Pupil Premium 2016-17

Pupil Premium Strategy – Morden Mount Primary School 2016 - 2017

Total Number of Pupils (Oct 2016)

Number of Pupils Eligible for PP

Date of Next Internal Review of this strategy


367 (exc. Nursery)


June 2017

Our pupil premium grant allocation for 2016 – 2017:  £225,920.00

We identify and address barriers to learning faced by individual pupils through:

  • everyday teaching practice; trawling records;
  • discussions with pupils;
  • parents and agencies involved;
  • rigorous regular tracking of pupil attainment and progress, especially in our dedicated, solution-focused “narrowing the gap” progress meetings in which all disadvantaged children (including higher ability PP children) are discussed in detail with senior leaders, including our Inclusion Manager, the effectiveness of strategies to overcome their barriers to learning evaluated, and a new tailored programme put in place.


The main barriers to educational achievement faced by eligible pupils at the school:

  • Low language levels – 75% of our pupils have language delay or difficulties when they arrive in Foundation Stage as identified by a Speech and Language therapist. This leads to social communication difficulties, and issues with reading and writing
  • Broken family structures – family stress and low resilience
  • Low parental engagement/parenting skills
  • Safeguarding and welfare issues which may lead to Social Services involvement
  • Loss and bereavement
  • Trauma and other mental health issues in the family and/or child
  • Frequent moves of country and school – some have no recourse to public funds
  • Socio-economic disadvantage i.e. poverty
  • Housing issues i.e. massive overcrowding, temporary poor quality accommodation and friction with neighbours and other members of the community
  • Poor health and diet, high level of medical needs, and low attendance
  • Special educational needs and disabilities


Expenditure of Pupil Premium funding to overcome these barriers to learning:

All the interventions and support are chosen for their proven effectiveness (research or internal impact evaluation), with the intention of accelerating the progress of our disadvantaged children to raise their standards of attainment and narrow any gaps with their non-PP peers.


How Pupil Premium funding is spent

Reasons for approaches

Our teachers and teaching assistants deliver a wide range of impact-evaluated, highly effective targeted individual and group interventions, mainly in literacy and numeracy. (see list below)

To close the gaps.

DISS research showed TAs are effective when delivering tailored interventions skillfully.

Smaller groups of targeted learning more effective at accelerating pupils’ learning.


Teaching Assistants providing highly effective in-class support and guidance, especially on-going assessment, coaching for improvement, and emotional support to those with behavioural difficulties

Sutton Trust research found assessment for learning and effective feedback accelerated the progress of disadvantaged pupils.

DISS research showed TAs are effective in supporting behaviour in the classroom.

1:1 or very small group tuition

Additional 1:1 TA support for PP children with medical and behavioural needs

Sutton Trust and internal evaluations show this boosts learning

Essential to enable the children to attend school and access learning

Language screening and dedicated language and social communication groups, including Lego therapy, overseen by an outside agency e.g. SALT and ASD outreach (funded by the school)

Language development and building of confidence and self-esteem

Teacher led boosters

To maximise learning through providing additional outstanding teaching in core subjects and diminish disadvantage

Reading Recovery teacher. We have a highly trained reading recovery teacher who is very successful at delivering intensive 20 week programme of individual tuition for Year 1 children who have not yet grasped reading.


To develop early readers.  It is an effective reading support for PP children who are also EAL and at beginner language level in English.  Support also includes oversight of TA work in this area and have been found to be effective in enabling children to rapidly gain basic English language fluency and understanding of texts.

Parenting Practitioner (Genesis)

Parenting courses/groups/individual sessions especially for those who are “hard to engage”. Research shows that effective parental support for education is key.

Counselling (professional)

To support disadvantaged pupils and parents in dealing with mental health and emotional needs (emergency short term and long-term)

Attendance Officer focus

Increase attendance of identified pupils to enable greater access to learning

Additional outside agency support e.g. Educational Psychologist, SALT (see above), ASD outreach

To help identify and advise on suitable programmes and strategies to support children with extreme social, emotional and educational needs – we have a very high number of ASD/Disadvantaged children.

Wide range of extra-curricular clubs and activities e.g. Homework Club, Science club & Arts club

To enable adult support to be given to children with their homework.  Research suggests that where extra-curricular clubs are learning based they impact positively.  Similarly, sports, science and arts clubs also enable pupils to pursue interest which enriches their learning and social skills.