Pupil Premium

Pupil Premium

Pupil Premium Strategy


We encourage all members of the Sunnyhill Community to respect one another, to know that everyone has an important part to play in making the school as good as it can be, to take responsibility and be responsible, to strive for excellence and  to try one’s best in everything we do. Pupil Premium allocation for 2016/17 is £463,900.


  • That our pupils and how our actions affect them are at the heart of everything we do.

·    That we focus on developing collaboration, creativity, consistency and quality in everything            we provide for our community.

·   That we continue to provide outstanding opportunities in all aspects of school life- in learning,     teaching, progress, relationships, leadership and management.

We will work to make sure that:

  • Our children are at the heart of everything we do- we listen to what they say and build this into what we provide;
  • Everything we provide is consistently of the highest quality;
  • We encourage, support and challenge our children to strive for excellence in all areas;
  • We encourage children, parents and staff to believe in themselves, to be resilient and to always try their best;
  • We take time to celebrate successes in learning, progress, results, behaviour and attitudes ;
  • We include our children in making real decisions about the life of the school;
  • We are solution focused- there is a ‘can do’ approach throughout the school.

Our results from 2015-16 were generally the best that we have had at Sunnyhill. We know what we do works to support progress and attainment of children from all backgrounds and of all abilities. We are using how we worked during 2015-16 as the basis of our strategic plan for 2016-17, evaluating the impact that it is having at regular intervals across the year and modifying what we do whenever it becomes necessary.

Impact of Pupil Premium Funding 2015-16

The interventions in place for the academic year 2015-16 for pupils identified as eligible for Pupil Premium funding had a positive impact across the school and on the majority of pupils. Apart from a drop in % of children achieving the expected level in the Year1 phonics screening check, our results compared to National are the most positive they have been for many years. Pupil Premium children were highlighted through the contextual data analysis process and will be targeted for additional support mainly through quality first teaching and through interventions.

Whole Cohort Progress %- 2015-16

The vast majority of Pupil Premium children continue to make at least expected progress,   in line with the progress made by the rest of the school population.

·         100% of PP children made progress from their starting points.

·         88% of PP made at least expected progress in Reading. This is broadly in line with whole school                   progress (94%).

·         91% of PP made at least expected progress in Writing. This is in line with whole school progress                  (94%).

·         95% of PP made at least expected progress in Maths. This is slightly above whole school progress               (93%).

The majority of PP children who did not make at least expected progress are either PP and SEN, PP and EAL or PP, SEN and EAL. In Reading throughout the school, 5 solely PP children did not make expected progress. In writing throughout the school, 1 solely PP child did not make expected progress. In Maths throughout the school, 2 solely PP children did not make expected progress.

End of year assessment information 2015-16

EYFS (cohort of 76 children) 

The score for all learning goals that we achieved at the end of 2014-15 was 65%

Performance in all learning goals and the % of children achieving a Good level of development was in line or above the National average.

Y1 phonics screening (cohort of 74 children) 

EAL Stage 1/2 arrived to Y1 – 8 (5 did not meet the ‘working at’ standard for phonics for Y1).

SEN- 1- with specific learning difficulties (did not meet the ‘working at’ standard for phonics for Y1).

KS1 (cohort of 83 children) 

KS2 (cohort of 52 children)

Comparative information

This information is based on the end of year teacher assessments for Y1-6. Each pupil is assessed against 20 key performance indicators in Reading, Writing and Maths; each KPI is worth 3 points. A maximum of 60 points can be scored each year in each of these areas.


S- ‘Secure’:  the % of children reaching secure (at least 21 points) in a year group;

S+- ‘secure+’: the % of children reaching secure + (at least 31 points) in a year group;

(T-%): Target set for specific area at the start of the academic year.

Summary of information for disadvantaged pupils:

Pupil Premium group comparison to whole year group targets 2015-16:

·   In Reading, 3 out of 6 groups of PP children have met or exceeded targets set at Secure; Y2, Y3 and Y6 are in line with targets set for Reading at S; Y1, Y5 and Y6 PP groups have met or exceeded targets set for S+- Y3 are broadly in line with the target set. Y4 PP children did not reach the target set for Reading at Secure +.

· In Writing, 4 out of 6 PP groups have met the targets for Secure- Y2 and Y3 PP children are broadly in line with the target set; Y5 and Y6 PP groups have met or exceeded targets set for S+- Y1 and Y4 are broadly in line with the target set. Y2 and Y3 PP children did not reach the target set for writing at Secure +.

·   In Maths, 3 out of 6 EAL groups have met the targets for Secure- in Y4 and Y6 they are broadly in line. PP in Y2 did not meet the target set for S. Y3 PP pupils have met or exceeded targets set at Secure+; Y4 and Y6 are broadly in line with targets set for S+. PP groups in Y2 and 5 did not reach the targets set for S+.


Next steps for 2016-17, based on information from 2015-16:

·  To highlight PP progress in specific year cohorts where the group has not made expected progress this year, making them a particular focus group in target setting and progress meetings, and teacher appraisal where appropriate (e.g. Y2 Maths Secure and Secure+/ Y3 Reading and Writing Secure+, Maths Secure and Secure+/ Y4 Writing Secure+/ Y5 Reading Secure +/ Y6 Secure+ Maths).

