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Canada Hill

Pupil Premium

Canada Hill Primary School

Pupil Premium Funding 2017-2018 

Pupil Premium (PP) was introduced in April 2011. Each year the Senior Leadership Team, teachers and governors decide how to spend the Pupil Premium funding which we receive in order to provide the most effective learning environment.

The Pupil Premium is allocated to children who are known to be eligible for Free School Meals (FSM), Service Children and children who have been looked after continuously for more than six months. This will also include pupils eligible for

FSM at any point in the last six years (known as the Ever 6 FSM measure).


School overview 2019-20



 School name 

Canada Hill Primary School 

Pupils in school 


Proportion of disadvantaged pupils 


Pupil premium allocation this academic year 


Academic year or years covered by statement 


Publish date 

01 December 2019 

Review date 

01 November 2020 

Statement authorised by 

Delphine Knott 

Pupil premium lead 

Alan Bartlett 

Governor lead 

Jenny Harrison 

Disadvantaged pupil progress scores for last academic year 









Disadvantaged pupil performance overview for last academic year 



Meeting expected standard at KS2 


Achieving high standard at KS2 


Strategy aims for disadvantaged pupils 



Priority 1 

To ensure quality first teaching for all – all teaching remains at least good if not outstanding for all pupils. 

Priority 2 

To ensure all teachers are valuing and celebrating vocabulary across the school through book studies and reading activities, and are confidently teaching vocabulary through Talk for Writing. 

Priority 3 

To foster a love of reading for pleasure. 

Barriers to learning these priorities address 

Ensuring staff use evidence-based whole-class teaching interventions 

Projected spending  


Teaching priorities for current academic year 



Target date  

Progress in Reading 

To maintain high level of progress in Reading 

Sept 21 

Progress in Writing 

To achieve a higher than average progress score for writing 

Sept 21 

Progress in Mathematics 

To maintain a high level of progress score in Maths  

Sept 21 

Engage with Knowledge First learning 

To ensure children learn the key facts and vocabulary in their curriculum learning. 

Sept 21 

Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of Y1 

Targeted academic support for current academic year 



Priority 1 

Reading and Phonics booster groups – targeted daily work in addition to phonics lessons. 

Daily guided reading/ Daily reading sessions. 

Interventions and Precision teaching run daily by TAs 

Priority 2 

Employment of an additional teacher to teacher additional maths in Year 5/6 to enable Pupil Premium children to access extra maths tuition. 

Barriers to learning these priorities address 

Encouraging wider reading and providing catch-up in mathematics – typically an area of weakness 

Use of Apps for homework has increased engagement 

Projected spending 


Wider strategies for current academic year 



Priority 1 

School Counsellor available to support children with social and emotional needs as and when needed. 

Priority 2 

Funding Thrive trained practitioners to support children with more social and emotional needs 

Priority 3 

Access to breakfast club for persistent absentees or vulnerable pupils, targeted homework club/after school club, swimming tuition, musical instrument tuition, Year 3/5/6 residential support 

Priority 3 

Termly Pupil Progress Reviews to review progress and identify next step strategies – quick response to children not making progress. 

Priority 4 

Forest School is available for all children in KS1 and there for children in KS2 to access as and when needed. 

Horsemanship is run as a 6 week course for small groups of children. 

Barriers to learning these priorities address 

Improving attendance and readiness to learn for the most disadvantaged pupils. Ensuring that pupils are tightly monitored and issues addressed quickly. 

Projected spending 


Monitoring and Implementation 



Mitigating action 


Ensuring enough time is given over to allow for staff professional development 

Use of INSET days and additional cover being provided by senior leaders 

Targeted support 

Ensuring enough time for school SENCo, English and Maths leads to support teachers with targeting groups.  

Staff Meeting time, PPA and leadership time given. 

Learning walks completed by subject leads. Book Looks, progress monitored. 

Wider strategies 

Engaging the families facing most challenges 

Engagement with specific parents by classteacher, team leader, SENDCo, DHT and HT. 

Look for ways to work with parents to enable children to maximise their learning both in school and at home.  


Review: last year’s aims and outcomes 



Progress in Reading and Writing 

Children made good progress in reading but not has much progress in writing. 

It is hard to make good progress in writing from KS1 to KS2. Writing progress was in line with national progress and above Devon. 

Progress in Mathematics 

Children made good progress in Maths. 


Children achieved the expected standards in phonics.  


Percentage of children meeting the expected standard in Reading, Writing and Maths 83%. (National 70% / Devon 69%). 

Those achieving a higher standard was lower than the National Standard. There were 10 disadvantaged children in this cohort, and none of them gained the higher standard in all 3 areas although some of them did in one or two of the areas.