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Pupil & Sports Premium

Pupil Premium

Who is the Pupil Premium for?
The Pupil Premium is aimed at Reception to Year 11 pupils who are from low income families and eligible for Free School Meals (FSM). This includes any child that has been registered for FSM in the past 6 years (Ever 6 FSM).

How much is the Pupil Premium?
The Pupil Premium for 17/18 was set at £1320 per Ever 6 FSM pupil. Coopers Edge School received £109880.


How are schools expected to use the Pupil Premium?
Schools can choose what to spend Pupil Premium on, however, the funding should help close attainment gaps for eligible pupils.

PUPIL PREMIUM STRATEGY - Academic Year 2018/19

PUPIL PREMIUM REPORT - Academic Year 2017/18

Pupil Premium Expenditure at Coopers Edge School

Monitoring and Evaluation

 All teaching and support staff are fully included in the analysis of children and identification of pupils. All staff are aware of who pupil premium and vulnerable children are.

The school uses a variety of assessment and monitoring processes to establish the success of all programmes and interventions to ensure the use of Pupil Premium funding is “making a difference”.

Key methods of monitoring and assessment utilised include:

•Standardised testing – Reading/Writing/Maths

•End of key stage progress and attainment data

•The Boxall profile to evidence the effectiveness of social and pastoral interventions

•Pupil and Parent voice is valued in monitoring impact and success


Additional Teaching Assistant Support

The school has used funding to provide additional support from Teaching Partners. Our Teaching Partners receive weekly TP training. There has been a training programme for these personnel to allow for the identified interventions to be delivered. This has allowed for quality intervention to be delivered to pupils either 1:1 or in small groups to try to accelerate progress and close the gap for identified pupils.


Intervention Programmes

The school has purchased high quality intervention resources and training to implement literacy and numeracy interventions.

These intensive programmes are designed to accelerate progress in small groups, pupils who are stuck or hard to move.

•Rapid Maths – a 10 week small group programme designed to move pupils who are stuck at a variety of levels and restart their journey.

•Rapid Reading – A 1:1 approach utilising IT that moves children at a vastly accelerated rate.

•Rapid Writing – A small group ‘intervention’ based on a 10 week programme for intervention at Levels 1 – 3.

•In Gloucestershire Children Count – A 1:1 approach looking at specific gaps and how to close them.

•Reciprocal Reading – A focused reading programme for 1:1 or small groups, focusing on reading comprehension.

•Fischer Family Trust Wave 3 Literacy - A focused reading programme for 1:1 children for intervention at lower reading ability.


Resources and Training

In addition to the above family of resources the school is able to provide up to date new interventions on a needs led basis. Where a pupil or group of pupils are identified with a particular need the school will, through research and/or professional advice, seek to address this and utilise the training and resources budget to ensure high quality provision is secured as early as possible.

The following shows the range of interventions which are currently run in school:

 Intervention Barrier Group or 1:1 Frequency and Length Monitoring

Rapid Reading Literacy: Reading accuracy and comprehension, spelling 1:1 with a trained TA 2 sessions per week, 30 minutes per session for 10 weeks Individual Reading Analysis before and after intervention

Nurture Group Social and emotional difficulties 2 x Leaders Small group 4 mornings per week – alternative curriculum Boxall Profile

Rapid Writing Literacy – Writing skills, spelling, handwriting Small group 2 sessions per week, 30 minutes per week for 10 weeks Progress measured before and after against age related expectations

Language for Thinking English / comprehension / speech and language 1:1 or within a small group 1 session of 30 minutes per week for a term Assessments provided in book

Language Group Speech and Language / English Small group or 1:1 1 session of 30 minutes per week for a term Targets set and reviewed by S&L Therapist

Precision Teaching / Toe by Toe Phonics, Reading or Spelling 1:1 5 / 10 minutes daily for a term Reading / Spelling Age

