, also engage in this training and in the meetings. We work with many outreach workers, both in school and off-site, including Speech and Language therapists, Occupational Health, Educational Psychology Service, both Local Authority and private. As a result, pupils make progress and families feel supported.

Communicating with parents

Parents/carers receive an annual report detailing the attainment and progress made by their child. These are prepared for distribution late summer term.  Parents and carers are invited to meet with class teachers during two full Parents Evenings in October and February. For Parents Evening, parents/carers receive a written summary of their child’s effort, progress and attainment in Reading, Writing and Maths, with targets for the parents to work on at home to support improvement. They also receive an update of their child’s attendance and what needs to improve regarding this. When pupils receive outside agency help or support, or access one-to-one tuition, parents/carers are kept informed. If a child has an Individual Education Plan – a Passport to Success - these are shared with parents/ carers.

The annual Pupil Premium Strategy Statement, which includes the action plan for the coming year, will be published on the school’s website as soon as possible into the new academic year. 

Research suggests that not all families register their children for FSM, even when they are entitled to them. The money we receive at Beamont Primary School when parents or carers claim their entitlement to FSM is important. We will continue to encourage parents and carers of all children to apply for FSM if they are eligible; we will specifically focus on the parents of children in the EYFS who can now trigger access to the Early Years Pupil Premium; and those in Reception, year 1 and Year 2 who automatically receive a few school meal without the need to claim their entitlement to FSM.

Role of Governors

The Governors will have access to this report, but are also kept up to date through regular reports from the Headteacher and via committees about the progress of all children and groups of children, and about the spending allocations linked to Pupil Premium.

The Link Governor for disadvantaged pupils is Mrs Louise Cooper.

Transfer of FSM information between schools

Where children are moving to Beamont Primary School, contact with class teachers and previous school/ nursery settings will take place in order to determine potential FSM eligibility and to gain an understanding of previous interventions where appropriate.

When children leave Beamont Primary School, the receiving schools will be made aware of children’s most recent support programmes prior to transfer in order to guide continuity in provision and assist transfer discussions with parents and carers.


K L Morris, Headteacher

October 2020

Pupil Premium 2019 - 2020

Hit enter to search