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Knights Temple Grove

Pupil Premium

Pupil Premium

What is Pupil Premium?

The Pupil Premium (PP) is additional funding allocated to schools to help address the underachievement of pupils from low income families.

The Department for Education classifies a pupil as ‘disadvantaged’ if they meet any one of the following criteria:

  • Pupils in any year group from reception to year 11 that have been entitled to free school meals at any point in the last six years
  • Looked-after children as defined in the Children Act 1989
  • Children who have 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
  • Children in receipt of a child pension from the Ministry of Defence

Our Vision

Our school vision is to provide an exceptional education for all pupils, whether disadvantaged or not.

We have a moral imperative to ensure that all pupils have the best possible start in life and so seek provide all pupils with equal opportunities to achieve their full potential personally, academically and socially.

To this end, we aim to ensure that:

  • every young person classified as ‘disadvantaged’ by the DfE benefits directly from the Pupil Premium funding that the school receives
  • any differences in outcomes between disadvantaged pupils and their peers are closely monitored using in-school reporting mechanisms
  • we recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. Therefore we reserve the right to allocate the pupil premium funding to support any pupil or groups of pupils the school has legitimately identified as being disadvantaged
  • parents of disadvantaged children understand they can make a positive contribution to their children's achievement in school by engaging in school processes and recognising that parent involvement can make a difference

Pupil Premium at knights temple grove April 2020 - March 2021

Date of next pupil premium review:

March 2021

Total number of pupils:


Total pupil premium budget:


Number of pupils eligible for pupil premium:


Amount of pupil premium received per child:


Our Strategy 

The core approaches that will be implemented in order to close gaps are:

  • Rigorous monitoring and use of data.
  • Engaging parents and raising parental aspirations.
  • Developing pupil’s social and emotional skills.
  • Bespoke interventions.

 The overall aims of our pupil premium strategy:

  • To reduce attainment gap between the school’s disadvantaged pupils and others nationally.
  • To raise the in-school attainment of both disadvantaged pupils and their peers.

Barriers to Learning 

Academic Barriers:

A EYFS baseline assessment shows low levels of communication and oral language skills
B High level of SEND, especially those who are PPG, and those identified with behaviour and mental health difficulties.
C Poor language skills, including limited range of vocabulary which links to the availability of quality texts in home and at school (Reading)

Other external barriers: 

D Low attendance rates and persistent absenteeism.
E Pupils have limited experiences beyond their home life and immediate experiences.
F Historical legacy of deprivation and disadvantage evident in the community with corresponding low aspiration and absence of cultural capital.

Intended Outcomes 


Reduce the gap in EYFS and Year 1 between disadvantaged and others in communication and language by:

  • Identifying gaps on entry and teachers and support staff target disadvantaged pupils to accelerate learning and social skills.
  • Planning in EYFS specifically identified named children who are the focus for observation or adult-initiated learning.
Speech & language therapy [SALT] successfully impacts to enable disadvantage pupils to catch-up with their peers.

Gaps reduce in EYFS and in Year 1 Phonics by 10%.


There is no discernible gap in GLD outcomes for pupils deemed as disadvantaged in EYFS.

Improve provision for children with SEND across the school by:

  • SEND training provided for class teachers and support staff with Atlas support.
  • Inclusion meetings undertaken weekly with HT, ADHT, SENDco and Pastoral Manager in attendance.
  • All pupils on the SEND register have termly provision plans written and reviewed during the academic year.
  • The SEND Register is updated half termly and accurately identifies SEND pupils’ primary needs.
  • SEND resources and therapies / provisions support individual pupils, reflecting advice from professionals.
  • SEND data analysis undertaken after each data drop.
  • Educational Health Care Plan applications are submitted for all pupils who require them.
  • Parents invited to meet the ADHT/SENDco at Parent Consultation Evenings.
Pupils who require additional support to be identified early and provision map put in place.
  • Data indicates improved attainment and progress over the academic year.


  • Appropriate bespoke provision is in place for all pupils on the SEND register.


  • All outstanding funding applications are complete and 6 submitted.

Increase vocabulary and language skills by:

  • Purchase high quality texts
  • Banded books to be available from N-Y6
  • Phonics books link to letters and sounds
  • Train staff on delivery of Letters and Sounds.
  • Use VIPERS across KS2 to teach the core skills of reading.

Children have a diverse diet of high quality texts.


All children are able to take home phonics and banded books.


Letters and Sounds is taught across EYFS and KS1.


