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This organisation is committed to safeguarding and promoting the welfare of children and young adults and expects all staff and visitors to share this commitment.

Pupil Premium Grant Allocations

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.




Pupil Premium: The key priorities:



As a Senior Leadership Team we studied the research from the Education Endowment Foundation (EEF)/Sutton Trust. This shows the impact of a variety of interventions, taking account of the research evidence available and the relative cost. After consideration of the needs of the Pupil Premium pupils within Welcombe Hills, interventions were put into place to support these pupils.



Qualifying Pupils

Funding per pupil

Looked After Children

Service Families

Primary 24 (£1,320)


3 (£1900)

= 5,700


Secondary 22 (£935)


Lead Teacher

Jean Langdon


Funding 2016-17


Our core aim is:

  • To raise the attainment and progress of pupils eligible for Pupil Premium funding so that their performance compares favourably with non Pupil Premium peers.
  • Address inequalities in education of pupils from low-income families and raise attainment of these pupils.


What we expect to see:

Outstanding teaching and learning is paramount to the progress of pupils from disadvantaged backgrounds. This remains a consistent and relentless focus. In addition to this, targeted intervention and support strategies are deployed in order to:

  • Improve levels of attainment and progress;
  • Enhance reading, writing, mathematics and communication skills;
  • Engage and develop learning through extra-curricular provision;
  • Engage and develop learning through appropriate therapies;
  • Have a clear focus on all disadvantaged pupils, focussing on barriers to learning;
  • Support pupils in becoming aspirational, confident and successful learners;


Evaluation and impact for 2016/17

Strategic spending of the Pupil Premium grant will ensure that pupils receive support and intervention tailored to their needs. Pupils eligible for Pupil Premium support are clearly identified across all year groups.

Pupil Premium will be reviewed for 2016 2017 at the Performance and Standards Governors meeting in Nov/Dec 2017.



Overview of expenditure for 2016/17


Cost £

Teaching and learning

A wide range of teaching and learning programmes that develop skills and classroom practice. These include:-

Focus Groups in Key Stages 1/2/3 for pupils -

  • Not making the expected progress in English and Mathematics
  • Pupils with social communication barriers.
  • Pupils with specific learning difficulties
  • Higher attaining pupils aiming for inclusion in mainstream


  • Forest School opportunities linked to Science
  • Care Farms opportunities for Key Stage 4 pupils
  • Staffing
  • Inclusion support in mainstream
  • Maths/English Literacy Focus Groups
  • 1:1 Intervention
  • Community Access









Support for learning and inclusion

This impacts on the progress and attainment of disadvantaged pupils, including:

  • Early identification and targeted support
  • Support from external agencies
  • Motivational support to raise aspirations
  • ICT equipment e.g. laptops/iPads
  • Sensory equipment to support sensory programmes/diets
  • Literacy/Numeracy resources
  • Makaton resources


Leadership and management including training

Clear leadership responsibilities based on the progress and accountability of disadvantaged pupils, the role includes:

  • Leadership and management of an intensive identification process
  • Vigorous tracking and monitoring measures to ensure pupils who are not reaching their full potential at either level have been identified and have appropriate intervention and support in place.
  • Reviewing the impact of all provisions and interventions that are in place.
  • Leading Pupil Progress meetings for pupil premium pupils.
  • Training for staff – Sensory stories, Intensive Interaction, Makaton, Talk for writing, SCERTS.


Intervention support groups

An in depth programme of intervention support groups, this includes:

  • Music Therapy
  • Art Therapy
  • 1-1 Drumming sessions
  • Counselling – for example Life Space, Anger Management for pupils with SEMH barriers to learning
  • SaLT programmes for pupils with communication barriers
  • Pupils experiencing specific difficulties assessment by Educational Psychologist


Social care

Care for disadvantaged pupils to ensure they are in school and are able to engage with learning.

  • Food – breakfast, mid-morning healthy snack
  • Clothing, school uniform, PE kit, support with toileting programme, personal hygiene etc.
  • Transport


Enrichment activities

A wide range of extra-curricular activities on offer to engage pupils during lunch time and after school. This includes a summer play scheme, after school clubs.

