Pupil Premium

Michael Drayton Junior School           

Pupil Premium Strategy: 2018

Pupil Premium Funding in 2018-19: £169,220

School Context


The majority of the pupils in the school, are white-British. In recent years there has been a slight increase in the number of children from different ethnicities and backgrounds but these figures remain low. We strive to ensure that the curriculum teaches our children about the diverse community that they live in, whilst also raising aspirations, challenging stereotypes and promoting equality of opportunity for all pupil groups.


The school serves a community which in-part reflects considerable social and economic challenges. The proportion of disadvantaged pupils is average: 24% of pupils eligible for free school meals (Ever 6). There are an increasing number of pupils at the school who have been supported historically or currently by Children’s Social Care or through other agencies and support systems including CAFs.

Start Points

Typically our children enter KS2 having achieved above national expectations in KS1. Our baseline assessments show that some children have not maintained this level upon entering Year 3.


SEN-D and Vulnerability

14% of pupils have Special Educational Needs. Many of these pupils are also those pupils who are eligible for Pupil Premium Funding.


Roll Numbers

Michael Drayton is a four-form entry junior school. There are currently 519 pupils on roll. In 2018, the school expanded and become a 5-form entry school in Year 3; this will continue through the school.


Current KS 2Attainment


Pupil eligible for PP

National average 2018 (All pupils)

Attainment in Reading



Attainment in Writing



Attainment in Maths



Attainment in SPAG



Targets for Pupil Premium

Attendance = 97%



Current KS2 Attainment


Summary of Main Barriers to Learning and Achievement

The school makes no assumptions about any individual pupil or family situation, including for those pupils eligible for the pupil premium.  We are also very aware that just because pupils are not eligible to the pupil premium, does not mean they may not still face significant challenges and barriers to their educational success and therefore are just as entitled to receive high levels of support in order to thrive at school and in life.   In very broad terms, we have found the following barriers are common for a large number of pupils, including those eligible for the Pupil Premium, for whom the school needs to deploy additional resources in order to ensure that they are able to fully engage in their education and achieve well over time:



Lower starting points on entry

Typically, PP children enter KS2 at a lower starting point than other children.

Poor Attendance

Over the last two years, the school’s attendance has been approximately 97% however the percentage for PP children is slightly below this. A number of families, who are pupil premium, still need ongoing support and, where necessary, intervention to ensure that their overall school attendance sustains the improvement and remains at least broadly in line with or above the national average.

Social and Emotional Needs, including mental health concerns, that could lead to poor behaviour and/or concerns about wellbeing.

We have very high standards for behaviour at Michael Drayton and seek to create a learning environment in which all pupils can thrive, including those who may require extra support due to social/ emotional difficulties, or be at risk of exclusion.  We want them to understand that, wherever possible, they are capable of solving their problems themselves and becoming resilient, confident and aspirational young people.

Ready for the next stage of education (Ks2 outcomes)

In 2018, KS2 attainment was lower for pp pupils than non-pupil premium pupils in reading writing and maths. Although this does not follow the pattern of attainment in internal data were the gap is closing, it does not allow pupil premium pupils to be ready for the next stage of their education.

A number of children with PP are also on the SEND register.

42% of SEND children are also pupil premium. Our SEND co-ordinator works very closely alongside the PP Lead teacher to ensure that quality support and intervention is put in place to allow these children to make progress.

A number of PP children are also affected by social issues which require intervention from MASH or the family support team within school.

1/3 of pp children also access support from our Family Support Team. We work closely with parents and outside agencies to ensure that potential barriers to learning are removed.


It should be noted that these are by no means the only barriers and challenges that pupils face and school resources will be deployed as needed, based on evidence, to support pupils to succeed.





Michael Drayton’s Pupil Premium Strategy (How the Funding is Targeted):

Pupil Premium funding is used to benefit all pupil premium children and supports the more able pupils as well as those who are underachieving, by enhancing core provision as well as extending and deepening opportunities for learning beyond the core provision on offer. 


At Michael Drayton, we have planned our spending carefully to ensure that it has been spent to maximum effect. This has meant making informed decisions about our spending, which is targeted as follows:


Using specialist or specific support to improve overall provision

Securing the progress of targeted learners

Minimising the impact of barriers to learning and promoting cultural capital

  • Initiatives to improve quality-first teaching in line with school priorities and the needs of pupils which have been established through analysis of assessment information.
  • Targeted support to ensure cohorts of pupils make good progress to expected levels or above, including more able, underachieving and disadvantaged pupils.
  • Additional provision and support for Y6 to secure good or outstanding progress in preparation for National Tests.


  • Targeted interventions to support all vulnerable or underachieving pupils to make good or outstanding progress.
  • Assessment information is used effectively and regularly, through reviews of pupils’ progress, to strategically plan for provision and the deployment of skilled additional adults to provide support for targeted pupils and groups of pupils.  Evaluations of interventions, including those funded by the pupil premium, consistently show that these are of a high quality and are having a very positive impact on overcoming barriers and supporting underachieving pupils to make progress.
  • These interventions are also those which are based on clear evidence of their effectiveness, research-based approaches and have proven impact.
  • Deployment of the learning mentor and other key staff to support and raise achievement of vulnerable pupils, in particular to support improvements in attendance.
  • Tailored support for key vulnerable pupils, including pupils with emotional needs and with involvement from Children’s Social Care.
  • Opportunities for all pupils, including disadvantaged pupils, to engage in activities which enrich their experience




Monitoring and Measuring the Impact of the Pupil Premium

The in-year planning of targeted interventions (based on evaluation of impact) is driven by pupil level data and pupil progress review meetings which take place at least termly (or more frequently, where required, for particular individuals or interventions).  Decisions about which pupils should be subject to which interventions or additional support are made dynamically, according to need, and always on the basis of evidence.  Underachieving pupils are identified, as well as those pupils who may benefit from additional input to achieve higher levels.  This utilises both assessment information which is generated by the intervention itself as well as assessments of pupils’ progress through the school’s assessment without levels system.

