Pupil Premium


The Pupil Premium is additional funding provided to meet the needs of disadvantaged pupils, who are eligible for Free School Meals, or who have been in the last six years. Adopted children, those under Local Authority Care, and the children of armed forces members are also entitled to additional funding. If you think your child is eligible for  Free School Meals, please follow the link below to apply. This is particularly important for parents of children in reception, year 1 and year 2, as although these pupils receive a school lunch without charge, they are not entitled to Pupil Premium funding until a Free School Meals application has been made.

If you have a child who may be eligible for Free School Meals, please apply to:


For latest statutory documentation please see linked documents at the bottom of this page.

At Red Hall Primary we are committed to ensuring that each individual pupil receives the very best  education allowing them to reach their full potential academically and socially. This is underpinned by our mission statement of “preparing our children of today, for the challenges of tomorrow,” and our school aims, which are:

  • To provide a caring school in which children experience a feeling of worth and learn to respect others.
  • For individual pupils to achieve their full potential and strive to make continuous progress throughout their stay at Red Hall.
  • To care about all members of the community and appreciate cultural diversity
  • To develop as a team of teachers who work efficiently providing the best quality teaching within a stimulating learning environment.
  • For the school to reflect its place as a valued part of the Gornal Community



The aim of our Pupil Premium strategy is to close the gap, and diminish the difference between the attainment and achievement of eligible pupils and that of all children nationally and that of those not eligible nationally.


  • At Red Hall Primary School we have adopted the following principles to help us achieve our
  • We ensure that a high profile is given to Pupil Premium Pupils: all staff know who the
    Pupil Premium children under their care are, and are responsible for meeting their
    needs through providing high quality teaching and learning opportunities.
  • We ensure that teaching and learning opportunities meet the needs of all pupils. We
    recognise that Pupil Premium children have diverse needs, including those who are
    academically high achieving, or have the potential to be, and as such we have high
    expectations for all pupils, regardless of their socioeconomic background.
  • Our use of the Pupil Premium is underpinned by our commitment to Quality First
    Teaching, which is proven to have the greatest impact upon raising the attainment of
    disadvantaged children.
  • We carefully consider and provide well-targeted support to improve attendance,
    behaviour and build links with families where these are barriers to a pupil’s learning.
  • Pupil Progress Meetings, attended by key senior staff and all teachers, are used to
    identify those who are underachieving, and proven strategies are put in place to help
    them to progress. Strategies are actively monitored and reviewed for impact.
  • We adopt an evidence based approach to evaluating the success of strategies chosen
    to reduce the difference in attainment and progress between Pupil Premium and
    other children, and actively research best practice both locally and nationally,
    refining our practice as a result.
  • We are committed to encouraging participation in cultural and musical activities, and
    to ensuring that pupils from all background are given opportunities to develop their
  • We are committed to ensuring that, when possible, the impact of Pupil Premium
    spending extends beyond those who are directly in receipt of the funding, to the
    benefit of other individuals and groups, to ensure best value for money.


Accountability and Responsibility

At Red Hall we ensure that:

  • All staff are accountable for the progress of Pupil Premium children through a
    rigorous monitoring cycle, Pupil Progress Meetings and the staff appraisal process,
    and have responsibility for ensuring that teaching meets the needs of each learner.
    This includes monitoring and giving feedback on the work of teaching assistants.
  • Assessments are closely moderated to ensure that they are accurate.
  • Monitoring of Teaching and Learning, e.g. scrutiny of pupils’ work and lesson
    observation, places a focus on Pupil Premium children, so that they remain a high
    priority and that the progress of these pupils is closely scrutinised and accelerated.
  • Regular feedback about pupils’ performance is given to children and parents
    including termly reports, Parents’ Evenings Consultations and annual reports.
  • A named senior leader has responsibility for overseeing the Pupil Premium strategy,
    and reports to school Governors, and other key stakeholders on a regular basis.
  • Phase Leaders produce termly Raising Attainment Plans (RAPs), where they target
    actions within their phase to impact positively upon the progress and attainment of
    Pupil Premium children. These documents are shared widely amongst staff with
    leadership responsibilities, School Governors and staff who work within a particular
  • A named Governor has responsibility for monitoring Pupil Premium outcomes.
  • Progress and attainment of all pupils is carefully tracked and analysed from a rich
    field of data in order to draw conclusions and develop action plans. This includes a
    whole school intervention map, incorporating SMART targets pertinent to
    intervention strategies.
  • All pupils are set termly curriculum targets, which focus on identified areas of the
    English and Maths curriculum (including phonics at KS1). These targets are shared
    with parents, so that they can support their children’s learning at home.
  • The school sets rigorous end of year targets for the progress of pupils in reading,
    writing and maths. These targets are set with the intention of accelerating pupil
    progress, so that more children reach age related expectations, and that children
    reach end of key stage expectations.


Nature of Support

Each child entitled to the Pupil Premium grant is unique in their situation and our response to their needs must reflect this. With this in mind, at Red Hall we aim to build the capacity and expertise to enable us to provide a programme of academic and pastoral support in order to allow each child to reach their full potential.Our key objective in using the Pupil Premium grant is to narrow the attainment  and achievement gap between those entitled to Pupil Premium and all pupils nationally.

Quality First Teaching and Non-Class Based Staff

As stated previously, all Pupil Premium strategies are underpinned by our strong commitment towards providing Quality First Teaching. Both our SENCO and Assistant Headteacher are non-class based which allows them to focus on raising standards across school. Identified non-class based staff lead booster groups in Key Stage 2, as well as additional small groups in other year groups, to ensure that pupils receive extra support and help with misconceptions. All children in Foundation Stage and Key Stage 1 receive daily systematic synthetic phonics in small groups. Teaching assistants provide tailored interventions for children across school, including speech and language support, and support children with identified misconceptions through regular gap tasks, which give pupils the chance to experience highly personalised learning content, and feedback.

Tracking Provision and Measuring Impact

A fully costed provision map details the spending on each pupil, as far as is practicable, and SMART targets for interventions are set and regularly reviewed. Regular assessments are made and the progress of both Free School Meals, and Ever Free School Meals pupils, is measured as a distinct grouping, so that their progress can be tracked, and actions formulated. The school’s robust monitoring cycle includes a specific focus on Pupil Premium pupils, and their progress is evaluated through book trawls, pupil voice and lesson observations, in addition to data collected. Progress of Pupil Premium children, as well as their achievement is measured against non-disadvantaged children within the cohort, and in the case of statutory data, against national figures, so that gap closure can be monitored over time. In accordance with statutory documentation requirements, the school publishes a separate Pupil Premium Impact Statement, which contains in depth analysis of pupil outcomes.


Using Pupil Premium Funding

Pupil Premium Report 2017-2018

Impact of Pupil Premium Spending 2016-2017