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Pupil Premium

Pupil Premium

In the academic year 2017-18, the Pupil Premium Grant is available as follows:

Disadvantaged pupil

Pupil Premium per pupil

Pupils in Reception to Year six entitled to free school meals in the previous six years (Ever 6 FSM).


Looked After Children (LAC).


Children adopted from care under the Adoption and Children Act 2002 and children who have left care under a Special Guardianship or Residence Order.


Pupils recorded as Ever 4 Service Child or in receipt of a child pension from the Ministry of Defence (Service Children).



At Worstead Church of England Primary School we use our Pupil Premium funding in a range of ways, based on the needs of the children on roll who are currently eligible for funding. Evidence-based research from the Education Endowment Fund is also considered each year when deciding how best to spend the money. The impact of the spending is reviewed each academic year.


In the academic year 2017-18, there are currently 12 Pupil Premium children on roll. In the financial year 2016-17, the school received £23,155 for 16 children, which included additional funding who children who are Looked After. This funding was spent in the following ways:





Social and Emotional Learning

Thrive Training for a member of staff. Thrive Licensed Practitioners are trained to make explicit use of their relationship with the children to grow essential neural pathways and to reshape their stress management systems. They know what to do to encourage the stimulation of particular chemicals in the brain. The assessments identify where the gaps in learning are; the Action Plans tell you exactly what to do to address those gaps and how to do it.


Key children have shown marked improvements in behaviour through developing their emotional regulation, ability to resolve conflict and solve problems independently.

Social and Emotional Learning

Lego Therapy training for a member of staff. Building Blocks for Communication training enables practitioners to use Lego and other construction blocks as a communication aid.


See above.

1:1 Tuition

Additional SENCO time is used directly on supporting specific children and staff development to implement this support.


There are no significant gaps in the progress of pupil premium children (of which a majority are also SEND) against non.





Laptops for Looked After Children were purchased and then paid for by the Virtual School for Norfolk.


All LAC have laptops to use at home.

Behaviour Interventions

An additional MSA is employed to support key children on the playground at lunchtime. In addition to this, a horticulture club runs every Wednesday lunchtime.


Lunchtimes and breaktime incidents are rare. MSAs support key children at lunchtimes to continue to improve their social interaction and communication skills, including LAC.


Pupil Premium children have been financially supported to attend Breakfast Club.


Key children have attended Breakfast Club, which has been successful in settling them into a routine and enabling a calm and orderly start to the day.

Social and Emotional Learning

Forest School Nurture group- an additional after-school nurture group until 5pm every Thursday.



Key children are able to regulate their emotions and deal with conflicts in a non-aggressive way. They are able to take and manage risks in a familiar environment.

Outdoor Education

A Forest School Practitioner is employed to work one day a week to deliver Forest School sessions to children across the school.


Children have developed in confidence and feel successful in the Forest School environment. Self-esteem and confidence have grown as a result.

Small Group Tuition

An experienced teacher is employed to deliver specific interventions aimed at raising attainment in reading, writing and mathematics.


Attainment of non-SEN PP children is in line with non-PP; progress of all PP is in line with non PP.

Arts Participation

As our Pupil Premium children are musically enthusiastic, instrumental lessons are taught to children in Years 2-6. Individual lessons have also been funded for children wishing to take up additional instruments.


Children show commitment, resilience and discipline in the study of their musical instruments. Engagement, enthusiasm and confidence have increased as a result.