Click below to read our 2015/2016 Pupil Premium Strategy Rationale..

Rationale behind the allocation for 2015/2016

At Athelstan School we ensure that teaching and learning opportunities meet the needs of all our pupils. Appropriate provision is made for pupils who belong to any vulnerable group, including the needs of socially disadvantaged pupils whose needs are effectively addressed.

Through the school’s monitoring of all its children we can effectively track those children who are eligible to receive the pupil premium (PP). The pupil premium funding for 2015/2016 has been allocated to further close the attainment gap and to continue to raise the aspirations of our low income families. Funding is allocated for each financial. The amount of pupil premium allocated and received for the academic year 2015/2016 was £1320 per pupil and £1900 per LAC. A total of £60,014 was delegated to the school from September 2015 to August 2016. A further £1,397 was delegated for Early Years Pupil premium based on 2635 hours of EYPP funding @53p per hour.

The Pupil premium was used to provide support to pupils through the following:


Teaching Assistant Support

The school has increased the number of hours available from support staff in order to further improve the adult to pupil ratio in all classes. The increase of additional support hours aims to enhance quality first teaching and further assists pupils in overcoming barriers to learning. As well as class support for quality first teaching we also provide specifically targeted intervention programmes e.g. speech therapy, reading intervention, first class maths and wave 3 support.

Within the Foundation Stage we have also increased the number of adults. Our base line assessments show that children come into school well below age related expectations (ARE), additional support will enable staff to give more focused adult teaching time to each child by challenging them to achieve their next steps more rapidly and aiming that more children achieve or exceed their targets (ARE) by the end of Foundation Stage. An increase in teaching assistant hours within the foundation stage has enabled the school to increase the adult to pupil ratio to provide support for the vulnerable and disadvantaged pupils.

Nuture Group

This year the school introduced Nuture group for pupils in both Key Stage 1 and Key Stage 2.Nuture Groups can provide support and have shown to be highly effective in enabling emotionally vulnerable children to engage in their learning and improve attainment particularly in literacy and numeracy.As a school we already play an important role in promoting the resilience of our pupils, particularly for some children where their home life cannot offer high levels of support. We strive to make the school a safe place for children where they can develop in a secure supportive environment, providing a sense of belonging and the knowledge that they feel able to trust and talk openly with adults about their problems and concerns, providing the support needed to remove barriers to learning.

The school has funded this provision providing sessions outside of the normal school day. Sessions have been targeted for those pupils who have been identified as needing additional input to achieve their targets.

The school has used funded this provision for the provision for sessions outside of the normal school day. This has been targeted at those pupils who have been identified as needing additional input to achieve their potential.

Letterbox Scheme

The Letterbox Club is an award-winning programme managed by BookTrust, in partnership with the University of Leicester, the scheme aims to provide enjoyable educational support for looked-after children aged 5-13.The school has previously participated in the scheme and aims to extend the opportunity to children in Year 1, 3 and 5. Letterbox Club parcels are delivered to children each month for a period of 6 months and can help improve the educational outlook for disadvantaged children .The scheme:

  • Can significantly improve children's reading and numeracy
  • Encourages children and their parents/carers to read and play games together
  • Gives enjoyment to children through owning their own books
  • Supports children over the summer as they move into the next school year

Pastoral Support

We recognised that some of our children have emotional and behavioural issues which they can bring into school, this can have a negative impact on their readiness to learn and thus how they can achieve and progress. Many of our children have benefited by having someone on site dedicated to specifically addressing emotional and behavioural issues and problems, as and when they arise. Our pastoral support assistant works with children to develop coping strategies, build self-esteem and acts as a link to home and other agencies who might be working with the child. Through this provision we ensure our children are prepared emotionally, and are able to learn. The support for children is personalised and support programmes include Worry box, Fireworks and  Its ok to be me, along with specific counselling.The school is engaging in the STAR Alliance's closing the Gap project which it is hoped will add further to the programmes of support offered to our children.

Extended curriculum

As other strategies have proved successful and the gap between the attainment of PP children and others has decreased the school has consciously increased the amount of Pupil Premium we have allocated to extended services and curriculum enrichment. This is because as a staff we have identified that one of the main barriers to learning for all our children (and this is especially acute with children in receipt of Pupil Premium) is their lack of knowledge of the world. By increasing our children’s ability to access clubs, holiday clubs, visits and enrichment activities, we are addressing a recognised need. The school has continued to facilitate this through a continued partnership with the Tadcaster Family of Schools, allowing our pupils in receipt of pupil premium access to a wide variety of opportunities, both in and out of term time.

School uniform and resources

The school has continued to provide our children in receipt of Pupil Premium with a voucher to purchase school uniform and resources. This voucher will ensure that children have the same uniform and sports clothes as their peers, increasing their self-esteem and self-confidence. This has been greatly received by our families.

Key areas of expenditure:

  • Targeted TA support
  • The Write Away Together programme which focuses on how to improve writing/editing skills across the key stages.

  • Enhanced staffing ratios in EYFS and upper KS2

  • Use of funding to support TA training to deliver Inference training, Dynamo maths, Codebreaker, Memory  Booster, Word Atack ,Time to Talk and Magic Belt programmes.

  • Access to funding for uniform and milk for our FSM pupils

  • Letterbox library

  • Opportunities to attend holiday clubs/residential and educational visits

Outcomes for Pupil Premium children in line with the allocation 2015-2016

Teaching assistant support


All PP children made progress in writing. On average 52% of PP children made good or better progress, with 25% making better than good progress.


All PP children made progress in reading. On average 69.6% of PP children made good or better progress, with 36% making better than good progress.


All PP children made progress in maths.On average 54.6% of PP children made good or better progress, with 26% making better than good progress.

Nurture groups

All children made at least good progress in reading with 33% of children making beyond good progress in reading.All children made at least good progress in maths with 33% of children making beyond good progress in maths.

Pastoral support

Analysis of baseline and end of year questionnaires for Closing the Gap interventions show that they have had significant impact on children. Worry box and Fireworks and Its Ok to be me programmes all had a 95% -99% significant positive impact on children. The Talk about game was less effective yet still showed significant improvement in those children who worked with the programme.

Letterbox Books resources

Children engaged in the 2014-2016 letterbox scheme (2015-2016 is not yet complete and so data is not yet available) showed that all children made at least good progress in reading with 30% of children now being assessed at mastery level. 

September 2016

RAISE data for the last academic year is not yet available.

Academic year 2016-2017 – work to ensure maximum attainment and progress:

  • Providing opportunities for partnership work with our Governors to ensure use of Pupil Premium allocations are effective.

  • Explore how Athelstan can provide the support that is most likely to have an impact on improving achievement and reducing attainment gaps.

  • Consult on a regular basis with Parents in order to ensure parents and children’s needs and views are taken in to consideration

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