  • School Trips
  • WHASPS (Summer Play scheme)
  • After School Clubs
  • Residential Visits






Pupil Premium Allocation 2015/16

The school has an allocation of £54,150 relating to 40 pupils who receive free school meals including 1 looked after pupil and 2 adopted pupils.

Intervention has been provided on an individual or group basis as a result of data analysis.

 Pupils receive additional support in the following areas:

  • Maths/English Literacy and Communication Focus Groups
  • Forest School
  • Community Access
  • 1:1 Intervention
  • Staff Training
  • Inclusion into mainstream schools
  • Therapies
  • Counselling
  • Funding for school trips/breakfast/snacks
  • Resources
  • Access to Summer School and After School Clubs
  • Access to Residential Visits​
  • ​As a result of the intervention, all pupils made at least good progress; some made outstanding progress against their targets.


Impact of Pupil Premium 2015 2016


In 2015 2016 the school had an allocation of £54,150 relating to 47 pupils who receive free school meals including 4 looked after pupils.


At Welcombe Hills we accept responsibility for those pupils recognised as disadvantaged and are committed to addressing the barriers to learning whether pastoral, social, emotional or academic needs. Every pupil in school is valued, respected and entitled to develop to their full potential irrespective of disadvantage.


Historically it was clear from data sets that there was little or no gap between pupils who are eligible for Pupil Premium and their peers. This is largely attributable to personalised timetables, interventions, therapies and tailored support. Generally the pupil’s Special Educational Need being the barrier to learning. In 2014 2015 Comparison and Analysis of Special Pupil Attainment (CASPA) data shows that a gap had arisen between pupils eligible for Pupil Premium and those that are not, we closed this gap to 2% by July 2016.

The impact of interventions is tracked individually or by group. Class teachers complete a pupil intervention plan and report back termly at pupil progress meetings.


Analysis for Pupil Premium pupils demonstrates that-

Early Years Foundation Stage

Communication and Language: 83% of pupils made outstanding or good progress

Personal Social and Emotional Development: 33% made outstanding or good progress

Physical Development: 50% of pupils made outstanding or good progress

This is a very small cohort and one pupil has significant difficulties which are being monitored by CAMHS, he has been hospitalised on a number of occasions.

Area for development (PP) – Personal Social and Emotional Development.

Key Stages 1-4

Reading: 84% of pupils made outstanding or good progress in reading.

Writing: 75% of pupils made outstanding or good progress in writing.

Maths: 61% of pupils made outstanding or good progress in maths.

Strength – Reading, impact of Pupil Premium funding towards the new library.


Outstanding or Good Progress by Key Stage


Key Stage 1

Key Stage 2

Key Stage 3

Key Stage 4
















Key Stage 1

Strength – Reading and Writing

Area for development –Maths

  • More emphasis on Maths by Learning Mentor appointed September 2016.
  • Introduction of Creative Maths.
  • Numicon Training to be embedded and disseminated to other class teachers
  • Feedback and marking will be monitored during work trawls to ensure impact.


Key Stage 2

Strength – Reading

Area for development – Writing

  • There will be more emphasis on writing in focus groups.
  • Feedback and marking will be monitored during work trawls to ensure impact.
  • Identification of individual pupils where there are concerns and appropriate interventions with Learning Mentor or in the Nurture Group. .


Key Stage 3

Strength – Reading

Area for Development – Writing

  • There will be more emphasis on writing in focus groups.
  • Feedback and marking will be monitored during work trawls to ensure impact.
  • Identification of individual pupils where there are concerns and appropriate intervention with Learning Mentor.


Key Stage 4

Strength – Writing

Areas for Development – Maths and Reading

  • Work with Warwickshire Library Service introduction of Pupil Librarians.
  • Get Caught Reading Programme.
  • Entry Level English embedded, Maths introduced.
  • Functional English and Maths introduced.
  • Identification of individual pupils where there are concerns and appropriate intervention with Learning Mentor.
  • Identification of individual pupils where there are concerns and appropriate intervention with Learning Mentor.