1. Summary Information


Billesley Primary School

Academic Year

2016 – 17

Total PP budget

£372,240 (est)

Date of most recent PP review

Maths review October 2016

No of Pupils

624 (including 39 FTE Nursery)

No of pupils eligible for PP

331 (+ 5 CLA)


Date for next review

Summer 2017


2. Current attainment


Pupil eligible for PP

National – all pupils

End of KS2 2016














RWM Combined



Reading progress



Writing progress



Maths progress



End of KS1 2016











RWM Combined





Year 1



Year 2 all








3. Barriers to learning (for pupils eligible for PP)

In school barriers


Poor language skills on entry to school, whether in the EYFS or at another point in school.  This may be due to lack of parental knowledge at home on how to develop communication skills, parents who may have little English themselves or families are newly arrived


Lack of wider experiences in terms of vocabulary development eg. access to reading books, visits to places of cultural interest, sporting activities that impact on gross and fine motor skills for writing


Children have highly positive attitudes to learning and want to achieve but may want additional support and reassurance from adults that slows the development of their independent learning


Lack of access to resources eg. IT, books or excessive access to materials that are not necessarily supportive to education eg. long periods of time watching TV, games etc

External barriers


Attendance is a major barrier to learning for PP children at Billesley.  Parents have struggled to find a school place near to their home, they are allocated a place at Billesley but may have a long journey and so sometimes struggle to attend regularly


Complex family needs – children may not have an adequate diet, regular sleep patterns, regular exercise or home may be chaotic and lack routines


Parents and families want to support their children but do not know how to and do not have experiences themselves of the ‘wider world’


4. Desired outcomes

Success Criteria


To raise standards of attainment to diminish differences in attainment of PP children and all children nationally

See overall school targets and outcomes (SIP 2016)

RWM combined


To ensure accelerated progress of PP children so that any differences in attainment are reduced swiftly/children are able to catch up

See overall school targets and outcomes (SIP 2016)

RWM combined


To ensure PP children make swift progress in achieving the expected standard in the Y1 phonics check so that they have the necessary reading skills to support their progress in all other subjects

At least 81% of PP children achieve the expected standard


To provide challenge for the most able disadvantaged children to ensure that they achieve the higher standard at the end of KS2

7% improvement in GDS in RWM combined at the end of KS2


To provide more targeted support to vulnerable families and so enable parents to support their children at home through a more varied range of workshops and resources, including the use of Google and interactive resources

At least 95% of parents and carers in the target group report that they feel better able to support their child at home


Planned expenditure

Academic Year

2016 - 17

A. Quality of Teaching for all





Led by


To raise standards of achievement in Reading and Writing at the end of Y6

To implement a peer to peer pedagogical approach to teacher development with a focus on the role of Lead Practitioners

Feedback to teachers is most effective when it is immediate and shared through modeling and practical examples.  LPs will focus on supporting all staff to ensure that teaching is effective and targeted to the needs of the most disadvantaged/those who are vulnerable to underachievement



To raise standards of achievement in Maths, Reading and Writing at the end of Y6

To teach Year 6 in targeted groups with highly skilled subject specialist staff supporting the most and least able children

This has been the most successful approach and made the most impact in previous years as children are able to access support and feedback swiftly and ensure that any gaps in learning are addressed.


Half termly

To raise standards of achievement in the Y1 phonics check

To ensure that Y1 children, including the newly arrived are taught in differentiated groups at an appropriate pitch using the synthetic phonic approach

Teaching in small groups, at a swift pace with a multi sensory approach has shown at Billesley that children with low levels of language competency or who are new to English are able to catch up swiftly whilst the more able are able to progress to spelling and grammar at their own pace.



To raise standards in Maths for the most able disadvantaged in at the end of KS 1

To develop assessment and feedback processes with a focus on Y 2 to ensure that the quality of teaching is improved through appropriate pitch and challenge

Last year showed that this group were able to achieve the higher standard in the KS 1 tests but lacked evidence of wider achievement at this level in their work overall.  


Half termly

To raise standards of achievement in basic skills in the EYFS i.e. communication, phonics and number

To implement a programme of quick intervention in the Early Years from Nursery upwards of small group teaching for the most and least able disadvantaged in core areas

Our end of Reception data shows that children who attended our Nursery were considerably more likely to achieve a GLD than those who had not.  We, therefore, need to implement further focus on basic skills in the Nursery and ensure ‘catch up’ in Reception for those children joining us later in the year.  


Half termly

B. Targetted support





Led by


To identify specific strategies through dialogue with the children which will raise their achievement overall

To implement and sustain specific small group activities, based on the needs of the children, to raise their aspirations and engagement at school as well as impact on standards eg. Boys Writing Club, Library Club

This year a range of targeted workshops and clubs was led by the PP Champion which were successful in improving engagement and attainment.  Some staff also led additional clubs after school. This now needs to be embedded and extended across a wider staff group.


