John Stainer

Pupil Premium Funding

Schools receive additional funding for children who qualify because they are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces. We then target the money so that these pupils who are known to achieve less well, have the chance to do as well as their peers. We evaluate the plan every year and then decide how to use the funds for the next year, which you can see below. If you think you may be entitled to claim (even if your child is already getting a free meal because they are in Reception, Year 1 or Year 2) PLEASE click below - every penny helps the school!

Who can get free school meals

Your child can get free school meals if your combined annual household income is below £16,190 (as assessed by HMRC) and you get one of the following benefits:

  • income-based: income support or jobseeker’s allowance (not eligible if on contribution based jobseeker’s allowance)
  • income-related: employment support allowance (not eligible if on contribution based employment support allowance)
  • universal credit
  • income support
  • the guaranteed element of state pension credit
  • support under Part VI of the Immigration and Asylum Act 1999
  • child tax credit only. 

Apply for Free School Meals 

Please click on the button below for the review of our Pupil Premium funding for 2017- 18

Pupil Premium Review 2017-2018 

John Stainer Primary Pupil premium strategy statement for 2018 - 19

1.   Summary information


John Stainer Primary School

Academic Year


Total PP budget


Date of most recent PP Review

October 2018

Total number of pupils


Number of pupils eligible for PP


Date for next internal review of this strategy

April 2019 then

October 2019


2.   Current attainment


Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving in reading, writing and maths

(5 pupils) 80%


% making progress in reading

-0.1 (average)


% making progress in writing



% making progress in maths




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

In-school barriers (issues to be addressed in school, such as poor oral language skills)


There are larger attainment and progress gaps in RWM in the current year 3.


Some PP children have English as an additional language or have SEND.


Increase the number of PP children achieving ARE or above in RWM at KS1 and the current year 3.


Improve all PP progress scores at KS2 to +ve scores.


5 out 13 (38.5%) PP children failed the Phonics Threshold at KS1.

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


Some home environments provide a limited range of experiences for children. This impacts negatively on PP children’s language and communication, confidence and literacy skills.


Some children in receipt of the PPG are negatively affected by multiple factors such as homelessness, unemployment amongst other social and emotional factors in the home environment.


PP children have less exposure to rich vocabulary than non-PPG children.

4.   Desired outcomes



Desired outcomes and how they will be measured



Improve PP children’s language and communication, confidence, vocabulary and literacy skills.



Reduce the gap between PP and non PP children in RWM across KS1 and KS2.



Improve progress and attainment for all PP children in RWM aiming for an increase in the % working at GD.



PP children to have access to a range of extra-curricular activities and experiences in and outside school in order to further enrich their learning.


5.   Planned expenditure

Academic year

 2018 - 19

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

    i.    Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve reading skills for children eligible for PP children.

Introduce a new skills based approach to teaching Phonics and Reading across the school.


Provide a range of reading resources in school and for PP children to access at home.

Teaching a skills based reading curriculum like Sounds Write, has proven to improve standards in Phonics/Reading (AO Primary School).





EYFS, KS1 teachers and TAs to be trained in teaching the Sounds Write programme.

The staff will visit AO school to observe good practice.

Literacy leaders will team teach and assess with staff.

Daily teaching of reading skills taught by trained staff.


Literacy leader will support staff in planning and teaching Reading.


The SLT will monitor NFER, PIRA, FFT and other tracking data in school to ensure that children in EYFS and Yr 1 continue to make good progress in Reading.

Literacy Leads and EYFS leader
















Setting for Phonics in EYFS and KS1









We feel that the most experienced/qualified staff should be taking these interventions in smaller groups as this ensures the children receive good QFT which leads to improved standards.


Reports from AO Primary shows that there are positive progress measures with the above approach to teaching Phonics.

PP children will receive small group support for the teaching of Phonics in EYFS and KS1. Staff to suitably challenge most able PP children. Trained teacher to carry out Phonics intervention in Reception and KS1.


Literacy Leaders will timetable daily small group Phonics lessons which will be led by trained staff across the school.


Literacy Leader will monitor children’s progress half termly.

Literacy Leads and EYFS leader



Improve writing skills for children eligible for PP across the school.


















Increase the number of PP children gaining GD in writing.




Train all teaching staff and TAs on how to effectively teach Talk For Writing.


Ensure all Literacy lessons have a clear learning pathway and provide opportunities for children to imitate the language in different genres, develop their vocabulary and oral sentence structures before writing.

Research has proven that oral storytelling or text talk can have a dramatic influence on progress in writing (Talk for Writing).










Termly book scrutiny and lesson observations will be carried out. The Literacy leader will monitor and support teachers in planning and teaching all literacy lessons. The PP leader will analyse progress and attainment writing data for all PP children.


Literacy Lead will deliver termly writing moderation training to ensure staff across the school are clear about ARE in their year groups.



PP lead/Literacy Leads


February and May

Ensure that staff consistently use differentiated activities and close the gap marking and feedback strategies to enable children to make accelerated progress in Writing.

