Bushfield Road Infant School

Our School

COVID-19 Response


Pupil Premium Grant is Government funding allocated to all schools and academies to narrow the attainment gap between pupils eligible for Pupil Premium and those not eligible.

The criteria for Pupil Premium is children who have been in receipt of Free School at any time in the last 6 years and pupils who have left care under a special guardianship order or under a child arrangement/Residency order. Service Pupil Premium (SPP) is allocated to schools for those pupils who have a parent serving in HM Forces or has retired on a pension from The Ministry of Defence.

Schools are responsible for providing additional support for these pupils to enable them to achieve their full potential, and every school must decide on how this grant will be used to ensure this.

At Bushfield Road Infant School, Pupil premium funding is dedicated to ensuring children receive specific support and focused interventions, tailored to their individual needs. The grant is used to raise attainment in reading, writing and maths and also to remove social and emotional barriers which can impact on a child’s ability, self-esteem and motivation to learn. The school identifies a range of strategies to ensure these children make at least good or better progress from their starting points.

Is your child eligible for Pupil Premium?

For the latest benefit criteria please see the following links or ask at the school office for an information leaflet. Alternatively contact North Lincolnshire Council on 01724 297217


Pupil Premium FSM Parent Letter


Schools are required to publish details of their PP allocation, including how they plan to spend the allocation in the current school year, how the previous year’s allocation was spent and the impact on the progress and attainment of the pupils for whom the funding was allocated.

PP GRANT 2020/2021

Pupil Premium eligibility was just under 30% at Bushfield Infants which is high when compared to the national.

The school recognises that due to Universal Free School Meals for all infant pupils at Bushfield Infants, some parents choose not to register for Free School Meals. We encourage all eligible parents to apply and support to do this is available on request.

For the academic year 2020/2021, the school received funding for Pupil Premium, to the total of £57,800

How we measure the impact of Pupil Premium Grant:

Throughout the year, all pupils are tracked termly to ensure that good or better progress is being made and that appropriate support and activities are in place to meet targets and individual needs. Under normal circumstances, end of year data would be carefully analysed and comparisons made between the attainment of those receiving PP grant and those not in receipt of PP funding. Unfortunately, due to the COVID-19 Pandemic, no statutory assessments took place for EYFS, Year 1 and Year 2 resulting in no local or National comparative data for 2020/2021. As a result, schools only had their own teacher assessments and in school data to measure progress and to predict outcomes based on their assessments. As all schools use different procedures, alongside the fact that many children nationally did not return to school until March 2021, there are no robust measures to make comparisons between local schools and nationally. Similarly, within school, it was not possible to accurately assess individual pupil attainment from January to March and therefore data comparisons cannot be made for 2020/21.

The DFE cancelled statutory assessment for the academic year 2020/2021.This means that nationally and locally, all end of KS1 data was based on Teacher Assessment.
Despite the significant impact of the pandemic on all schools, Bushfield Infant School continued to implement a range of positive and effective teaching approaches, interventions and additional support. These approaches included extra reading sessions, Phonic booster sessions aimed at PP pupils, Special time, Learning mentor support, alongside excellent first quality teaching. The school has continued to work hard to narrow and close any gaps between the attainment of pupil Premium and non-Pupil Premium children. In particular, the current Year 2 children who were unable to take the statutory Year 1 Phonic Screening test in summer 2021 have made excellent progress as a result of additional support as they moved into year 2. There was a statutory requirement for all Year 2 pupils to take the phonics screening on transition to Year 2 and results were submitted in December 2021.

Despite the lack of data for 2020/21, the following positive achievements should be noted:

  • 100% of Pupil Premium (Non-SEND) met the Phonic screening in December 2021. This is above the percentage of Non Pupil Premium pupils which was 98%.
  • Of the 10 Pupil Premium children (Non SEND) in the current Year 2 cohort, 60% met the threshold in June 2021 at the end of year 1.
  • The 4 pupils who did not achieve the threshold at the end of year 1, received additional targeted Phonic support from September 2021 and by December, 100% had achieved the threshold.

End of KS1 teacher assessment 2021 was as follows:

  • Percentage of Pupil Premium in Year Group was 28% (15 pupils), with 9 non-SEND
  • Percentage of PP (Non-SEND) meeting ARE in reading at the end of KS1 was 67% (6 pupils)
  • Percentage of PP (Non-SEND) on track to meet ARE in writing by the end of KS1 = 67% (6 pupils)
  • Percentage of PP (Non-SEND) on track to meet ARE in maths by the end of KS1 = 56% (5 pupils

Summary of Pupil Premium spending this year included a wide range of support strategies:

  • The school’s Learning Mentor, Mrs. Hill has supported children and families to remove barriers to learning and to promote motivation and engagement with the curriculum and school activities. She has also provided significant levels of support for families through the Early Help process and also through less formal meetings. Covid-19 had a significant impact on the progress made by some Pupil premium pupils.
  • During Lock down, Mrs Hill maintained contact with many families, offering support both emotionally and through the delivery of grocery bags and learning packs. She also offered advice and was able to sign post families to receive additional help through a range of outside services and contacts with local children’s centres and outside support agencies.
  • Where families did not engage with our remote learning platform, paper copies were provided and when needed were hand delivered to homes.
  • Regular contact was made via telephone, e-mail and using the remote learning platform to support families.
  • The school’s Specialist Teaching Assistant assessed, identified and supported pupils across the school presenting with moderate or severe Communication & Interaction and/or Speech & Language needs. This continued until January 2021 when COVID restrictions were implemented, resuming in March 2021.
  • Uniform allowance was provided where applicable
  • Additional class based interventions and support to promote reading and further improve skills across the curriculum.
  • Self-esteem groups such as ‘Happy to be me’ led by Learning Mentor to improve self-confidence and to promote positive thinking and problem solving skills.
  • Teaching assistants within all classrooms to support emotional well-being alongside delivering 1:1 learning and group interventions.
  • TAs to provide individual support as identified, to prepare children and ensure they are emotionally ready to join their classes throughout parts of the school day.
  • Under normal circumstances, Pupil Premium pupils are usually funded for their attendance at after school clubs and also receive a free book token at the school’s annual Book Fair. A further impact of COVID-19 has meant that during 2020/2021 there have been no trips out of school, no out of school clubs, and no in school events.


