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How we spend our Pupil Premium

enabling our pupils to realise their full potential

Funding for financial year 2021-2022

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. 

Free school meals

Schools get £1,345 for every primary age pupil who claims free school meals, or who has claimed free school meals in the last 6 years.

Looked-after and previously looked-after children

Schools get £2,345 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order.

Pupil Premium and Recovery Premium Funding 2021-22 is £321,840

Pupil Premium Spending Reviews:

The school is required to utilise this funding to improve the outcomes for these pupils. The school is also required to publish the way in which the pupil premium funding is spent each year. Please click on the links below for the a narrative report and expenditure reports detailing how our school has used this money.

Tinsley Meadows Pupil Premium Strategy Statement December 2021-24 (reviewed Dec 22)

Pupil Premium Narrative Report 2019-20

Pupil Premium Action Plans:



We are leading the way!

We are passionate about raising the attainment of all our pupils to ensure all children are supported to reach their full potential. Nationally, children who are eligible for free school meals generally do not achieve as well as those children that aren’t eligible. We go a long way to ensure that our premium children achieve just as well as non-premium children. Our strategies for success are outlined below:

  • To achieve effective immersion, dedicated classes have been established (2 in KS2 and 1 in KS1) whereby children with little or no English receive intensive language provision in order to rapidly secure the skills with which they can access the national curriculum.
  • The school has invested in training for teachers that promote accelerated language development (Communicate in Print, Makaton and Stories for Talking) and this is proving to be particularly effective.
  • We see every lesson as a language lesson and promote the use of sentence openers to be used in every lesson and on display at all times.
  • The school has a robust programme in place for the improvement of attendance which is fully embedded into school practice. Any absence is followed up by a telephone call or a home visit where appropriate.National Education Trust
  • Extended leave is never authorised during term time and attendance panels take place when a child reaches a trigger. Action plans are also put in place to ensure attendance is improved. Incentives are used on a regular basis for children having 100% attendance each week, term and year. In KS1, termly trips for children with 100% attendance were introduced as an additional incentive for children to attend school. An attendance board was established where children are aiming to reach their target in order to receive additional prizes. This was also being supported by individual attendance passports.
  • Targeted support for all children is delivered based on the findings of robust pupil progress meetings which take place throughout the year. Teachers provide ‘additional and different’ support which takes place outside of classroom directed time to enable them to reach their targets. These are reviewed on a termly basis to ensure maximum impact.
  • In addition to this, the Y2 and Y6 timetable has been extended (8:10 – 4:30pm) to ensure every child has as much support as necessary to  maximise their achievement.

In KS1, the introduction of reciprocal reading in Year 1 and 2, Rainbow reading and Talk for Writing has also had a positive impact on narrowing the gap.

The school’s extra-curricular activities programme is comprehensive and includes diverse and unique opportunities such as Judo, Latin, Cooking, Arabic and Samba.

The school provides a nutritious breakfast for every child every day which is funded by Greggs Ltd. Children are also provided with food and clothing which is funded through donations and fundraising events. Questionnaires have been completed to ensure that parental and children’s views influence what we provide.

The senior leadership team scrutinise and monitor all provisions in school closely. This is through formal observations, drop in’s, scrutiny of attendance at clubs, tracking, books and planning.

Robust pupil progress meetings and action plans allow for regular scrutiny of interventions and additional and extra support that is being provided. This is then reviewed to ensure that what is being provided meets the needs of children.

All teachers are confident to be able to reflect on the ‘additional and extra’ being provided and any interventions the child receives and will come and discuss provision before pupil progress meetings, which enables children’s needs to be met at all times.

The school data shows significant improvements in the attainment of disadvantaged pupils over the last three years (see page 29 of the full report below).

The strategies have also had a positive impact on the wider development of our disadvantaged pupils. Attendance across the whole school has improved dramatically since the introduction of the new policy.

Tinsley Meadows is a reflective school that is constantly reviewing practice within school and researching new initiatives to ensure that children can maximise their progress. With this in mind, the school has engaged in the ‘Visible Learning’ approach, which focuses on John Hattie’s research and principles. The children at Tinsley Meadows have also been engaged with the Education Endowment Foundation funded Metacognition Project; ‘ReflectEd’ with Rosendale Primary School in Lambeth, and work with ‘Third Space Learning’ maths tutors in India.

We are keen to share our learning with other schools with a view to raising the attainment of pupils across the country and closing the gap between premium and non premium children. To help with this we have taken part in a national action research project led by Marc Rowland, Deputy Director of the National Education Trust, to understand and identify strategies for success in this area. The full report can be viewed below:

PP action research report – Sheffield

To help support other schools in establishing successful strategies that work for them, we have developed a case study which focuses on one of our strategies in more detail. Please see below:

Case Study for Pupil premium

As we won Regional Runner Up in the 2015 National Pupil Premium Awards, we have been encouraged to become a Pupil Premium Reviewer. This will mean that we can support other school leaders more robustly through a peer review process.

If you would like to learn more about our strategies for success or would like us to conduct a review in your school, please do not hesitate to contact us.