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Diocese of West Yorkshire

Pupil Premium Grant


Pupil Premium Plan 2016-2017 in response to the report from the Education Endowment Foundation and Sutton Trust, the following provision is planned.

Allocation £19,940 (comprising free school meal, looked after and service).

Barriers to learning include poor attention and listening skills, poor social skills, lack of support at home. 


Pupil Premium Strategy Statement 2016-2017 



1.   Summary information


 Gargrave CE Primary School

Academic Year


Total PP budget


Date of most recent PP Review



Total number of pupils


Number of pupils eligible for PP

13 @£1,320 per child

2@ £1,620 per child

1@£300 per child

16 in total

17 pupils at April 2017

Date for next internal review of this strategy




2.   Current % attainment and progress 2014-2016 of disadvantaged pupils


KS2 (6 pupils)

KS1 (8 pupils)

% achieving the expected standard or above in reading



% achieving expected standard or above in writing



% achieving expected standard or above in maths



% making at least the expected levels of progress in reading



% making at least the expected levels of progress in writing



% making at least the expected levels of progress in maths





3.   Barriers to Future Attainment (for pupils eligible for PP including high ability)

4 pupils (27%) within this group have arrived at other times than starting school, including multiple school moves.


Improve attention and listening skills


Improve behaviour for learning through school rules and growth mindset.


Boost confidence and self esteem

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


Improve family engagement- parents to be involved in learning, and have the confidence to help their child.


4.   Outcomes


Desired outcomes and how they will be measured

Success criteria


To look into tracking data within school and use to clearly highlight to all staff who are pupil premium children are and whether they are making at least expected progress.

Pupils eligible for PP are tracked to meet age related expectations. Pupil results from other schools are looked into as starting points to make progress.


School rules are adhered to- in particular good listening and good looking.

Interventions have clear success criteria for listening.


Good behaviour for learning

Behaviour book shows reduction in negative incidents and increase in positive.


Improved confidence of our PP children so that they know that they can achieve anything.

Brainbuilder monitoring, spelling results, reading challenge

Confidence improved around school and children taking more of an active role in class, around school and in clubs set up by the school and external agencies.


Increased confidence from parents how to help their child.

Children feel supported, either at school or at home.


5.  Planned Expenditure

Academic year


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

Review date and impact

Improved confidence of our PP children so that they know that they can achieve anything

Friendship Group


Promote confidence through access to a variety of events and learning outside of the classroom to set high aspirations.



Staff have been ELSA trained, so have the skills to deliver programme to increase self-esteem.

We want to invest some of the PP in longer term change which will help all pupils. We want to try alternative strategies to boost confidence and therefore ultimately results in the classroom e.g. paying for sports, art work and other learning outside of the classroom sessions

Pupil Questionnaire

Increased confidence seen in pupils

Pupil achievements and aspirations are seen to rise

Feedback from parents and staff


Mrs Peel

Dec  2016

Kanga sports accessed

SELFA clubs in Skipton

School council

STEM and comic club with a focus on PPP- engaged and gave them a ‘voice’

Focus Y4,5,6 Spring 2017- 6 pupils 6 weeks

Feb 2017


KANGA sports used for KS1 PPP- and dance club.

Parental feedback said that they would like non-sport activities, commence May 2017

Improved progress for all of our pupil premium pupils


Teaching assistant deployment


CPD on looking at alternative provision and work for our PP pupils.



We want to ensure that PP pupils can achieve high attainment as well as simply ‘meeting expected standards’. We want to train a small number of teaching assistants in practices to provide stretch and encouragement for these pupils

Work scrutiny

Lesson observations (1:1 included) effective deployment of TA’s across the school  to support learning of all PP pupils  

Mrs Peel 

Dec 2016

TA training 1.12.16. writing, TA maths training

Leadership team been on maximising the use of TA’s Nov 16

Review use TA’s Jan 17.

Spring 17- trial modification to homework to increase engagement.

One class has dedicated PPP target time

April 2017

Homework trial positive- look to roll across school

Performance management used to reflect on TA deployment with a focus on PPP.

Aim to share planning time with class teachers in summer 2017


Improved engagement with reading and this in turn impacting on writing.

Magazine Subscription


£200 ( 4 classes say £50 each)


Older class already subscribe to First News- which they love.

Other classes to have their own subscription enabled.

