Pupil Premium Allocation and Impact Report 2020/21

Pupil premium 2020-21

Indicative amount taken from last years figures are £ 47,058. School receives a monthly amount into the budget based on numbers of eligible pupils. CLA pupils now receive their funding on a termly basis and school has to itemise funding allocations and evaluate impact for these pupils.


What is Pupil Premium Funding? Pupil Premium is additional funding allocated to publicly funded schools to help raise the achievements of disadvantaged pupils and close the gap between them and their peers. Pupil premium funding is available to both mainstream and special schools. Schools decide how the pupil premiums funding is to be spent and are held accountable for their use of the additional monies to support pupils from low-income families and the impact this has on their achievement/attainment. Children who are eligible for pupil premium funding are:

· Children currently registered as eligible for free school meals due to family circumstances (not including all KS1 children who now receive free meals due to their age) including those children eligible for free school meals at any point in the past 6 years.

 · Looked After Children

· Children whose parents are currently serving in the armed forces.


Pupil Premium Grant (FSM)

All pupils who are in receipt of Free School Meals and those who have been eligible within the last six years (Ever 6) receive a pupil premium grant.

Primary pupils receive £1,345 per year.

Secondary pupils receive £955 per year.

The aim of the funding is to ensure an equality of opportunity and to ensure that pupils are not disadvantaged due to reduced income within the household. The funding enables schools to offer additional support to pupils so that they are able to achieve as well as their non FSM peers.

Post Looked After Arrangement (PLAA)

Each pupil who is in a PLAA receives £2,345 per year.

The aim of this funding is to ensure an equality of opportunity and to ensure that pupils are not disadvantaged due to their unsettled start to life. The funding enables schools to offer additional support to pupils so that they are able to achieve as well as their non PLAA peers.

 Children Looked After (CLA)

Each pupil who is CLA receives £2,345 per year





Addressing the needs of Pupils in School

The impact of interventions is tracked on an individual basis and progress is also tracked termly against identified targets linked to IEP and EHCP targets.






















Areas supported by pupil premium and expenditure

Specific Area of Focus

A. Cognition

B. Communication

C. Physical


E. Sensory Integration

F. External: Family life

 As a school we are aiming for our Pupil Premium funding to provide our students with a legacy. We aim for the impact to last for our students throughout their lives and any equipment purchased to benefit the wider school community.

Pupil Premium Planned Spending Breakdown


Why are we choosing to spend money in this way


THE SPEECH BUBBLE LTD. Language consultant

Staff training

Working with identified students carrying out assessments

Writing plans and supporting implementation


Support for communication coordinator and communication champions in implementing whole school approach.

 B: Communication

Communication underpins everything we do as a school. Our students deserve a voice and the NHS only funds SALT 1x weekly. With 115 + students in school we recognised the need for a specialist who can meet the needs of students on a daily basis and work alongside a staff team focused on developing CLL

A whole school audit demonstrated an increase in total communication.(refer to  pupil progress assessment and HS’s report on the effectiveness of communication champions)

IEPS/EHCP meetings have shown progress in expressive and receptive language. ( refer to Speech bubble reports)

The school environment is reflective of total communication. (refer to class communication policy and audits)


Students have made progress in line with their peers and in some cases exceeded the progress made by their peers. Students engaged in effectively communicating their needs and reducing their frustrations.  (See IRIS)


School Counsellor: To offer 1:1 support to pupils, support to small groups and also to parents



F: Family Life

There is a great need in school for PSEMH support for a large number of students and families. 1:1 sessions, group work, family work can be offered by having an on site counsellor who knows the school, families and young people

Due to Covid 19 there have been issues to be addressed relating to mental health and wellbeing of students and families which the counsellor has responded to.

Student wellbeing increased (refer to counsellor reports)

Behavioural incidents have decreased. (See IRIS)

Families have been supported to deal with their mental health and wellbeing

(refer to MDP reports and responses to wellbeing survey)

Pentagon Sports equipment for outdoor play area.





  Equipment to develop new skills and generalise existing skills. Increased physical exercise which in turn supports wellbeing.

Equipment being installed at time of this report.

Shine Therapy



E: Sensory Integration



An increase in students experiencing Sensory processing difficulties. Support for class teams to work effectively with pupils who experience sensory processing issues.

To improve “readiness to learn”

Students are able to “ self regulate”

(refer to MDP reports and Shine therapy reports)

Staff knowledge increased (Observe classroom practice /increase in class sensory diets happening effectively)

 Sensory circuits used effectively and impact for individual students (refer to individual student reports)

 (Rebuilding after Covid and in line with COVID risk assessments)


Lancashire Interpretation and Translation Service.


To offer support for 2 pupils whose families have English as a second language.


B: Communication

Families need support to understand their children’s developmental levels and needs and their targets.


 Families are able to support their children’s learning at home. (feedback in meetings)

The wellbeing of the family is increased through the support they are able to provide for their children in relation to communication and interaction, play skills and behaviour regulation.(feedback in meetings)

Little Voices





A creative curriculum approach to support communication

Self-esteem and Confidence

Students have had opportunities to engage in an arts based programme which has been integral to the recovery curriculum leading to support for mental health and wellbeing.(Feedback from class staff)

Students to develop essential social and independence skills

 Improved confidence, self-esteem and behaviour.(refer to IEP trackers and progress shown)


£ 16,718.23












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Mayfield School and College, Gloucester Road, Chorley, Lancashire PR7 3HN