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Broomhill Junior School

Broomhill Junior School

To Care, Challenge and Inspire

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Pupil Premium

Pupil Premium at Broomhill

Pupil Premium money is additional funding which is allocated to schools to be used to support children who belong to groups which are vulnerable to underachievement. This includes children who are entitled to free school meals and children who are looked after by the local authority. The purpose of this funding is to accelerate progress and raise attainment.


Pupil Premium is paid to schools for:

  • Pupils recorded on the January School Census who were eligible for and receiving Free School Meals (FSM);
  • Pupils who have been eligible and receiving FSM at any time in the last six years, known as ‘Ever 6 FSM’;
  • Children who have been Looked After (LAC) for at least one day as recorded in the March 2014 Children Looked After Data Return;
  • Children Adopted from Care (Post-LAC) under the Adoption and Children Act 2002 and children who have left care under a Special Guardianship or Residence Order;
  • A grant is also paid to the school for children from service families.


Schools receive the following grants (2020-2021):

  • £1,320 for each pupil in year groups reception to year 6 recorded as Ever 6 FSM
  • £2,300 for each looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority
  • £2,300 for each child who has ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order
  • £300 for each pupil in year groups reception to year 11 recorded as a Service Child or in receipt of a child pension from the Ministry of Defence


For the financial year 2020-21, Broomhill Junior School received £177,540 in Pupil Premium funding.  How we plan to spend that money is outlined in our pupil Premium Strategy

The amount of money allocated to schools under Pupil Premium is clearly identifiable. It is, however, at the discretion of the school to decide how it is spent, since they are in the best position to assess what intervention strategies or additional support will be most effective to support their individual pupils to make progress. The provision to which funds have been allocated has been decided based on rigorous research about interventions which have the most impact. The Sutton Trust – Education Endowment Fund Teaching and Learning Toolkit has been used to prioritise spending based on potential impact. We also look at best practice in other successful schools.


All schools are required to report on the amount of funding received, how this is being used, and the impact of any work done.


Our implementation process



  • Identify a key priority that we can address
  • Clearly identify barriers to learning
  • Systematically explore appropriate programmes and practices
  • Examine the fit and feasibility with the school




  • Develop a clear, logical and focussed plan
  • Develop strategies that tackle barriers to learning
  • Assess the capacity to deliver the plan
  • Make practical preparations including CPD



  • Support staff and provide a flexible leadership approach
  • Tackle barriers to learning
  • Reinforce initial training with additional CPD
  • Implement consistently and adapt where appropriate



  • Monitor and evaluate impact of interventions and strategies
  • Learn lessons where appropriate



  • Plan for sustaining successful interventions
  • Continually acknowledge, support and reward good implementation practices


Our tiered approach


To prioritise spending, we have adopted a tiered approach to define our priorities and ensure balance. Our tiered approach comprises three categories:

  1. Teaching
  2. Targeted academic support
  3. Wider strategies


Within each category, we have chosen two or three interventions. This focused approach ensures the best chance of success for each intervention.


Quality of Teaching

Good and Outstanding teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. Using Pupil Premium to improve teaching quality benefits all pupils and has a particularly positive effect on children eligible for Pupil Premium.


Our priority at Broomhill Junior School is to ensure that a highly effective teacher is in front of every class, and that every teacher is supported to keep improving. Regular, high quality CPD is central to this.


  • Continuous Professional Development: Regular individual and group coaching/mentoring sessions to support teachers/TAs, with a particular emphasis on maths, English and curriculum development.
  • Professional Development for staff by attending targeted training courses, staff meetings and INSET.


Targeted support

At Broomhill Junior School we consider carefully how staff are deployed to provide specific targeted support either in a one to one or small group situation.

  • Structured interventions: including maths, English and oral skills. This also includes interventions for behaviour or SEMH.
  • Small group support: including targeted English and maths teaching for pupils who are below age-related expectations. Creating additional teaching and learning opportunities using additional staff. This also includes interventions for behaviour or SEMH.



Wider strategies

At Broomhill Junior School we aim to focus on the most significant non-academic barriers to success in school, including attendance, behaviour and SEMH support.

  • Readiness to learn: Continued development of a breakfast club to provide pupils with a nutritious breakfast and exercise before school.
  • Attendance: Use of Attendance Officer to improve attendance and foster positive links with parents.
  • Provide interventions to improve behaviour and SEMH
  • Providing a wide variety of enrichment experiences for all pupils.


How will the school measure the impact of Pupil Premium Funding?

  • Arbor, Target Tracker and FFT assessment tools are used by class teachers, Subject Leaders and Senior Leaders to measure attainment and progress at termly intervals through the year
  • Termly Pupil Progress meetings are held between teaching teams to monitor impact and identify any concerns to be addressed. This is monitored by Senior Leaders
  • Attendance data is collected and monitored by the Attendance Officer and monitored by Senior Leaders
  • When selecting pupils for intervention groups and support, this will not be limited to children who are in receipt of Pupil Premium funding, but will include other pupils who have similar needs, and who we believe will benefit from the support / intervention.
  • Pupil Premium funding and its impact is a regular agenda item for the School Governor’s meetings.
  • Designated staff member in charge: Andrew Beckinsale-Yates (Head Teacher)
  • Monitoring, assessment and tracking: Rachael Price (Assistant Headteacher)
  • Pupil Premium Responsible Governor: Hazel Buchanan


The school underwent an Ofsted inspection in May 2017; the following points are drawn from the report:


  • Pupils make good progress from their starting points, with some rapid progress in mathematics. Disadvantaged pupils and those who have special educational needs and/or disabilities make the same good progress as others. They are supported by carefully tailored interventions.


  • Leaders use the pupil premium funding very well. Direct adult support within the classroom and for specific interventions, including pastoral support, is carefully targeted to accelerate the progress of disadvantaged pupils. Teachers respond flexibly to pupils’ needs. They use additional teachers and teaching assistants successfully to support learning.



  • This includes identifying the most able disadvantaged pupils and pushing them on to further challenges. Leaders have ensured that all pupils have every chance to participate and be successful in all aspects of timetabled and extra-curricular activities.


  • Funding is used effectively to ensure that pupils who have special educational needs and/or disabilities receive the support they need. The provision for these pupils is a strength of the school.



  • Teachers plan teaching assistants’ work effectively. Pupils who have special educational needs and/or disabilities and disadvantaged pupils receive support which promotes their academic and personal progress well. Consequently, these pupils make at least good progress.


  • The progress of pupils at risk of falling behind, including disadvantaged pupils and those who have special educational needs and/or disabilities, is being carefully tracked and supported. These pupils are making good or better progress.