A fully functioning library is used weekly by the children.


Improve attendance, especially reducing the amount of persistent absentees by:

  • Weekly attendance meetings with the HT/ADHT and PM undertaken.
  • Weekly data collated and analysed.
  • Bi-weekly attendance meetings with the EWO and ADHT/PM.
  • Vulnerable children identified with daily tracking in place.
  • Work closely with the EWO to follow attendance procedures.
  • Raise awareness of attendance – literature, newsletter and attendance board.
  • Letters, daily calls and referrals submitted.
  • Class attendance of the week shared in assembly and weekly newsletter.
  • Meetings at school with PA parents.
  • Home visits for PA families.
  • Re-launch rewards for attendance.
Follow procedures set out in Policy.

Whole school data to meet or exceed 96%


Persistent absence figures are below national 11.2%


PPG absence is below national 6.3%


PPG PA is below national 16.9%

Strengthen behaviour management strategies and provision, resulting in a reduction of FTEs by:

  • Launch new behaviour policy to staff.
  • Launch new behaviour policy to pupils.
  • Launch new behaviour policy to parents.
  • Ensure behaviour plans for most high profile pupils are in place and being used, with identified provision in class.
  • Ensure Dojo points are used by each class
  • Share house points boards weekly in assembly.
  • Ensure behaviour interventions and nurture provision are timetabled.

Behaviour policy in place and shared with all stakeholders.


Increase in children receiving rewards with a reduction in detentions.


Increase the number of FTE by 20%

To improve outcomes in the Early Years Foundation Stage.

  • Meet with EYFS team and share policy and aims and expectations for learning journals, planning and observations.
  • Regular moderation meetings held to discuss key children and best fit judgements ongoing.
  • Where additional gaps are identified these are noted and fed into ‘next steps’ board for all adults to use to support.
  • Planning for TA/support staff specifically names children each day who are a focus for observation or adult-initiated learning.
  • Focus on high quality questioning and interactions for observations.
  • Improve the intentional use of space for additional role play opportunities, both indoors and outdoors. Ensuring that a range of provocations are used and fed into by the theme and children’s interest- supported by key relevant texts, writing resources and links to all areas of curriculum.
Ensure provision is engaging, awe inspiring and leads to provocations in learning and high quality interaction with adults.

Observations show that the learning environment, high quality interactions and quality first teaching is highly impactful.


As a result, rates of attainment in all areas for GLD are forecast >70% and in line with National expectation.


Children are confident, independent and inquisitive about their learning.

Planned expenditure for current academic year  


Improve the outdoor EYFS learning space and resources. Children will be able to access all resources necessary to achieve GLD+ by the end of the academic year. Learning environment and independently accessible resources enable progress. CAD designs reviewed and resources chosen ready to go ahead with the most value for money quote EYFS Lead Termly
Teaching and support staff provide bespoke interventions to children. Children accelerate progress due to rigorous analysis of data and interventions provided Children can make between 3-6 months progress if the gaps have been identified correctly and the right interventions put in place ADHT to monitor entry and exit data. ADHT Termly

Improve quality of phonics teaching, learning and provision with links to increased PST outcomes for Y1 and Y2 pupils.

To ensure that Letters and Sounds is delivered daily in EYFS and KS1 and that staff have the skills and resources to do so. Phonics is the fundamental building blocks to reading and impacts on all subjects and development. EYFS monitor and support Phonics timetable and CPD for staff. EYFS Weekly


Year 5 and 6 1:1 online tutoring in Maths. To accelerate progress in Maths for Y6 children. Thirdspace online tutoring accelerates progress by 7months in 14 weeks. 1:1 resource purchased and monitored by Class Teacher and Maths Coordinator. Maths Coordinator February 2021
Social and Emotional interventions. To enable children to develop their social and emotional skills. Small group intervention can improve confidence a The Pastoral Manager will timetable interventions and record them using the Boxhall profile. Pastoral Manager Termly


Develop talk for Writing across the school; ensuring cross curricular writing opportunities are provided for across the wider curriculum.

Writing data demonstrates improved attainment and progress over the academic year in all year groups.

Talk 4 writing approach has a track record of improving children’s outcomes by accelerating progress.

Tailored CPD and intervention support provided by the company and tailored to KTG curriculum and texts.

English coordinator July 2021
Peripatetic teaching for all disadvantaged children. Children are engaged in learning an instrument. Enrichment activities provide confidence and enjoyment for children Head teacher to engage the LA peripatetic service Head Teacher Termly