Parents  »  Pupil Premium

Pupil Premium

Eligibility and funding amounts

The pupil premium grant is funding provided to schools to diminish the difference in attainment between disadvantaged pupils and their peers. A school will receive an amount of money for each pupil of compulsory school age who fits the eligibility criteria. There are five categories of eligible pupil and each category attracts a different amount of funding.


The grant is allocated in line with the financial year, which begins in April. Each year’s allocations are based on data from the previous January’s census. If an eligible pupil joins after the January census, the school will not receive pupil premium funding for him/her until the following year. Maintained schools receive the pupil premium through their local authority (LA).

Spending the grant

The grant can 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 for interventions that benefit only eligible pupils. However, the grant should not be used to fund free school meals, as schools already receive funding for this through the dedicated schools grant.

Pupil Premium Yearly Allocation

Pupil Premium allocation for financial year 2014/15: £41,013 (x31 children)

Pupil Premium allocation for financial year 2015/16: £42,764 (x28 children)

Pupil Premium allocation for financial year 2016/17: £34,680 (x28 children)

Rationale for expenditure

At Primrose Lane Primary School we have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your thirst for knowledge and your dedication and commitment to learning that make the difference between success and failure. We are determined to ensure that our children are given every chance to achieve well.

The first allocation of Pupil Premium was received in the 2011/12 budget and since then we are proud of the impact that this funding has had on children’s personal, social and emotional development, as well as their academic achievement.

The school is committed to developing the support and provision for children eligible for Pupil Premium and we continue to explore new and innovative ways to remove barriers to learning and ensure all our children achieve well.


By following the key principles below, we believe we maximise the impact of our premium spending.


Building Belief

We provide an environment where:

  • staff believe in ALL children
  • staff have a solution focused approach to overcoming barriers
  • staff support children to develop a passion for learning


Analysing Data

The school ensures that

  • we constantly monitor the effectiveness of strategies used and review provision in the light of tracking data and other evidence
  • all staff are involved in the analysis of data so that they are fully aware of the requirements for Pupil Premium Funding.


Identification of Pupils

  • The Senior Leadership Team and the Headteacher are responsible for Pupil Premium provision, with specific delegated responsibilities taken by individual members
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups; this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
  • We recognise that not all pupils who are socially disadvantaged are registered or qualify for Free School Meals (FSM), so we will ensure that entitled parents and carers are supported sensitively in applying for the meals, but also therefore the additional funding
  • All pupil premium children benefit from the funding, not just those who are underperforming
  • Underachievement at all levels is targeted (not just lower attaining pupils)


Quality First Teaching

We continue to ensure that teaching and learning opportunities meet the needs of all pupils, since our primary purpose is to ensure that quality first teaching (QFT) is provided throughout the school.

  • All teachers share good practice within the school and draw on external expertise
  • The school provides high quality professional development
  • The senior leadership team facilitates the improvement of assessment through professional discussions on approaches to assessment, joint ‘levelling’ and moderation


Individualising Support

“Everyone needs something, whatever that might be, and so they’re all getting something somewhere.”

We ensure that the additional support we provide is effective by:

  • Looking at the individual needs of the child and identifying their barriers to learning
  • Aiming to accelerate progress, moving children to at least age related expectations (ARE) especially in English and maths, as well as in areas where eligible pupils show a particular aptitude, but where their parents’ financial circumstances prevent them from accessing specialist coaching or instruction
  • Tailoring interventions to the needs of the child, ie closing gaps in learning
  • Allocating funding to a series of interventions grouped in progressive waves - the ultimate outcome of which is that pupils achieve well
  • Funded interventions include pastoral support where appropriate eg attendance support, family liaison, development of social skills
      • Providing support for parents to support their children’s learning within the curriculum
  • Providing additional provision for SEN pupils which is funded through a combination of any SEN funding and their Pupil Premium allocation where applicable
  • Recognising and building on children’s strengths to further boost confidence
  • Providing individualised interventions for set periods of time to support children in times of crisis
  • Liaising with other agencies who are working with the child or their family


Monitoring and Evaluation

We ensure that:

  • A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice
  • Assessment data is collected and the impact of interventions is monitored regularly
  • Teaching staff and support staff attend and contribute to regular pupil progress meetings
  • Regular feedback is given to children and their adults
  • We involve the widest possible group of appropriate stakeholders, especially members of the staff team, the Governing Body, pupils and their families, in making suggestions about Pupil Premium strategies and evaluating their outcomes


Identified barriers to educational achievement

We have identified the following barriers for some of the pupils currently in receipt of PP:

  • Access to life experiences, eg riding a bike, going to the swimming pool, visiting a museum
  • Access to language and quality literature
  • Access to extra-curricular activities – educational experiences such as trips, music lessons and participation in physical activities
  • Parental engagement – especially regarding times and dates of meetings, the timely completion of applications, support when dealing with outside agencies
  • Social, emotional and mental health issues which affect their learning
  • Lack of resilience in their learning which results in lower achievement – especially their ability to take risks, make mistakes, respond to academic challenge, cope with change, apply their learning.


Key expenditure – how the allocation for 2016/17 has been spent

Area of spend




Additional learning support, including interventions, pre-teaching and post-teaching

English and Maths

Improved basic skills, self-esteem, confidence, attitude to learning – hence better learning outcomes


Use of Thrive to meet the social, emotional and mental health needs of identified children

Personal and social

Improved self-esteem, confidence, attitude to learning, emotional literacy – hence better learning behaviour and higher standards


Staff time to support families who need help and support with various issues

Personal and social

Improved punctuality, attendance, attitudes – hence better relationships, learning behaviour and progress


Increased staffing at lunchtime

Personal and social

Improved supervision, engagement with activities, social interaction – hence better behaviour and better relationships


Covering cost of weekly individual music tuition

Personal and social

Improved basic skills, self-esteem, confidence, attitude to learning, resilience – hence better learning behaviour


Covering cost of all educational trips, visits, including Y6 residential

Personal and social

Improved relationships with parents as school is no longer chasing for contributions and payment


Covering cost of extra-curricular clubs and activities

Personal and social

Improved basic skills, self-esteem, confidence, engagement with enrichment activities, resilience and social interaction – hence better learning behaviour








How does the school measure the impact of the Pupil Premium?

At Primrose Lane the usual cycle of data collection, monitoring and tracking of every child’s attainment is used to inform pupil progress and enable the early identification of need, support and appropriate intervention. Pupil Progress Meetings take place every term and include the SENCo/Inclusion Manager, alongside the class teacher and the headteacher.

Following each set of Pupil Progress Meetings we review the impact of actions taken and plan for how the funding will be specifically allocated over the next term. When selecting pupils for Pupil Premium provision, we look at all pupils across the school. There are some pupils who are not eligible for Pupil Premium but who benefit from this provision if their needs are similar and progress can be made towards individual targets.

Pupil Premium is a regular item on the agenda of all governors’ meetings.


Eligibility for Free School Meals

A parent may wish to check their child's eligibility for Pupil Premium or continued free school meals (from Key Stage 2) and Leeds City Council has information on their website for this.


Eligibility Criteria

Parents/guardians in England do not have to pay for school meals if they receive any of the following:

  • Income Support
  • Income-Based Jobseeker's Allowance
  • Income related Employment and Support Allowance
  • Support under Part VI of the Immigration and Asylum Act 1999
  • Child Tax Credit, provided they are not entitled to Working Tax Credit and have an annual income (as assessed by HM Revenue & Customs) that does not exceed £16,190
  • Working Tax Credit 'run-on' - the payment someone may receive for a further four weeks after they stop qualifying for Working Tax Credit
  • Guarantee element of State Pension Credit

Pupil Premium is an important payment for schools and a really good opportunity for eligible parents to get even more support for their children in schools.

For more information about free meals in Leeds, please contact LCC on 0113 222 4404, 9am – 5pm.

If you have any questions or would like to know more about Pupil Premium funding and how it is being used to benefit your child, please speak to your child’s class teacher or the headteacher.

If you think your child may possibly be eligible for free school meals, even if you don't want your child to eat school meals, please call into the office to collect a claim form. Every child who is eligible generates valuable income for the school.