Pupil Premium


School’s Pupil Premium Profile 2016

Total No of Pupils


Number of PP- eligible pupils:

Amount per pupil:

£120,120 deprivation factor - 91 pupils x £1,320

4 service children total £1,200

1 post lac total £1,900

Total Pupil Premium Budget



How will we spend the money?

Our main objectives for the children who qualify for Pupil Premium are for them to do as well academically as children that do not qualify for pupil premium. We are also looking to extend their understanding of the wider world by offering them opportunities that they may not get at home.

Our Pupil Premium spend is based on high-impact, research-based recommendations from the Education Endowment Foundation and The Sutton Trust. Due to the fantastic success of the spending over the past few years we will spend the money in a similar fashion. The money will be spent on:

Phonics Teaching

Children will continue to receive explicit and systematic phonics teaching by trained members of staff starting in EYFS and continuing into KS1.  This will support pupil premium children and help to close learning gaps. We have specialist Phonics teaching to provide extra support for our disadvantaged children.

Additional small group or 1:1 support

Additional LSAs have been employed to support children in small groups or 1:1 teaching.  These groups will receive targeted support in maths, handwriting, numicon and literacy, behaviour support allowing them to narrow the gaps in their learning.

Breakfast Club

We will continue to subsidise breakfast club places for Pupil Premium children as this helps to support the punctuality of these children and ensures that they start the day fully fed.

Extra-Curricular Activities

We will continue to subsidise After-School Activity Clubs to help widen the interest of children and give them new experiences.


We will invest money adding to the leadership structure of the school including  Assistant Headteachers who will focus on supporting the quality of teaching and learning at the school. This ensures that teachers' professional development leads to better outcomes for our pupil premium children.


We will continue to run after school tuition groups for year 6 children to help close gaps in their learning. These sessions are targeted at specific children.


Evidence of School Performance 2016

Key Statements from Ofsted report (s) relating to the performance of disadvantaged pupils:


Ofsted Link

  • Pupils’ achievement is outstanding. All pupils, including …those who are supported by extra funds, make rapid progress.
  • The proportion of pupils know to be eligible for the pp is above average
  • The school uses PP funding extremely well. For example, where necessary, each eligible pupil receives 1:1 support to achieve specific targets. As a result, PP children make accelerated progress and reach standards in line or above their peers, especially in reading and maths.
  • APS show that these pupils do better than all children nationally and there are no gaps in their learning.
  • Teachers plan interesting activities that meet the learning needs of PP children.
  • Governors make sure that the pp is used to acquire learning resources and recruit staff to provided support to pupils who require additional help with their learning. They know the difference this is making to eligible pupils. They also make sure that the school uses its finances appropriately to secure further improvements in pupils’ achievement.

Summary of School’s Performance Data 2016:


  • Over time in FS, other children attain more highly than disadvantaged children, possibly indicating the low starting points of Invicta PP children.
  • Fewer than 70% of disadvantaged pupils meet the expected standard in phonics in year 1 (2014-2016)
  • In 2016, at the end of KS1, disadvantaged children did not attain as highly as other children nationally and within school. However almost all children at expected levels in FS do convert to expected standard in Y2.
  • In 2016, by the end of KS2, disadvantaged children made less progress than other children at Invicta in R, W, and in M and nationally. This was particularly true of the prior attainment middle group in reading. Consequently, disadvantaged children attained below other children in the school and nationally.
  • However, it should be noted that this was an unusual blip year for the school in terms of achievement overall. As such it may be more useful to look at progress over time for each key stage and also look at current progress for year groups across the school.
  • There was a small cohort of prior (KS1) high attaining disadvantaged children (3 in Reading, 1 in writing and 1 in maths). A greater proportion of these pp children reached higher levels than other children nationally in reading and in writing.

Pupil Premium Review Day October 2016

conducted by Headteacher’s from Meridian and Gordon Primary School’s Greenwich

The Headteacher has created a comprehensive evaluation of PP provision across the school and children’s achievement. The provision map clearly lists current progress for each PP children and identifies current interventions. This showed that there are lots of interventions in place for Literacy and less for maths.

The HT noted that Raise had highlighted PP achievement in Y1 phonics as a weakness.

As a consequence, the focus for the day in terms of looking at teaching and learning was phonics in KS1 and maths in KS2.

After discussing the strengths and areas for development of the school, we agreed the following overall question:

How can the school further accelerate the progress of pupil premium children across the school so that

  • more of the PP children reach higher levels?
  • gaps between these children and ‘others’ in the school and nationally close?

A learning walk was conducted with the Headteacher across KS1 and KS2 classes. We sought to address the areas above and to quality assure quality first teaching. During the learning walk, some of the children’s work in books was examined and conversations were held with pupil premium children.


The children were delightful and happy to share their learning. The staff were very welcoming and had clearly identified the pp children in their classes/groups.

There was much strong practice in the school and the best teaching and learning demonstrated clear evidence of –

  • a real sense of purpose and ‘a buzz’ about learning with children thoroughly engaged in their work
  • children challenging themselves and supporting each other with their learning
  • children referring to teacher modelled work to support their own understanding of processes
  • developmental marking being consistently used (which children had responded to) to move the learning on
  • clear routines and structures in place (e.g. paired reading) with no loss of learning time
  • staff intervening in the learning ‘in the moment’ to challenge misconceptions and make relevant teaching points

It was clear from the Ofsted report, and from talking to the Headteacher and Head of School that key policies to support the practice outlined above were in place. We discussed the challenges schools face in terms of staff turnover and ongoing induction, monitoring and follow up.

We agreed that that there were ways in which good practice could be shared and embedded across the school to ensure greater consistency in the quality of teaching and learning for DA pupils.

As a way to move forward we discussed the following -

How can progress within lessons be further accelerated so that pupil premium children make even more progress?

  • How can the best practice in the school be shared?
  • How can the school ensure that the most vulnerable children receive the best teaching and that the lead practitioner has an overview of the teaching and learning of each phonics group?
  • How can assessment for learning be used even more effectively to ensure rapid progress for PP children – timely interventions in learning in the moment; consistent use of feedback marking to ensure that learning opportunities are maximised?
  • How can we ensure that PP children are appropriately challenged in all lessons?


As a result of the Pupil Premium Review the Staff at Invicta participated in some school

based research and have developed a guide to supporting DA pupils at Invicta. It is based on research by The Sutton Trust https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit

In the academic year 2016/17 we aim to devote some of our pupil premium funding to developing staff skills around understanding Metacognition and Feedback strategies with pupils.





News & Events