In measuring the impact of interventions and strategies funded through the pupil premium, we always give due regard to the following basic expectations for the achievement and progress of disadvantaged (and other underachieving) pupils at our school:

  • We expect all pupils to achieve highly and to make at least good or better progress from their starting points.
  • Disadvantaged pupils are expected to make similar or better progress over time when compared with other pupils across the school (and where data is available, when compared with other pupils nationally).
  • Disadvantaged pupils are targeted for attainment outcomes so that they achieve at least in-line with or better than the national average attainment at the end of Key Stage 2.  In other year groups, where the attainment of disadvantaged pupils is lower, challenging progress and attainment targets should be set so that the gap is closed over the time.
  • All pupils, including disadvantaged pupils, are entitled to thrive through access to a broad, balanced and rich curriculum, which supports them to understand the context of their own lives, broaden their world view, and engage in experiences which helps them to gain ‘cultural capital’ as future citizens and therefore be very well prepared for life in modern Britain. 











2017-18 Pupil Premium: Summary Outline of Planned Expenditure

(Note: As outlined above, variations may be made mid-year, according to the needs of pupils, in order to maximise every possible opportunity to raise achievement and promote the best possible progress of pupils)

Area of Support

Examples / Details of Support

Estimated / Projected Cost of Support

Expected Impact

NB: For each educational intervention, expected impact is measured at pupil level through evaluations of assessment information)


Using specialist or specific support to improve overall provision

  • Release time for key members of staff and subject leaders to improve the quality of teaching across the school. This will ensure that all pupils, including disadvantaged are making progress.


  • Additional intervention teachers (including Outdoor teacher) to ensure that all pupils, including disadvantaged pupils, achieve highly and that the gap between disadvantaged and non-disadvantaged pupil remains narrow.


  • Additional support from Assistant Head in Year 3 to ensure that basic number skills are secure on entry to the school.


  • Purchase of Big Maths to improve basic Numeracy skills throughout the school.


  • Contribution to professional services for pupils wellbeing i.e. sycamore counselling for parents and children, EIS, SLT, 1:1 support and purchase of training for staff (e.g. trauma training)



















All teaching to be good or better having a direct impact on attainment and progress.


Accelerated pupil progress from starting points for cohorts and targeted pupils.



Standards of attainment improve. Progress of PP pupils to broadly match or exceed that of other pupils.



Wellbeing of children improved directly impacting on attendance and attainment.


Securing the progress of targeted learners

  • Release time for teachers to enable them to give targeted interventions to pupil premium children to ensure that they are making expected or better progress through the key stage and that standards of attainment broadly match those of non-disadvantaged pupils.


  • Additional Maths support from Deputy Headteacher and Inclusion teacher to enable small focused groups for low attaining pupils enabling more children to reach expected levels.


  • Additional quality support from highly-trained teaching assistants to ensure that low attainers and those on the SEND register are making progress using interventions with proven impact.


  • Deployment of Inclusion Team based on outcomes of Pupil Progress Meetings to intervene quickly to support any pupils causing concern or not making expected progress.















Accelerated pupil progress from starting points for cohorts and targeted pupils.




Progress of PP pupils to broadly match or exceed that of other pupils.


The impact of each intervention will also be measured through analysis of pupil progress data for the pupil receiving each intervention



Minimising the impact of barriers to learning and promoting cultural capital


  • Continued deployment of Learning Mentors to support and raise achievement of vulnerable pupils and families.


  • Attendance awards to encourage improved attendance in school


  • Pupil premium steering group to be introduced to address barriers.








Barriers to attendance and engagement in learning are minimised. Unauthorised absence robustly challenged and reduced.  Absence of pupils is reduced.  No group of pupils is significantly disadvantaged by poor attendance.

PP attendance to be 95%

  • Additional adults to provide children with more complex issues with the necessary support to access the curriculum via the Inspire group to enable them to remain in school.


Absence of pupils is reduced. Minimal disruption for other children.


  • Release time for key members of staff to:
      • Support parent relationships with the school, including organisation of coffee morning to help parents to engage with their child’s learning.
      • Parent education classes – to enable parents to support pupils at home.


Parents to be able to support pupils at home increasing parent engagement at school and pupils achievement.


  • Bug Club to support home learning.




  • Subsidy of trips and holiday clubs and music so that disadvantaged pupils are able to attend
  • Subsidy of coolmilk for disadvantaged children
  • Subsidy of school uniform


Opportunity to engage in wide range of enrichment experiences which has positive impact on pupils understanding of team-work and lifeskills (linked to expectation that they take on greater responsibility at school).


  • Continued investment in enrichment opportunities for sport and creative arts, to increase opportunities for all pupils (including disadvantaged pupils) to gain cultural capital and experience.  This includes free trips and free sports/after school clubs for pupils in all year groups, including an autism youth club and outdoor learning


All pupils, including those in receipt of the Pupil Premium, learn and achieve exceptional well, through a broad, balanced and enriched curriculum.  Engagement and standards of learning for are high - with no significant disparities between PP and Non-PP pupils.


Pupil Premium Funding



Estimated / Projected Total Cost



Additional funding from school budget




The Woodlands, Hartshill, Nuneaton, Warwickshire, CV10 0SZ, 0247 639 2272
Email: admin@mdjs.co.uk