All staff know who the more able PP children are and are clear about their barriers to learning. Plan targeted intervention for these children in order to accelerate progress. Termly discussions about progress in Target setting meetings.


Inside the Black Box – staff have examined various research papers about the impact of effective marking and feedback on children’s progress. Staff have trialled this in their classrooms and are already seeing a difference.



Once barriers to learning are removed and targeted support are put in place, children are likely to make progress (DFEE 2004)

e.g. attendance – EAL, behaviour, parental support and SEND



We will have termly Learning Conversation CPD centred on effective marking and feedback and on peer and self-assessment.


Year group teams will have time to moderate books together. Children will be given time to read and respond to feedback. This will be monitored termly across the school in different subjects. Purchase greater depth and mastery resources to support differentiation.



Groups are tracked termly and assessment information analysed with class teachers and Headteacher.

SLT and subject leaders




Total budgeted cost

£20, 876

   ii.    Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Accelerate progress of all PP children

Assistant Head Teachers to take intervention groups in reading, writing and maths.

Some children need targeted support to diminish differences and to have individual support matched to their needs.


Data for 2017 in the school showed positive progress measures where additional support and interventions were implemented.



Improving outcomes in reading is Part of SIP – SLT regularly review this.


Groups will be tracked termly and assessment information analysed by SLT and subject leaders.


Focused PP children identified through accountability/target setting meetings and outcomes tracked to measure the impact of the support.

SLT and subject leaders

Autumn, Spring and Summer.

Provide additional support for PP children with EAL and SEN.

Provide all EAL pupils with a rich language experience through Little Bridge intervention groups, induction groups and 1-1 support from TAs.


EAL leader to identify and track progress of EAL PP children.


Induction program adapted to meet the needs of individual EAL children.

The data shows some PP children with EAL are underachieving.


EAL pupils need intervention to support with their fluency when speaking English.



Starting points of EAL learners will vary according to their age, level of English and educational background, so no single induction programme will match everyone’s needs (British Council 2016).






EAL lead to train teachers and TAs on using the Hounslow Language school assessment packs in target setting and tracking EAL PP children’s progress.


EAL Leader will take a leading role in ensuring children’s outcomes are improving and that the provision supports children to develop their fluency in speaking English.




EAL leader


Increase the number of PP children reaching the higher standard in reading at end of KS2.











SLT and Reading leader to identify most able children across the school.


Provide high quality skills based reading material to deepen children’s comprehension.


Intervention support with accelerating progress teacher (AHT).

The school data shows that we need to increase the number of most able PP children reaching a higher standard.


Nationally PP perform less well at the higher levels therefore this needs to be a focus for all schools.


We have focused on reading as this area of learning is the key to accessing all aspects of the curriculum.





Last 15 minutes of the school day to focus on reading for pleasure, work centred around author of the month.

Reading Leader




















To provide disadvantaged children in each class with more targeted intervention to ensure that they are on track to achieve their potential and, where possible, meet ARE.

Additional teaching assistants to provide 1-1 or small group support (This will also result in class teacher working with a smaller class size).


To provide subsidy towards a full time SEN (TA) for Speech and Language.

We believe that our well trained and experienced teaching assistants and HLTAs can have a positive impact on achievement.

Ensure planning shows how TAs will be used in each lesson.


Teachers to receive termly training on how to support different ability groups.



Class teachers and TAs









Total budgeted cost

62, 099

iii.    Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Increase parental engagement through workshops and Home School Support role.

Subject leaders to deliver workshops to better enable parents to support their children at home with Phonics and RWM. The Internet Safety Leaders to lead Internet Safety Workshops with parents. The Home School Support Manager to deliver weekly coffee mornings to support parent with different parenting strategies.

Parents are key in supporting effective learning as shown by a number of research project (Sutton Trust).


Target setting/Accountability meetings show that those children who make accelerated progress have a supportive home environment where children are safe, parents regularly read and communicate with their child and complete homework.

Attendance information at workshops to be analysed.



Home School Support Manager and class teachers to be briefed on targeting parents to attend Reading workshops to be planned and supported with the Literacy and Numeracy Leaders.


Home School Support Manager to support parents with various issues eg homelessness, unemployment etc.

Subject leaders and The Home School Support Manager

Autumn, Spring and Summer.

To ensure that PP children can access a range of extra-curricular activities.

PE lead, Sports coach and AHT to ensure that a variety of clubs are available for children to attend.

These to be changed termly.


Trips and extra-curricular activities for PP children will be subsidised eg Ahoy Sailing, residential trips etc

Research has shown that extra-curricular activities have a positive impact on children’s team work, self-esteem, organisation and self-discipline.



PP children’s attendance to clubs will be monitored half-termly to find out the impact this is having on children’s confidence and learning.

PE lead, AHT, Sports Coach, class teachers.

Half termly

Total budgeted cost

£32, 718