Rapid Maths Maths Small Group 5 sessions per week, 60 minutes per day, for a term Maths Age

Fizzy Gross and Fine Motor Skills Small group 3 sessions per week, 20 minutes per Assessment provided by OT / Programme

Year 6 Booster Groups Maths and English Small group 5 sessions per week for 1 term Progress against age related expectations

Triple P Parent engagement 2 leaders Selected parents 1 session per week 90 mins Parents

Talk Boost Speech and Language / English Small group or 1:1 1 session of 30 minutes per week Targets set and reviewed by S&L Therapist

Speech and Language Therapist Speech and Language / English Small group or 1:1 1 session of 30 minutes per week Targets set and reviewed by S&L Therapist


Parent and Child Support

•The school puts a high importance on a multi-agency approach to working with children and their families.

•The school utilises Pupil Premium to ensure that there is an integrated and systematic pastoral support process through the Inclusion Co-Ordinator and the PaCSA Team.

•The PaCSA team provides parenting support, signposting and practical links between the parents, children and school and other agency involvement.

•The PaCSA team provide Nurture provision and Triple P Parenting Support as other areas of support.

•The schools approach ensures that all FSM children and others have access to the support identified through half termly pupil achievement meetings. This support is identified by pupil in whole school provision mapping and intervention logs.

•The range of support will include academic, social, pastoral, additional opportunities.

•The process ensures interventions are targeted, resourced, monitored and impact assessed.

•Specific therapies, such as play therapy are also funded through Pupil Premium for Looked After children.


Nurture group

Having identified pupils requiring specific intervention a nurture room and nurture group has been established. In order to facilitate this 2 members of staff have undergone training and qualified as nurture group leaders. A bespoke nurture environment has also been developed. Nurture addresses pupil’s social/emotional/behavioural difficulties which impact upon their ability to learn. The programme is not time constrained and pupils reintegrate to regular classroom activity when ready. The programme provides an alternative curriculum for pupils in the afternoons.


Trips and Visitors

One of our aims as a school is to be able to give the children as many experiences and WOW moments to broaden their horizons, create community and cultural understanding and increase knowledge and a sense of awe.


Music Lessons

 At Coopers Edge, we offer music sessions to pupils in KS2. These have included violins and clarinets. Specific 1:1 sessions also include guitars and drums. All of these have been funded either in part for whole class sessions or in full for specific Pupil Premium children wanting 1:1 sessions.


Breakfast Club and After School Club

Specific children have been given access to Breakfast Club, After School Club or both. This has been dependent on need or level of support needed by the pupil.


Insight Tracking

Insight is the complete assessment package supporting entry, analysis and sharing of pupil progress and attainment data through Early Years and Keys Stages 1 and 2. It includes complete support for the National Curriculum allowing Coopers Edge to rest assured they are up-to-date with the latest best practice.


End of KS2 Outcomes

Pupil premium accounted for 10 pupils which is 40% of the cohort

Progress Score For Disadvantaged Pupils (2017/2018)






Number of Disadvantaged pupils




Disadvantaged pupils with adjusted score




National Average for non-disadvantaged pupils






Coopers Edge Pupil Premium

Coopers Edge Non Pupil Premium

National Pupil Premium

National Non Pupil Premium

Achieved Age Related Expectation







Coopers Edge Pupil Premium

Coopers Edge Non Pupil Premium

National Pupil Premium

National Non Pupil Premium

Achieved Age Related Expectation







Coopers Edge Pupil Premium

Coopers Edge Non Pupil Premium

National Pupil Premium

National Non Pupil Premium

Achieved Age Related Expectation






Sports Premium

‘Active Edge’

Active Bodies and Active Minds = Healthy and successful learners for the future.

In April 2013, the Government announced a new programme of directed funding, the ‘Primary PE and Sport Premium,’ investing more than £450 million pounds over its first three academic years. The funding must be spent by schools on making additional and sustainable improvements to the provision of PE and sport, benefiting all pupils within the school and encouraging the development of healthy and active lifestyles. Each school is able to determine the best use of this funding for their children.