Action Plan to improve attainment and progress:

For the academic year 2021/2022, the school has received funding to the total of £64,400. Proposed actions and funding allocations are as follows:

Barriers to educational Attainment

Proposed Actions

Intended outcomes


Low attendance/ Persistent absence impacting on learning and progress rates.

Attendance monitored daily. Absences followed up through phone calls, home visits, letters, attendance meetings with parents and referral to Education Inclusion.                                 Early Help Lead professional – Organises and Supports families through Early Help/ CIN meetings.

Close liaison & communication with outside agencies. Administration of the process led by Lead professional in school.

1:1 support for children around attendance. Reward charts, certificates etc. in liaison with parents/carers.

Improved attendance.

Gaps in learning narrowed and progress towards meeting ARE evident.

Families supported to overcome challenges and as a result improve child’s attendance.


Outside agencies involved as appropriate to support families to make improvements.

Learning Mentor/Attendance officer:


Low academic achievement resulting from social/emotional and mental health.

Families are supported with their individual needs through regular Early Help meetings/ Child in need meetings. See actions above.

Children are able to access the curriculum through the use of a variety of strategies to self-regulate.

Learning mentor/Early Help Lead professional:


Low aspirations – Academic achievement in Literacy/communication skills.


1:1 Speech & language interventions delivered by specialist full time TA in liaison with therapist. Speech & Language Link assessments in EYFS for early identification of need. 

TA to attend meetings with SALT representative in school and meet with parents as appropriate.   

1:1 TA support in class.  Same day interventions with opportunities to practise.

Improved communication & Language skills for all children, leading to improved progress in all curriculum areas. 100 % of children to make good or better progress in Reading, Writing, Maths & Phonics from their starting points. (Pupil tracking reports used to monitor progress)

Teaching Assistant time: £12,000

Low aspirations/ Phonic learning gaps resulting from COVID-19


Phonic booster groups delivered by Teacher 0.2 Small group/1:1 interventions with a focus on Phonics, led by class Teachers and TAs.

100% of Year 1 PP pupils attaining the threshold in June 2022.


Low aspirations/Gaps in Literacy learning resulting form COVID-19


Additional class based support in all classes (FS2 to Y2) from TAs to deliver specific daily 1:1 interventions. (Precision Teach, Rainbow Books, Key word read and spell, Booster groups.)

All children make good or better progress in Reading & Writing based on their starting points, in line with FFT

TA time: £10,000

Gaps in Phonics and reading achievement between disadvantaged and their peers

Purchase new fully decodable reading books. Staff CPD to deliver effective training.

Books purchased to support Bushfield Phonics & Reading Programme. 100% of PP children achieve Age Related Expectations in reading.


Cost of new books:


Gaps in Phonics and reading achievement between disadvantaged and their peers.

Daily Reading Champions. CPD for staff implementing reading intervention

Gap narrowed and 100% of disadvantaged pupils attaining Age Related Expectations.

Identified Reading Champions: 

Training and supply cover for Literacy Lead : £2,000

Low self-esteem and anxiety

Soft start daily to support identified pupil’s well-being. Provide resources to support pupils and families.

Pupils develop greater emotional resilience and develop strategies to overcome anxieties.


TA time: £6,000

Resources: £200

Low self-esteem and lack of self-confidence.

Happy to be me weekly intervention programme led by Learning Mentor & TA

Increased self-confidence, increased self-esteem, increased resilience and improved social skills.


Learning Mentor £1,000

Lack of resilience and emotional support




1:1 Special time/1:1 support within class or withdrawn for identified pupils delivered by Class TA or Learning Mentor as required.

Increased communication skills, self-confidence & self-esteem. Increased emotional resilience and improved skills in resolving problems.

TAs or LM



Low aspirations, low self- confidence, Hidden barriers to learning.




Staff to implement GL Assessment - PASS survey (Pupil’s Attitudes to Self & School) with all pupils FS2 to Y2.

 Use PASS to identify and measure pupil’s attitudes. Use PASS resources to plan most appropriate support.

The most appropriate pastoral support provided to ensure pupils become more confident, more ready and more motivated to learn.

Pupil attitudes more positive.


Family financial difficulties



School Uniform allowance, Free access to After school clubs, Book vouchers, subsidised visits (If restrictions allow for out of school visits and events. Options for payments in installments offered.

All children feel included in school. Financial Pressure reduced on families to pay for clubs, books at fairs etc.

Enriched experiences and improved self-confidence.




Admin time : £100

Lack of equity in experiences that build cultural capital.

Access to extra curricular clubs within school.

Fuelled Holiday activities and food vouchers.

Children have access to a wide range of enriched experiences.



Admin time: £100