·    To involve the intervention team leads in target setting and progress meetings for these year groups.

·    To organise intervention lead support in planning for these year groups. 

Potential barriers to learning 2016-17, based on information from 2015-16

·    Mobility was the most difficult issue that we faced as a school in 2015-16 (there was inward mobility of 13% in this cohort). Pupils left us throughout all phases, but particularly from the Early Years and Key Stage 1. The main reason for children moving to other local or  Lambeth schools was that families lived closer to another setting, or that they already had another child who attended the school and were waiting for a place to become vacant, accepting a place at Sunnyhill until this happened. We were aware that potentially this churn could impact on standards and highlighted it in our progress meetings and in the way we deployed support. Out of 26 children who have left the cohort from September 2015, only 7 were below average (19 were at or above the standard expected for their chronological age). Out of 35 children who joined the school in the same period, 31 were EAL Stage 1 and 2.

·    The percentage of EAL children in the 2015-16 cohort was high- 63% (197 children were stage 1 or 2.)

·    Children with little or no English needed additional support to settle into an unfamiliar education system; for some, Sunnyhill was their first formal educational experience (e.g. children coming to the school from Portugal).

·  Some parental expectations are low– some children have little or no support from home; parents cannot see the positive effect that education has on life choices because of their own lack of education or negative experiences of schooling.

·  Some children have little opportunity to experience anything to broaden their knowledge and understanding of the world outside of what the school provides.

· Some children have already been to several settings in this country or abroad before they are enrolled at Sunnyhill. There has been little consistency in their educational provision.

·  The percentage of children in the 2015- 16 cohort with SEN was high- 30%.

·  All of these factors influenced the way that we allocated resources- decisions had to be made on who had the most need and how we could best use financial and staffing resources to support them and have the biggest impact.

·  Supporting children throughout the school was more difficult last academic year because of the general uncertainty around expectations following the complete restructuring of the Primary curriculum, the abolition of the use of levels and the resulting changes to national assessments. In particular, the Y6 cohort were tested on a 4 year curriculum that they only had studied for 2 years- Y6 teachers were left to fill gaps in knowledge in less than 7 months because children had not experienced all areas of learning throughout KS2. There was also a hike in expectations in what Y6 children were expected to know at the end of the year to be at an expected standard compared to previous Y6 cohorts.

·  This testing regime was difficult to make sense of- information about the tests was often contradictory or published late in the term.

Actions to target barriers to learning

For the academic year 2016-17, the Pupil Premium grant has been allocated to the following support and school priorities:

·    To cover the cost of specialist teaching for Sport and Creativity, focusing particularly on those who have shown a particular talent in these areas.

·  To cover the cost of school trips for pupil premium children, school journey and extra-curricular activities to boost learning and bring the curriculum to life.

·  To part fund quality curriculum resources that are required to support creative learning and teaching.

·  To provide additional individual or small group tuition programmes of intervention for those children eligible for Pupil Premium who need a boost to their learning in order to reach their potential, particular support being given to those children who are Pupil Premium who have English as an additional language or who are special needs.  This support included access to focused intervention groups for maths, reading and writing both during the school and outside of normal school hours (e.g. homework club, providing access to computer based interventions such as Bug Club, Rapid Reading and Dynamo Maths).

·  To support Pupil Premium pupils in Year 6 with 1:1 tuition for one term this academic year to ensure that identified pupils, including those who have joined the school more recently, are provided with the best possible opportunities to ‘close the gap’ before transferring to secondary school.

· To support the cost of employing senior leaders and staff with particular responsibility for inclusion, to work to support pupils to overcome barriers to learning resulting from their deprivation.  This has included opportunities for team teaching, joint planning with teachers and focused intervention groups to ‘close the gap’ for pupils with difficulties in acquiring phonics, writing and maths skills. This included the employment of a full time Reading Recovery Teacher.

·To support the cost of employing senior leaders with particular responsibility for the development of a targeted curriculum meeting the needs of our pupils. This enabled the school to reduce class sizes for the teaching of maths and writing in selected year groups as well as including a focus on more able and gifted pupils.

· To support the cost of employing staff with the particular responsibility of ensuring that the children who are eligible for Pupil Premium have their needs clearly identified and their progress closely monitored throughout their time at the school.  The funding allowed us to develop a school based ‘Inclusion Team’ to support the needs of pupils in the following areas: Cognition and Learning; Communication and Language; Social and Emotional Needs; Physical and Sensory needs. The team consists of an SENDCO, team leader and specialist TAs for each of the 4 inclusion teams and access to commissioned services provided by the speech and language therapy team, educational psychology team and from this year for the first time the occupational therapy team.

· To support the cost of employing or releasing Senior Teachers to develop an appropriate and targeted assessment system.  For Senior Teachers to work with class based colleagues to analyse information generated and set targets for all pupils including those who are disadvantaged.

· To support parents in understanding how to help their child’s learning and development at home including: a programme of Family Learning, with input from school staff and outside professionals and continued support from a Family Outreach worker, who is also a trained counsellor.


  1. Pupil Premium Strategy 2016-17
  2. Pupil Premium Funding 2015 -16 GB
  3. Pupil Premium Funding 2014-15 GB
  4. Pupil Premium Funding 2013- 14
  5. Pupil Premium Funding 2012