In March 2016, the Government used its Budget statement to announce there would be further investment in the Sports Premium funding programme, saying it would double the money available (from September 2017), using redirected tax revenue from the new levy on soft drinks to support it. 

What have we done so far?
Since opening in late 2011 Coopers Edge School has seen a rapid growth in pupil numbers, from around 40 to circa 325 pupils today (Feb 2018) – an increase of 10% on last year alone. Our fantastic modern site and buildings were opened in April 2012 and offer extensive grounds that are capable of providing many options to encourage and facilitate active lifestyles during both curriculum and non-curriculum time. However, from the outset it was essential and obvious that the school needed to secure appropriate PE and sport resources for the fast growing student roll, to use within the environment, as well as support the CPD and induction needs of an ever increasing number of staff. In addition, the school were conscious of the wider public agenda and ongoing debate around the activity levels of the next generation. The school’s initial focusses therefore were:

  • To ensure adequate and appropriate resourcing of sports equipment, in line with the actual roll number at any given time, across all key stages.
  • Acquire and implement appropriate PE Schemes of Work (SOW).
  • Support staff’s CPD, with qualified assistance, especially in relation to new SOW.
  • Promote physical activity during non-curriculum time (playtimes and community based). 

So how has previous funding helped?

Coopers Edge School have utilized the funding to help:

  • Ongoing augmentation of sports and activity equipment to reflect the school’s growing pupil numbers; meet high levels of equipment and pupil ratios and ensure a wide variety of resources to facilitate diverse pupil experiences (curriculum and non-curriculum).
  • Purchase new subject Schemes of Work, providing staff with an appropriate resource to support planning of focussed lessons in key topics. The schemes are now being used and have given staff increased levels of confidence in preparing and delivering lessons, across the depth and breadth of the PE curriculum. The schemes were also supported by initial and follow-up CPD activities.
  • Purchase additional equipment to support clubs with non-curriculum focuses, for example Yoga. This has enabled us to facilitate further opportunities beyond the curriculum and in some cases engage otherwise dis-interested demographic pupil groups.
  • Install large playground equipment. Our new 9 metre long climbing wall, which is in use daily, has been a great hit and provides all pupils with a physical challenge and yet more choice.
  • Purchase hand-held playground equipment and games to provide pupils with a wide choice of activities to participate in during breaks and lunch. Additionally, purchase dedicated storage facilities for the new resources (Inc. ‘Scrap Store’). Higher levels of activity have been observed in both sport specific and non-specific activities, as well as increases in appropriate social play.
  • Train and provide guidance to existing and new MDSA’s in the leadership of play, resulting in dynamic MDSA’s who confidently support the children and each other in delivering active playtimes.
  • Aid Sports Coaching students from the University of Gloucester, to design and deliver a package of traditional and contemporary games that the children can play as part of a ‘How and What to Play’ initiative to support social development in our pupils.
  • Initial acquisition and further timely purchases of balance bikes and associated equipment to support the delivery of the Balanceability programmes, as the school cohort grows. The initial impact was an over 85% increase in EYFS pupils being able to ride a bike. Funds have also enabled us to aid the development of KS2 pupils’ riding skills and road-safety competence, through the Bikeability schemes.

2016-2018 Key financial assignment and impacts.

The school received Sport Premium funding of £12,828 between April 2016 and April 2017 (financial year - not academic), which was amalgamated with balances brought forward from the previous financial year; We have received further funding since the beginning of this academic year (17-18), under the revised funding scheme: £9000. All of which has enabled us to make the investments and impacts shown below, whilst furthermore accruing monies to make a significant capital investment in our active playground (see Next Steps).

