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Cheriton Primary School

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Cheriton Primary School

Pupil Premium

At Cheriton Primary School we use the following seven ‘building blocks’ as our strategy to improve outcomes for our disadvantaged pupils:

  • Whole-school ethos of attainment for all

There is an expectation that all pupils should achieve high levels of attainment. There is an ethos that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.

  • Addressing behaviour and attendance

The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support. Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school.

  • High quality teaching for all

The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress.

  • Meeting individual learning needs

Personalised profiles are used to ensure barriers are overcome so that disadvantaged pupils can benefit from enrichment, emotional well -being support and interventions that enable them to succeed in their learning across a wide range of subjects.

  • Deploying staff effectively

Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.

  • Data-driven and responding to evidence

The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones. Actions are identified, implemented and regularly reviewed within each assessment phase.

  • Clear, responsive leadership

The inclusion leader reviews the effectiveness of strategies with the headteacher and governors at the end of each assessment phase. English and mathematic leaders are directly involved in monitoring activities designed to secure good progress.



The Pupil Premium strategy is reviewed regularly, at the end of each assessment phase. The overall impact of the strategy will be reviewed at the end of the financial year and again in July of each academic year (See planned expenditure document for current year for specific review date).


Review of previous year's spending

The school was allocated £9936 of Government Pupil Premium Grant for the financial year 2016-2017.

This money was spent in targeted ways to ensure all pupils received an equal entitlement to educational opportunities in school and to identify and overcome any barriers to learning which groups or individual children may be experiencing. During this period the grant was spent on:

  • Funding Education Psychology provision
  • Purchasing software and licences which support learning
  • Purchasing Numicon maths equipment and providing staff training
  • Funding Emotional Literacy Support Assistant training and time to work with individuals
  • Funding extra-curricular music lessons
  • Funding Learning Support Assistant time to work with individual pupils


N.B. Due to the small number of children receiving Pupil Premium funding included at the end of Key Stage  data at the end of the academic year 2016-17, it is not possible to publish the results whilst protecting the anonymity of the child or children involved, therefore SATs results for children receiving Pupil Premium will not be published on this site.

For the financial  year running from April 2017 until the end of March 2018 the school has been allocated £             as our Pupil Premium Grant.

We plan to spend this money in the following ways:

  • Funding 1:1 maths and English interventions
  • Funding 1:1 sessions with the Emotional Literacy Support Assistant
  • Providing 1:1 in class support with a Learning Support Assistant
  • Funding the involvement of an Educational Psychologist
  • Funding musical instrument tuition
For the second year running our reading SATs results at KS2 (year 6) are in the top 1% for the country!