Home Page

Lady Bankes Junior School

Ambition, Togetherness, Opportunity, Respect, Curiosity, Happiness

Online Payments

Pupil Premium

The Pupil Premium is additional funding paid to schools in respect of their disadvantaged pupils. This includes children who have been registered for free schools meals (FSM) at any point in the last six years or are looked after continuously by the local authority for more than six months. Schools receive this funding to support their eligible pupils and narrow the attainment gap between them and their peers. It is allocated to address the current underlying inequalities between children eligible for free school meals (FSM) and other pupils, by ensuring that funding to tackle disadvantage reaches the children who need it most. Our school also receives funding for service children. 


As required, we are publishing online information regarding our Pupil Premium Strategy to support these children.


Summary Information

Total Pupil Premium Budget: £79 112

The school will do internal reviews each term to track the progress of the children and ensure strategies in place are having impact.

We will also do an annual review each November using both internal information and assessment and information from ASP.



Barriers to future attainment (for pupils eligible for PP, including high ability)

In-school barriers (issues to be addressed in school)

1. Many children have a lack of language skills to help them to understand how to tackle problems and apply reasoning skills in mathematics.

2. Children do not have high enough aspirations for themselves and for the future.

3. Children lack basic arithmetic skills that is impeding their ability to apply these skills to problem solving and reasoning activities.

4. The oral and written language skills of many children are weak and this has an impact on both their writing and reading.


External barriers (issues which also require action outside school, such as low attendance rates)

1. Attendance

2. Emotional support



Desired outcomes and how they will be measured                           Success criteria

Children will understand and know the strategies necessary to solve problems.

In mathematics their work will reflect greater understanding and assessment tasks will show that children can confidently use a range of strategies to solve problems.

Children will have higher aspirations and challenge themselves.

Children will strive to achieve the expected standard or beyond.

Children will have a good knowledge of basic arithmetic and how to apply them to problem solving and reasoning activities.

Pupils’ results will demonstrate that the difference between them and their peers is diminishing.

Children will develop their comprehension skills and demonstrate a wider range of vocabulary in written work.

Children will be able to show greater comprehension when reading and a wide range of vocabulary in writing. The difference between these pupils and their peers will diminish and more will achieve the expected standard or be working at greater depth.


Reason for the Approach



Many children need support with knowing the strategies to use in problem solving and to answer reasoning questions. Many children also need support to understand the basic arithmetic skills needed in mathematics. We have planned for a lot of small group intervention and have purchased additional resources to support the children in these areas. Staff have attended training on mathematical reasoning and how to support children who are struggling with mathematics to give them ideas and greater knowledge as to how to develop children’s mathematical understanding. We have purchased a new mathematics scheme called 'Abacus' to support children's learning. 


Comprehension skills and vocabulary

Many children need support to develop their understanding of vocabulary and the meaning of texts. We have looked at support across the school to help children develop a greater understanding of their reading and to develop their writing skills. We have purchased a new reading scheme called Bug Club to support reading, including home learning. 



Children can be afraid to challenge themselves to take risks. We are encouraging children across the school to have high aspirations. Part of this approach is mentoring of pupils as well as work in the classroom.


Part of the money is being spent on staff training as research shows that quality first teaching has a high impact on the progress of the children. The training being given is to support identified barriers to learning.

Also we will be spending the money on emotional support for some children and support for their emotional needs will have an impact on their learning.


Planned Spending of Pupil Premium Grant in 2017 to 2018

After analysing pupil data the Leadership Team and class teachers planned support to help children meet and exceed expected progress.

We are using a range of strategies across the school to identify barriers to learning.

Below is listed some of the different support which will be given to the children:

  • One to One or small group teaching to help with English or mathematics.
  • A range of different support programmes are used to help the children make progress in their area of need.
  • Support with home learning and reading.
  • Social skills groups to support pupils’ emotional needs depending on individual need.
  • One to one mentoring by teaching and support staff to encourage children to challenge themselves with their learning and have confidence in their abilities.
  • Training for staff on mathematical reasoning.
  • Careful monitoring by the staff and leadership of the school on the progress of the children and impact of any support they are receiving.
  • Offering additional opportunities for the wider curriculum.


Listed above are a range of the strategies we are using- records of the different names of different strategies and approaches are not named on the website to ensure anonymity for the children receiving the support. Each child has a record of the support they have received and this is carefully looked at each term by the class teacher and the leadership team to ensure that support is having an impact and to look at the progress children are making or any continued barriers to learning. Support may change as the year progresses depending on the needs of the children.


Please see the attached document for further details.