Action Cost Impact
Design and installation of our new 9 metre long climbing wall.
Annual maintenance costs for the wall.
Pupils have further choice of playground activities, with the climbing wall being used daily; the facility is also used by our daily afterschool club as well as other school hirers. There have been notable increases in pupils’ confidence and core strength as a result of using the wall.
Augmentation of Balanceability equipment (bikes, balance bikes and helmets). £533 More pupils can access bike skills training sessions at any given time, allowing faster and more cost effective delivery of this active based learning.
Development and augmentation of playground activity equipment. £1100 Pupils now have increased choice of games and activities during playtimes; equipment is in constant use and pupils are now visibly more active during these times.
GSSN membership (2016-2017) – Staff CPD and access to sports coaching, teaching and competitive events. £2350 Pupils have participated in an increasingly wider selection of competitive and non-competitive physical and sporting activities; staffs have received CPD around the delivery of PE, increasing their confidence and improving outcomes for pupils.
Provision of specialist gymnastics equipment. £720 Staffs are able, within lessons and clubs, to utilise wider differentiated resources to support gymnastic skill development.
Augmentation of general Active (PE) curriculum equipment. £2300 High quality resources have been maintained along with effective pupil to equipment ratios.
Provision of EYFS specialist outdoor wooden play equipment. £250 EYFS pupils have an increased choice of core motor skill activities to undertake within the safety of their dedicated outdoor environment.
Subsidisation of whole school swimming programme (2016-2017).
Current subsidisation of the new swimming programme (2017-2018).

Sustained provision of swimming teaching and learning for approximately 50% of the school cohort (across EYFS, KS1 and KS2).
Completion of groundworks required ahead of large playground equipment installation scheduled for summer 2018. £750 Ground now suitable for installation of large play climbing equipment.
Provision of specialist staff to deliver and sustain our in-house bike ‘Balanceability’ programme. 
(04/17 – 04/18).
£3600 Sustained access to effective ‘first step’ bike skills – basic skills achieved by all lower school pupils.

Current Sports Premium balance of circa £14,000 (Feb 2018) – see next steps below.

What’s next?
At Coopers Edge, we firmly believe that an active cohort of pupils is a key part of what makes all children healthy, happy and successful in everything they do. We will therefore maintain and sustain our achievements to date alongside our future developments. Before the academic year is concluded, we plan to utilise fund balances to:

  • Further augment our gymnastic equipment to support both curriculum and non-curriculum learning.
  • Initiate additional large playground development, with the focussed re-landscaping of the Plaza play area and Forest School, following which we will programme the installation of climbing apparatus aimed at further aiding KS2 pupils in the development of their core physical capabilities.

At Coopers Edge, we firmly believe that an active cohort of pupils is a key part of what makes all children healthy, happy and successful in everything they do. We will therefore maintain and sustain our achievements to date alongside our future developments. Over the remainder of this academic year we intend to use the Sports Premium Funding to:

  • Further augment, where necessary, our general ‘Active’ equipment, ensuring quality equipment is available to support curriculum and non-curriculum activities.
  • Finalise the development of the Plaza play area, installing large playground climbing apparatus, aimed primarily at further aiding KS2 pupils in the development of their core physical capabilities.
  • Sustain quality ‘small’ playground equipment to encourage active breaks and lunchtimes.
  • Support the continued provision of our Balanceability and swimming programmes.

That is our determination and commitment!

The school has been investing heavily in establishing excellent resources to aid the development of pupil’s active lifestyles, both in and out of lessons. Going forward the school remains committed to maintaining the impact of this investment. In the next 12 months the Sport Premium funding will enable us to continue with our focus on ‘Active Play’ (supporting the achievement of minimum daily activity levels highlighted in the Government Obesity Strategy 2016), whilst underpinning our developments in curriculum activities; we are using the funding to nurture the active adults of the future.

Our dedicated Active Edge blog page contains many reports (over 300) all about our new resources and their impact; the blog also contains numerous examples of how we have been engaging our school community in regard to active lifestyles. 

Visit the Active Edge Blog

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