Skip to content ↓
In this section...

Pupil Premium

Pupil Premium spending at Dussindale Primary School

The governors and staff at Dussindale Primary School have high aspirations and ambitions for all children and are determined to ensure that all are given every opportunity to realise their full potential.  


What is Pupil Premium?

You may have heard of funding called the ‘Pupil Premium’.  This is money delegated from the central Government to schools, based on a number of measures.  These measures include eligibility for Free School Meals in the last 6 years, children whose parents are in the Armed Forces and children who have been looked after continuously for more than six months.

How do we compare nationally?

The national figure for pupils eligible for pupil premium per school is on average 25%; in our school context 12% of our children are currently eligible for pupil premium. The Pupil Premium allocation is £1,320 and therefore, the Pupil Premium Grant for 2017-2018 at Dussindale Primary School is £58,080.

Dussindale Primary Pupil Premium Strategy:

Pupil Premium and raising attainment by reducing barriers to learning is a whole school priority – every adult in the school is aware of the need to close gaps. The school now has a dedicated Pupil Premium leader (from 2017-18) responsible for monitoring the effectiveness of the strategies chosen for the Pupil Premium spending, in order to ensure that pupils are on track to reach/exceed ‘age-related expectations’ (in line with all pupils nationally) by the time they leave Dussindale Primary School.  We regularly monitor targeted interventions closely, ensuring that they are effective and that pupils make the additional progress they need to diminish any difference with their peers. School governors also play an active role in monitoring Pupil Premium spending and are kept fully up to date with initiatives and impact.

In order to raise attainment, we place an emphasis on children being emotionally secure and ready to learn. As a result there may be impact in the short (termly), medium (year) and long term to equip our children with the values and choices and skills to have their own aspirations and desire to learn .

The Pupil Premium leader talks to staff, parents and children to identify:

  • Where are the gaps in learning ?
  • What are the barriers to learning?
  • Are there any  whole school/year group/subject specific trends?
  • Are there any barriers/issues relating to a specific child?

The next step is to identify where we can make a difference, in order to target the money to be spent in the right places to raise attainment. 

Planned spending for 2017-18

Current data for all year groups has been scrutinised to identify gaps and interventions have been planned to close these gaps. These will be monitored closely and adapted as necessary.

We plan to:

  • Continue to fund our Family Support worker (FSW), whose role is to build relationships with pupils/families and school, providing support and advice around specific issues e.g. emotional well-being, behaviour, issues affecting attendance. The FSW can also signpost families to other agencies who can provide more specific support as appropriate e.g. Norfolk Early Help, health professionals, housing, finance, charities.
  • Continue to fund screening and interventions by the Inclusion Team, to provide early intervention for language and literacy skills. The impact of these are monitored rigorously, with clear entry/exit criteria. The Inclusion Team will also continue to focus on nurturing pupils’ emotional well-being and social skills, so that they are resilient and are ‘ready to learn’.
  • Provide hardware/software to support learning.
  • Use some of the funding for Subject Leader release time to support teachers, so that all staff have high expectations and: use in-class strategies to remove barriers to learning; motivate and engage pupils in their learning across in-school activities and extra-curricular activities; provide appropriate challenge levels for pupils.
  • Ensure that children eligible for Pupil Premium are able to attend trips and engage in extra-cururricular activities with their peers.
  • Focus on growth mindset, so that pupils’ have the highest aspirations for themselves.

A detailed working document on Pupil Premium expenditure 2017-18 can be requested by contacting the Pupil Premium Leader. This working document is the review template advocated by the Teaching Schools Council, in partnership with NCTL, DfE and the Education Endowment Foundation.

The Pupil Premium plan is reviewed termly. The next monitoring review will be in December 17. Impact will be measured through quantative data e.g. in-school progress and attainment  and attendance data, as well as qualititive data e.g. improvements in mindset, aspirations and well-being.


What was the impact for 2016/17?

To be completed when national data is released.

At Dussindale Primary School an eigth of the pupils qualified for pupil premium in 2016/17 (£76,440).  Planned spending, to ensure that it has been spent to maximum effect has meant making informed decisions about our spending such as: 

  • Ensuring that spending is directly linked to gaps in attainment;
  • Making use of our own data to provide interventions;
  • Making sure there is at a high ratio of teaching staff delivering good teaching and learning opportunities on a day to day basis.

Since the last Ofsted Dussindale Primary School has revised its assessment and monitoring systems to support improvement in the quality of teaching and interventions in order to maximise impact.  

Planned Pupil Premium Expenditure for 2016-17

Year group





Whole school


Cognitive Acceleration


Research shows that meta-cognition, having a growth mindset, and self-regulation approaches have consistently high levels of impact on pupil progress.

Children developing a growth mindset enabling them to rise to challenges and make accelerated progress

Higher order thinking INSET to enable teachers to develop higher order thinking teaching and learning opportunities.

SENd Support


Research shows small group support and oral language interventions as having a positive impact.

Provide earlier intervention:

  • EYFS additional support for 1:1 reading
  • Year 1/2 Talk Boost, Catch Up, Sound Discovery, Year 3 – 6 Catch Up, PiXL

Family Support Worker


Targeting/supporting parents so they understand the value of education

Improve attendance and punctuality of pupils

Support parents to overcome barriers to children’s learning

Increase engagement of parents in learning


Developing children as leaders


Research shows self-regulation approaches and responsibility have consistently high levels of impact on pupil progress.

Extend opportunities to build leadership skills:

  • Buddies
  • Digital leader
  • Playground leaders
  • School Council

Additional reading material



Raise the profile of reading, increase reading skills by broadening the range and increasing the material available.

Lexia and Clicker 6


Research shows targeted intervention has a positive impact.

Increase laptop provision so pupils can access interventions.

Purchase licences so pupils can use Lexia daily and clicker 6 to accelerate progress.

Residential and school trips subsidy


Outdoor learning experiences, especially those involving collaborative learning experiences are shown to have a positive impact on learning.

Range of offsite learning experiences across the school.

Team Leaders


Research shows that within school variance can have a negative effect in progress, especially for disadvantaged pupils.

Team leaders will support greater consistency in teaching as well as developing some of the more effective interventions.

Addressing within school variance:

-Ensuring consistent implementation of practice and expectations

-Improving monitoring and evaluation of whole class teaching, interventions, boosters

Ensuring Quality first teaching:

-Team teaching and planning

-Modelled lessons

-Provide targeted CPD

Sharing best practice

-Supporting effective use of data and gap analysis:



Ensuring Effective interventions:

-Providing targeted support/intervention for pupils to address underachievement

-Ensuring effectiveness of support staff

Increasing engagement of parents in learning:

-Targeted parents’ meetings


Peer Mentoring


Peer mentoring has been highlighted as having a positive impact on progress.

CPD for teachers

Opportunities for pupils to peer mentor within own class

Opportunities for older pupils to support the learning of younger pupils


Maths booster group


Targeted interventions have shown excellent progress for children in year 6

Deputy teaching maths to enable the cohort to be split into thirds so teaching can be targeted further


Additional maths resources


Targeted interventions have shown to accelerate progress

Maths resources:

-Problem solving books to challenge the more able

-Maths games to enthuse and support challenges