Pupil Premium

The total amount of Pupil Premium funding received by the school is as follows:

  •  2011/12 – £2,580
  •  2012/13 – £3,000
  • 2013/14 – £3,812
  • 2014/15 – £6,615
  • 2015/16 – £3,220
  • 2016/17 – £6,600

How we spend the Pupil Premium

At Torah Temimah, we believe that every child should be supported to achieve success academically, socially and physically, no matter what their background. The targeted and strategic use of Pupil Premium Grant (PPG) helps to achieve this.

The number of pupils attracting PPG in this school is very low. However, we are committed to ensuring that the very modest amounts of PPG funding that the school receives are prioritised towards supporting the attainment, progress and inclusion of those pupils, and to extending and enriching their curriculum and learning opportunities.

We recognise that when dealing with extremely small numbers of pupils, statistical group analysis of their attainment and progress in comparison with national or even school cohort averages is highly unreliable, statistically insignificant and therefore devoid of real meaning. We therefore target, and evaluate the impact of our use of PPG, in relation to individual pupils’ circumstances and personal objectives – e.g. attendance, breadth of curriculum opportunities, social inclusion, participation in whole-class activities, emotional and social development and wellbeing, and of course academic attainment and progress.


1. We ensure that teaching and learning opportunities meet the needs of all pupils.

2. We ensure that appropriate provision is made for pupils who belong to vulnerable groups. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

3. Our objective in ensuring that Pupil Premium funding is used effectively, is to eliminate under-achievement and promote the attainment of excellence by all vulnerable pupils, with the priority being to do so for those individual pupils who attract the school’s Pupil Premium Grant.

4. In making provision for vulnerable pupils, we recognise that not all pupils who receive free school meals or who are looked-after, and who therefore attract PPG, will in fact be socially disadvantaged or will be under-achieving compared to their individual potential.

5. We also recognise that not all vulnerable pupils in this school who are socially disadvantaged or who are under-achieving are registered or qualify for free school meals. There may therefore be vulnerable and socially disadvantaged pupils who do not attract PPG, but who nonetheless fall firmly within the principle-driven target group for PPG support. This is particularly true at our school, where specific factors (such as large family sizes and overcrowding) strongly indicate a significantly wider level of deprivation than is reflected in the small number of pupils qualifying for free school meals. School leaders’ close knowledge of the school community and individual families supports the idea that many families who might qualify for FSM nonetheless choose not to claim, for a range of valid reasons. We shall therefore allocate the Pupil Premium funding to support any pupil or groups of pupils whom the school has legitimately identified as being at risk of under-achievement or of loss of opportunity to achieve excellence; we shall give priority to those pupils who attract the PPG, followed by those pupils whom other factors – including the school’s “soft” intelligence about its community – indicate are experiencing deprivation or social disadvantage.

6. Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources may mean that not all children receiving free school meals or who are looked-after will be in receipt of pupil premium funded interventions at any one time, particularly if they are not under-achieving.


The range of provision the Governors may consider making may include:

  • Providing small group work with an experienced teacher focussed on overcoming gaps in learning.
  • 1-1 support.
  • Additional teaching and learning opportunities provided through trained TAs or external agencies.
  • Retaining and providing 1:1 or small group access to a specialist Pupil Support Officer for social and emotional support.
  • Purchase of additional or specialist resources to support learning.
  • Enabling subsidised or zero-cost participation in extra-curricular activities, clubs and other learning or social opportunities for which charges or voluntary contributions are normally sought from parents and carers.
  • Other interventions that are considered to be effective in narrowing gaps in achievement or opportunty.

Our work through the Pupil Premium will be aimed at accelerating progress, moving children to at least age-related expectations where relevant. The key life skills and core curriculum areas of literacy and maths will usually be considered as priority areas for interventions, if resources are insufficient to meet all needs.

Pupil Premium resources may also be used to target higher attaining children on FSM or who are looked-after to achieve mastery and attainment beyond age-related expectations, or to extend and enrich the curriculum for such children.

Provision funded by the PPG will not be aimed at children with SEN, with or without a Statement of Special Educational Needs or an EHCP, unless these children are among those who attract the PPG or who otherwise are known to be vulnerable or socially disadvantaged and at risk.

Report on Pupil Premium spending

In 2015-16, pupil premium funds were used as follows:

  • Retention and access to the Pupil Support Officer to support eligible pupils’ emotional and social development and wellbeing through 1:1  counselling and a small social skills group.
  • Provision at zero cost of individual instrumental music tuition in keyboard for an eligible pupil to extend and enrich his personal curriculum.
  • Provision of specialist music teacher for all classes to ensure that children attracting Pupil Premium, alongside other children, have access to high quality teaching in this aspect of the curriculum.
  • Provision of targetted support groups, including clubs.
  • Additional staffing of teaching assistants in classes to promote attainment and progress of vulnerable pupils.
  • Provision, without soliciting voluntary contributions towards the cost, of off-site curriculum visits and other enrichment activities.
  • Inclusion of a Looked After Child at zero cost in a residential visit.

In 2016-17 funds will be used in similar ways to above. In addition, since some children attracting Pupil Premium are part of a larger group of children who have made much slower progress in science, we are investing PP funds in a high quality and well resourced science scheme alongside focussed staff training in science, to ensure that these children are enabled to develop interest and skills in science and make more rapid progress.

Impact of Pupil Premium spending

In 2015-16 there were 4 pupils attracting PP funding, which included 1 child who was a Looked After Child. Support for these children included: specialist teaching from an outside specialist agency; staff training targeted at improving the teaching of writing and maths which would benefit these children as well as others; some personalised resources; funding of a staff member and equipment to organise lunchtime clubs which included these children; an extension maths group for a high ability pupil premium child; fully funded participation in the Year 6 residential walking tour to support social inclusion; additional TA support in class.

The impact of this support was that:

  • The Looked After Child (Y6) completed KS2 with average scaled scores of 110 in Reading, Writing and Maths (high ability).
  • The deprived background child in Y6 achieved an average scaled score in his KS2 SATs of 116 (extremely high).
  • A child in Year 2 made expected progress in reading and maths, and just below expected progress in writing.
  • A child in Y4 made slow progress in reading and we have therefore invested in additional reading resources in 2016-17 to benefit this child.

All eligible pupils have sustained very high levels of school attendance (>96%).

Review of Pupil Premium strategy

Our Pupil Premium strategy will be reviewed next in February 2017 as part of the budget-setting process for the 2017-18 financial year.