Half termly

To ensure achievement of PP children is improving consistently across the school compared to all children nationally

To implement specific interventions eg Project X, Toe by Toe, Precision Teaching, Wave 3 Maths led by teachers and TAs based on the needs of vulnerable children identified at Pupil Progress meetings

Research evidence shows that TAs make the most impact when working with specialist programmes and are highly trained.  Our previous interventions and target teaching led by specialist teachers and TAs show that this has made the greatest impact.


Half termly

To raise standards in Reading and Writing for children in the ASD base and across the school with ASD

To provide additional emotional and well-being support for children with ASD and who are also PP in the Resource Base and across the school through mentoring support and coaching using ICT

The use of Google classroom was piloted by the resource base in the Summer and in-school data showed that there were far fewer behavioural incidents and greater engagement in reading and writing due to the use of Chrome Book.  This is now being further extended this year with the base children using Chrome Books for all of their core lessons. This has also meant that lead staff from the base have greater capacity to support children and advise staff across the school.


Half termly

C.  Other approaches





Led by


To ensure that children are ready and fit to learn from the start of the day

To extend the opportunities available before school and provide additional resources for Breakfast Club.  To have spare uniform, kit and also supply food as needed for vulnerable children.  

Our previous actions have shown that ensuring children are fit and ready to learn have been successful.  There were 4 fixed term exclusions last year (3 x 1 day; 1 x 6 days which is low overall.  3 of the 4 were PP children, 2 of which were from vulnerable families and, therefore, it is our intention to provide greater support for this group before and after school.



Half termly at Pupil Progress


To provide support and challenge for parents in getting their children to school every day

Further develop the role of the mentor for attendance and family support, re-structure the Inclusion Team to allow greater time for the Senior Mentor to work with vulnerable families and additional family support work initially with an external agency

Our previous actions in 2015 – 16 have showed that this rigorous level of analysis and persistence when challenging poor attendance is successful.


Half termly at Pupil Progress

To provide additional support to parents where consistency at home is of concern

Engage in pilot scheme led by LA Health Education Team to work with mentor and family support worker alongside children in school with a focus on vulnerable PP families

There are still some families who are hard to reach and we need support in developing new ways to reach out to these parents and families.  


March 2017

To provide additional opportunities for PP vulnerable children who would benefit from additional support for vocabulary development, life skills and wider experiences

To provide additional out of school activities and residentials for children where support is needed to develop focus, engagement and determination to achieve, which is particularly important where life outside school may be an issue.  This includes a subscription cost to a local residential centre for at least 20 days per year.

The additional activities offered in the previous year led by the PP Lead teacher clearly had an impact in terms of a consistently positive attitude to learning from the group, low rates of behavioural concerns and improved attitudes to Writing.  This now needs to be widened.  It is clear that the new national assessments have higher expectations in both Reading and Writing and PP children need further support in developing resilience, confidence and also vocabulary to achieve the expected standard and higher.  


Termly at Pupil Progress

Total Budgeted cost

£380, 000


Review of expenditure

Previous academic year

£355, 080  58.35%

A Quality of teaching for all




Lessons learned


Differences are diminishing between all children at BPS and PP in achievement and progress at the end of KS 2 is better than all children overall and all children nationally

Focus on the quality of teaching: additional expert teachers focusing on vulnerable groups in Y6 and across the school.

End of KS2 progress, as per table above; diminishing differences in attainment against all children nationally.  Three year trend overall of improved achievement.  

With the changes in assessment nationally, further support is needed for PP children in developing their reading skills at a higher level.  More low prior attaining children need to achieve the expected standard and some higher prior attainers need to achieve the higher standard this year.  

£150, 000 salary contributions for Lead Practitioners

£6000 cover for staff to work alongside expert teachers

£20, 000 highly skilled TAs working on ‘catch up activities with children ‘just below’ the required standard

B. Targeted support




Lessons learned


Diminishing differences for boys PP and all children across the school (Nursery to Y6)

Programme of targeted interventions and small group teaching with Assistant Principals and TAs

Whole school Reading: Boys PP: 62% secure with 78% making expected progress and 29% making accelerated progress.  This compared to the whole school at 64% Reading expected secure.  


Whole school Writing: Boys PP: 58% secure with 79% making expected progress and 38% making accelerated progress.  This compares to the whole school with 63% secure, 75% making expected progress and 32% making accelerated progress.  


