Click below to read our 2014/2015 Pupil Premium Strategy Rationale.

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 which 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). Our data analysis shows that PP children do not feature heavily on either the SEN or Gifted and Talented registers and are fairly evenly spread across school year groups. The pupil premium funding for 2014/2015 has been allocated to further close the attainment gap and to continue to raise the aspirations of our low income families. The rationale showing how the allocation for 2014/2015 was delivered is shown below:

Rationale behind the allocation

To maintain good pupil: adult ratios in all age groups.

This has been achieved by using some of the PP funding to increase the number of teaching classes within school, as well as increasing the number of Teaching Assistant hours to support those classes. We can show from previous years that smaller teaching groups have a positive impact on the achievement of PP children, (see 2013/2014 reporting). Through successful targeted intervention delivered in previous years, the majority of our pupils in receipt of the pupil premium have made good progress and have closed the gap in attainment, thus now no longer requiring additional specific support. So for PP children the emphasis is on continual good progress through quality first teaching, which is assisted with small class sizes. Therefore reducing our class sizes was a priority for the school, it means all our children are in classes with numbers below 28. Reducing class sizes improves opportunities for the children.

One to one and small group support

The school has used some of its PP funding for the provision of one to one tuition or small group support, through additional teacher taught 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 targets. The success of this programme in previous years means that we are now looking to support much younger children.  

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.

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. The school has recognised that many of our children benefit 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 are ensuring our children are prepared emotionally, to be able to learn. This strategy has been extended as we have demonstrated through the positive work already undertaken that by having good coping strategies and emotional support children’s achievements and ability to make progress increase.

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 facilitates this through a continued partnership with the Tadcaster Family of Schools, which allows our pupils in receipt of pupil premium a wide variety of opportunities, both in and out of term time.

School uniform and resources

This year we have provided our children in receipt of Pupil Premium with a voucher to purchase school uniform and resources,( through the school office only ). This voucher will ensure that children have the same uniform and sports clothes as their peers, increasing their self-esteem and self-confidence.

The amount of pupil premium allocated and received for the academic year 2014/2015 was £1300 per pupil  up to  March 2015 and £1320 per pupil from April 2015  and £1900 per LAC pupil . A total of £52,675 was delegated to the school from September 2014 to August 2015.

The impact on learning of the allocation

Maintaining the good pupil adult ratio in all age groups has meant that in the academic year 2014/2015

  • 40% of PP children made outstanding progress in reading

  • 92% of PP children made good or better progress in reading

  • 36% of PP children made outstanding progress in writing

  • 92% of PP children made good or better progress in writing

  • 38% of PP children made outstanding progress in maths

  • 92% of PP children made good or better progress in maths

Closing the gap data will not be available until November

Pupil Premium allocation rose to £1320 per pupil from April 2015 in addition  the school will also be able to receive EYFS Pupil Premium funding for EYFS children who attend part time. This funding is paid on a termly basis up to a maximum of £300 per child, per year. 

This year from March 2015 to August 2015 the school received a total of £511 in EYFS  Pupil Premium Funding. This has been allocated to provide additional staffing and also to provide reading at home resources for those targeted children.

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