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Pupil Premium

Pupil Premium Strategy Statement 2019-2022

School Overview



 School name

Plympton St Mary Infants

Pupils in school


Proportion of disadvantaged pupils


Pupil premium allocation this academic year


Academic year or years covered by statement


Publish date

October 2019

Review date

September 2020

Statement authorised by

Suzie Ottewell

Pupil premium lead

Suzie Ottewell

Governor lead

Robert Harris


Disadvantaged pupil progress scores for last academic year

Measure Key Stage Progress









Disadvantaged pupil performance overview for last academic year




0% (3 pupils)

Phonics Y1 


Phonics Y2


EXP+ Reading KS1 / GDS Reading KS1 

83% / 0%

EXP+ Writing KS1 / GDS Writing KS1 

66%  / 0%

EXP+ Maths KS1 / GDS Maths KS1 

83%  / 16.5%


Strategy aims for disadvantaged pupils



Priority 1

To support disadvantaged pupils who have not attained a Good Level of Development to make accelerated progress to catch up. 

Priority 2

To maintain above national levels of attainment for disadvantaged and increase the percentage attaining GDS through high quality teaching.  

Barriers to learning these priorities address

Ensure all staff are aware of disadvantaged pupils in their class and regularly assessing their progress and attainment, using evidence-based interventions to support the children to catch up.  

Projected spending



Teaching priorities for current academic year



Target date 

Progress in Reading

To attain national average attainment in EYFS. 

To increase the proportion of children attaining GDS in all year groups. 

July 2020

Progress in Writing

To attain national average levels in EYFS. 

To increase the proportion of children attaining GDS in all year groups.

July 2020

Progress in Mathematics

To attain national average levels in EYFS and KS1. To increase the proportion of children attaining GDS in all year groups. 

July 2020


To maintain above national phonics screening results for all groups. 

July 2020







Priority 1

Refresher training for all staff / new staff on phonics methods

Priority 2

Work with DHT and Maths Lead from OPJA to support teachers to develop mastery planning and delivery. 

Barriers to learning these priorities address

All teachers trained in proven methods to support children to catch-up

Projected spending 



Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.


Targeted academic support for current academic year



Priority 1

Establish small group interventions for disadvantaged pupils falling behind, including pre-teach led by teachers.

Priority 2

Provide daily reading for disadvantaged pupils. 

Barriers to learning these priorities address

Children who are not predicted to reach GLD or are WTS in KS1 are supported to catch up. Higher attaining disadvantaged pupils supported to make accelerated progress. 

Projected spending



Wider strategies for current academic year



Priority 1

Monitoring of attendance for all vulnerable pupils including work with EWO, other agencies, families. 

Priority 2

Parent information events including coffee mornings, children’s presentation of learning, workshops. 

Barriers to learning these priorities address

Ensure attendance for all vulnerable pupils improves in line with national. All parents engage with school support and attendance improves. 

Projected spending



Monitoring and Implementation



Mitigating action


Ensuring sufficient release time for leaders and teachers to embed new strategies for most vulnerable pupils. 

Use of HLTAs and SLT cover across both schools to enable cross-working and shared good practice, increasing consistency. 

Targeted support

Ensure timetable has sufficient room for interventions, specifically 1:1 reading and pre-teach. 

Worship moved back to morning slot, freeing up teachers for pre-teach. Flexible start in the morning enables teachers to read with children.  

Wider strategies

Despite intervention, most vulnerable children may not improve attendance. 

Ensure use of outside agencies including EWO where appropriate, all adults in school build relationships with families. EHATs. 


Review: Last Year’s Aims and Outcomes (2018-2019)



For disadvantaged children to make greater progress in writing to ensure that they reach the expected level or above.


Increased from 50% to 66% (small cohorts each year). No disadvantaged children attaining GDS in writing in EYFS or Y2 but 20% achieved in Y1. Continue momentum for current Y2 group as others showing promise. 

Enable more disadvantaged pupils to attain Greater Depth Standard in all year groups. 


This is not yet happening although some children in current Y2 are showing promise due to consistent high quality teaching last year. 

To embed the Maths mastery approach across the school to ensure swift progress and strong outcomes for all. 


Mastery approach in place and results have improved but not yet in line with national. Elements now introduced in EYFS. Current Y2 will be first year group to have 2 years of consistent mastery approach. This is showing in their outcomes which show improvements in GDS although EXP+ not quite in line with national. 

Children see themselves as learners and have the vocabulary to describe their own progress and next steps 


This has improved with work on oracy, focused feedback in classes, challenges adopting ‘Even Better If’ approach. Continue to embed. 

Careful monitoring improves attendance for PP children. 


Attendance improved from 94.76% to 95.28% but remains an area of focus. 



“Let all that you do be done in love” (1 Corinthians 16:14)


Love, Friendship, Thankfulness, Respect, Forgiveness, Perseverance, Trust

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