Pupil Premium

Pupil Premium Strategy 2020-2021

What is the Pupil Premium?

Pupil Premium funding is additional funding allocated to all schools to support disadvantaged pupils and close the gap between them and their peers. Cheam Park Farm Primary Academy (CPFPA) receives pupil premium for: children that are cared for or adopted from care; children whose parents are in the armed forces; and for every pupil who has received free school meals over the past 6 years

Find out more about Pupil Premium on the Government's Website

How can I find out if my child is entitled to the Pupil Premium funding?

The process for applying is straightforward and confidential. You can check online using a ‘Free School Meals / Pupil Premium Service’ at www.fsm.lgfl.net. After entering essential details into the web site, the online application process links to the Department for Education system for checking eligibility and gives an immediate ‘yes’ or ‘no’ response, and will notify our school. Alternatively, you can speak to a member of the office staff by calling 020 8644 7415 (9am-4pm), who will be able to assist you through this process. All enquiries will be treated in confidence.

Children in Reception and KS1 are automatically entitled to a free school lunch; however, registering your child for free meals will entitle them to additional support with the cost of school visits, PTA events and extra-curricular clubs, as well as raising additional funds for the school

What are the barriers and challenges disadvantaged pupils face within your school?

The barriers and challenges disadvantaged pupils face at Cheam Park Farm are complex and varied – there is no single difficulty faced by all. 


The first key barrier we identified was attendance – children needed to be in school, ready to learn for any other approaches to make a difference. Children receiving the premium were less likely than their peers to come to school; we decided to treat poor attendance and punctuality as a symptom of an underlying cause, and it was these underlying causes we wanted to tackle – parenting, family support, partnership working with health and sensitising parents/carers to the critical importance of being in school every day on time. While illness was the reason for the majority of absence, too often absence was unauthorised because of holidays or time off school. Essentially, one of our biggest and most challenging barriers was attitude towards school itself, and the value attached to education.

During the lockdown period for COVID-19,  we prioritised access to disadvantaged and key worker pupils from April to ensure they still had access to high quality education throughout the school closures. As well as this, class teachers, HLTAs and TAs had weekly phone calls or online Google Meet conversations with the parents of PPG children to ensure everything was going well with their home school learning and to put into place any individual plans that the families needed.

Teaching and Learning

Our 5 school values spell out PRIDE, and our values underpin all of our work with the children. As such, it is no surprise that just as we are proud about children’s attendance, progress and achievement, we were dedicated to improving teaching and learning within our school. Whilst the teaching children receive here has always been consistently good and often outstanding, we recognised that we could always be better, not because standards are not good enough, but because they can always be even better. As a result of this, we are constantly striving for ways in which we can help our teaching and learning for all our students, with a special focus on our Pupil Premium children.

We want to ensure that the progress and achievement in all subjects continues to improve each year, and especially to narrow the gap between children in receipt of the Premium and their peers. We are also ambitious for more able children in receipt of the Premium and again want to have more children in receipt of the premium achieve greater depth in reading, writing and maths by the time their journey at our school comes to an end.

Emotional and social wellbeing

Lack of emotional stability can have a negative impact on the attainment and progress of pupils at Cheam Park Farm. Individual children identified as suffering from emotional and/or social issues will have support put in place to help target their individual needs. Where appropriate, this may be 1:1 sessions with trained staff or as part of a group with similar needs. Whole school strategies on emotional and social wellbeing have been implemented throughout the school and all staff have received training in regards to this. Children who have been identified as having emotional and/or social issues will be monitored carefully throughout their journey here at Cheam Park Farm alongside their academic progress and attainment. During the COVID-19 lockdown, ELSA leaders had weekly conversations via phone call and Google Meets with the parents of PPG children to talk through their ELSA sessions, ensure everything was going well with their home school learning and to put into place any individual plans, strategies or resources that the children needed.

Opportunity for All

At Cheam Park Farm, we recognise that not all children get the same opportunity at different experiences in and out of school. As a result of this, we aim to provide a wide variety of enrichment through high quality educational trips and experiences. We also offer high quality clubs and music tuition and offer free spaces at these for our Pupil Premium children. This will ensure that all children, including disadvantaged students, will benefit from stimulus outside of the classroom which will lead to greater progress and attainment in and out of school.

How is the funding used? 

At CPFPA, we seek to ensure the effectiveness of our use of the Pupil Premium. We recognise that barriers to achievement take a variety of forms and look for individual ways to support each child to achieve their very best as well as attempting to be innovative in the support that we provide. We use entry and exit judgements for all the support that is given and carefully track them to ensure progress is being made at all times. We evaluate our support plans throughout their timescale and make changes if we feel that it is necessary.

We do this by offering our children a wide range of opportunities and ensuring that these are accessible for everyone. We work with our families and colleagues to make sure everyone has high aspirations for all pupils. We ensure Pupil Premium children are well represented and have a voice in our School Council, Learning Council, Junior PTFA, PSHE Ambassadors, Money Ambassadors and Eco Squads; as well as ensuring that individuals from this group of children are chosen as Sports Leaders, Pupil Advocates and Ambassadors. In addition, we make use of educational research such as The Sutton Trust-EEF Teaching and Learning Toolkit, to guide us on how best to use the school’s resources to improve the attainment of disadvantaged pupils.