Overall success rates are high with this approach.  Still some areas to improve in terms of consistency – Y3 achievement was lower than expected; greater development of the use of assessment information needed

£42, 000 contribution to salary costs plus

£10, 000 additional activities and contribution to visits to develop language skills

Improved achievement at the end of YR and Y1 phonics for PP children

Additional TAs allocated to the EYFS in order to run small group interventions, both for the less able and the more able in Reading and Writing

At the end of Reception, PP children’s attainment in Reading matches that of all children at 65%.  PP children outperformed all children in Writing with 68% at age related compared to 66% all children.  At the end of Y1, 76% PP children achieved the expected standard with 75% of all children at this standard.    

This strategy was clearly successful with children who needed to catch up receiving swift support as needed.  Further support is now needed to close the gap with the national figures for all children at 81%.

Contribution towards Teaching Assistant for children at L1 and 2 EAL who are also PP

£8000 plus £10, 000 reading resources, synthetic phonics

Diminished differences and greater engagement/positive attitudes to learning for Y5 and 6 PP boys

Engaging after school activities eg. Writing Clubs and Library visits led by the PP Champion teacher

% of  Y5 PP boys achieving  ARE was for:

Reading  62% (-1% all ch)

Writing  61% (+5% all ch)

Maths 75% (+8% all ch)


% of  Y6 PP boys achieving  ARE was for:

Reading  60% (-6% all ch)

Writing  69% (+2% all ch)

Maths 83% (+6% all ch)

Behaviour tracking information shows that there was a significant difference in low level incidents for Y5 and 6 boys compared to all across KS 2 and, therefore, this strategy clearly impacted on attitudes to learning.


For example, a child in Y6 at risk of permanent exclusion went on to achieve the expected standard in all subjects and made accelerated progress due additional support from Writing Clubs, residentials, small group teaching and additional mentoring.

£ 2500 TLR 2a for PP Lead teacher

C. Other approaches




Lessons learned


Differences removed for children attending full time Nursery by the end of the EYFS

Full time free Nursery places available for all families, including a high proportion of PP children and families

By the end of Reception in 2016, 70% of all children achieved a GLD and the difference was very small in terms of the more able/more able PP

This strategy has clearly made a successful impact and ensures that children have the best start to their early education.  This now needs to be developed further

£32, 000 contribution to additional Early Years staffing to enable additional staffing in Nursery

Differences in attendance rates for all children and PP children are small

Additional family support and attendance mentor employed and role extended.  

Attendance for all children aged 5 and over was 95.56% and PP was 95.18%

Close tracking and swift interventions with attendance is clearly an effective strategy.  There are still some hard to reach families plus children in the ASD provision which need support to improve.

£12, 000 salary contribution plus £2000 additional supports services

Vulnerable children supported in being ready to learn by ensuring have adequate food and equipment

Additional family support and mentor, Breakfast Club and additional uniform supplied.

Given that the school expanded significantly last year, there were few exclusions or significant behavioural issues.

This is, however, a growing issue as the school continues to expand and needs to be further developed.

£5000 salary contribution

£1000 food costs

£1000 uniform costs

£1000 resources


£2, 500 contribution to buy ‘life long’ ownership share in residential centre plus £1000 annual maintenance charge

Looked after children make good progress overall both academically and socially

Vulnerable looked after children provided with identified resources as agreed in order to support their academic and pastoral well-being

Currently 1 child looked after in Y1, who did not reach ELG in reception and is now working at ARE and is much more settled in school and developing better relationships with his peers rather than continuously seeking adult attention

Two child adopted from care. 1 in Y1 with EHCP and 1:1 support, still below ARE, making accelerated progress and becoming more independent in learning. The other in Y3 more settled in school, but often distracted. Now working at ARE in Reading and Grammar. Just below in writing and maths. Beginning to make accelerated progress. Three children no longer classed as CLA - residency order (no longer receive additional funding). Y4  ARE accelerated progress whilst in CLA. Y2 ARE and YR ARE

Funding needs to be adapted on a continuous basis to ensure spent as appropriate

Adopted from care 2 children £2200

£90 fine motor resources

£2110 intervention programmes: fine motor,

social skills groups.


CLA £500 (September) Play equipment, to build friendships and play skills.


7. Additional Information

Overall, the school has a strong vision of ‘inspire, create, achieve’ and a belief that all children can achieve the highest standards if they are inspired and engaged by learning.  There is a strong ‘can do’ ethos across the school underpinned by rigorous structures which focus on challenging staff to have the highest expectations for vulnerable children and careful targeting and allocation of resources.

The Local Governing Body place a strong focus on achievement for disadvantaged children and ensure that they challenge the Executive Principal, Principal and SLT to achieve the best outcomes for this group as well as all children through Performance Management, a named Governor and regular updates and visits to monitor progress.  


Contact Us

Billesley Primary School
Trittiford Road
B13 0ES
0121 675 2800