Lesson observations


Talking to pupils about their reading habits.

Mrs Handley

Dec 2016

Ash class- animals and you

Tagged into a reading racetrack challenge – much increased frequency of reading

Feb 2017- are the magazines being used?

Reading corner in classes improved engagement and includes books from the library

Magazines very popular in all classes.

Improvement in amount of reading

Total budgeted cost


   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

Review date and impact


Pupils achieve age-related or greater

1:1 English

1:1 Maths

This has had a proven positive impact previously

Resources purchased to support this will be tried and tested and effective strategies e.g. 1st Class @Number,


£6 500

Some of the students need targeted support to catch up or extend their learning.


The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behavioural issues can be effective, especially for older pupils.


Progress tracked through sessions- start and end reports


Effective use of Mrs Woolsteine-Holme and Mrs Slaven- drop ins


Pupil Questionnaire

Children making at least expected progress

Mrs Wolsten holme


Mrs Peel to lead

Dec 2016 

One has made good progress and writing has really improved. Increase in output.

Another pupil has made progress in class but applying to tests is still required

1;2 maths and booster group after school and in class

Feb 2017

Booster groups are enabling pupils to realise their potential.

High needs pupils are tracked using P-Scales and evidenced using these rather than the national year group expectations grid. Targets set using FFT data and tracking within school

SEN pupil+Pupil premium


Use of P Scales to show smaller steps and progress as new expectations grid cannot show these smaller steps



We want to provide extra support and evidence of the great progress that our high needs PP pupils are making.


Engagement with parents and pupils to show the amount of progress that is being made.


Mrs Peel


1:1 support staff

Dec 2016

2 SEN pupils are bring tracked on p scales- bought dynamo maths and personalised programme being implemented for 3 pupils.

Continue this.

First class @ number spring 2017

April 2017 dynamo maths having an impact- EMS used to support ideas for learning


Homework Club- pupils complete homework,

Out of School Club


Include in out of school club, staff have knowledge and time to give additional help



Some of these pupils do not complete homework, they feel different. Their progress is reduced.

Staff at out of school cub to inform school of the actions.

Class teachers to monitor the quantity and quality

Mrs Peel

Dec 2016

Hearing readers supporting homework

6 pupils currently accessing.

Continue and review in Feb 2017

April 2017- great quality of homework and parental engagement through planner

Specific homework is set for individuals, marked and feedback given to child and parent

Parental engagement

Fortnightly meeting with two families to discuss current attainment and how they can support at home


We feel that targeted support for two families who each have 2 pupils would have quick impact on the progress of the pupils.

Pupil progress meetings and reports to governors on this action.

Mrs Peel


Plus Class Teachers

Dec 2016

Staff have run this with 2 families and there has been an increase in engagement.

Staff feel this has improved engagement but time commitment from staff- possibly increase

Feb 2017

April 2017- parents prefer planner communication, continue to support extra homework given.

Total budgeted cost





Total So far (QTfA +TS)


 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?

Pupils look smart and feel included


Quick and easy impact to enable individuals to feel included.


Campaign in school wide on consistent uniform has improved behaviour.

Staff to share uniform concerns.

 Mrs Peel

Dec 2016

Improvement in presentation of these pupils

April 2017- continue to look well presented. Two jumpers bought for individuals.



Nurture Group – through nature work and forest school activities

£1000-Awards for All funding)

Sarah DeNurchello has led this successfully in other schools.

Termly monitoring Jan 17- for the following year

Sarah DeNurchello

March 2017

Awarded 2016- programme to begin in 2017

April 2017-  3 sessions completed- popular with all.

Pupils experience enrichment activities in the holidays reducing rural isolation


Cluster wide provision adds greater value than put in,


Reports over past few years.

Lottery bids

Targeted support

Joanne DeVille to signpost families to this service,

Reports from SELFA on attendance and impact

Mrs DeVille

Dec 2016

Majority access this for activities and holiday club. Impact out ways the costs. Signpost to all pupils via the newsletter.

April 2017- take-up is variable- ask new leader to present in assembly. School raised money for this through non-uniform day to promote the provision.

Total budgeted cost


Total = (QTfA +TS+OA)

££11220 + £7600+£1147=




This plan will be reviewed with chair of governors termly.  


Reports on current and previous years spending available here.

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