Some ways in which we plan to spend the money:

Enriching the Curriculum

  • Whole school enterprise week focusing on increasing ambition and opportunity
  • Subsidised class trips and residentials
  • Workshop and theatre performances
  • Free places given to before and after school enrichment clubs
  • Free group instrumental music tuition, including hire of instrument, payment of exam and orchestra subscription
  • Free swimming lessons for KS1
  • Use of specialist staff: Art, Music, PE coach
  • Quality first teaching strategies
  • Ensuring pupil premium children are well represented in our pupil voice groups
  • Emphasis on spoken language and verbal interactions - word of the week, magpie words, peer and class discussions.

Targeted support

  • Tailoring each intervention to suit each child
  • PPM pupils to be the first pupils heard read every week - daily for the pupils on lower band books.
  • PPM pupils sit near the front of the classroom for high focus feedback (written or verbal). 
  • Pre-teaching to address gaps.
  • Booster groups
  • One-to-one tuition for able and underperforming pupils in Year 6
  • Small group support
  • Speech and Language support
  • English as an additional language support
  • Use of high quality IT hardware and software for all children 
  • Homework clubs
  • Supply uniform and PE kit

Well-being support

  • Family support worker
  • High quality wrap around care
  • Emotional literacy support assistant (ELSA) trained staff
  • Friendship group
  • Wake Up and Shake Up 
  • Growth Mindset and Zones of Regulation to teach emotional regulation and resilience strategies.

Increase in attendance and punctuality

  • Provide an effective breakfast club which is available to pupils from disadvantaged families - subsidised / free
  • Provide before school clubs - Pupil Premium children have first access to these

Staff training

  • Weekly professional development meetings
  • Training for support staff
  • Progress meetings with a focus on Pupil Premium children

Parental engagement

  • Reading and Maths workshops provided for parents
  • Priority access to school for PPG children through lockdown
  • Food hampers and vouchers through school closures
  • Weekly phone calls and Google Meets with parents and children through COVID-19 lockdown

How we plan to demonstrate impact of spending

  • We now have a designated pupil premium lead teacher who is part of the leadership team of the school
  • Pupil premium is very much at the top of the schools agenda and tracking systems have been put in place to show the impact of each intervention being provided
  • Tracking systems have been put in place to ensure each child is being allocated their share of the PP budget and that it is being spent effectively
  • Advice and support has been sought from a variety of agencies in order to ensure we are being innovative in the way the money is being spent and maximum impact is being achieved
  • The designated pupil premium lead has attended specific training on getting value for money with the PPG funding
  • A designated governor has been allocated to ensure the PPG funding is being effectively spent. 

How often will funding be reviewed?

Pupil premium expenditure will be reviewed at the end of each intervention where appropriate and each term for ongoing support.

How we spent the pupil premium in 2019/20



Outcome / Impact


To provide additional differentiated support.

Specific provision given to children to support learning in class.


All disadvantaged pupils accessed differentiated support. Progress was made by the lowest achieving.

Book scans and learning walks revealed that DA children are engaging well with the curriculum and that outcomes have increased.


To engage with parents to develop an understanding of their child’s barriers to learning - presented at school and at home.

Parent workshops were run and particular parents of disadvantaged pupils were sent personal invitations to attend. 

There was an increase in the number of parents of disadvantaged pupils attending the workshops at the start of the year. Parents shared key information which impacted the class teacher’s planning.


To provide emotional support for individuals at a more intense level to in turn see an increase in pupil attainment


ELSA one-to-one support sessions

To increase number of trained ELSA practitioners


Staff report that the children who attended ELSA became more focused and on task in class which had a knock on effect on attainment.

Staff ELSA numbers had increased from 2 to 4.


To ensure all children access residential trips


Offer support to parents who are struggling to pay for the trip, when requested.

Residential trips were cancelled due to COVID-19 but all PP children were given help funding attendance of regular school trips before lockdown.


To implement the pilot the Pupil Premium Pride Project in year 6


1:1 Tutoring 

1:1 Coaching (wellbeing and reading provision)



SATs cancelled due to COVID-19.

Book scans and learning walks were showing that the DA children were in line with or closing the gap on their peers to achieve the expected standard in R/W/M or higher.


To employ a Family Support Worker (FSW)


Provide professional advice to parents who need tailored support to


Parents are able to support children with anxiety and low confidence. 

No PP children required a FSW this year.


To increase engagement with extra-curricular clubs and musical tuition. 


To reserve spaces children to access the wider curriculum (Mandarin classes, clubs, music lessons, Explore Learning sessions)

Invest in booking software and school leaders organising clubs, groups and allocations.


78% of all DA children from N-Yr6 participated in extracurricular activities throughout the year.

97% of all KS2 DA pupils participated in extracurricular activities throughout the year.


To increase attendance and punctuality of disadvantaged pupils and give the children a good start to the day.


Individual disadvantaged pupils, where there were concerns given free places on the school’s breakfast club.

Travel expenditure – encouraging 100% attendance


Attendance improved for some disadvantaged pupils but punctuality improved for all.

80% of all DA children have a good level of attendance.


School dinners

School dinners were funded for disadvantaged children across KS2 -charged at £2.30/day.

All DA pupils were fed a nutritious balanced diet each week including meat-free and halal options.

During lock-down, food hampers and vouchers were given to PP families instead.


Uniform and PE kits

School uniform and PE kits funded for PP students at request.

A number of children were able to receive help clothing themselves properly for all occasions in school.


Total: £75240

Budget: £75240


Pupil Premium Allocation for 2020/21

Total number of children on roll


Total number of PPG children:

63 (7%)

PPG Funding:


Cost per pupil: