Bushfield Road Infant School

Our School

COVID-19 Response

Pupil Premium

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 Sept 2020


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 2019/2020

For the academic year 2019/2020, the school received funding for Pupil Premium, to the total of £59,020.

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 Year 1 and Year 2 in the summer term, resulting in no local or National comparative data for 2019/2020. As a result of the National lockdown from March until June, 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 September 2020, 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 March to June/September and therefore data comparisons cannot be made for 2019/20.

The DFE have recently published information stating that for the academic year 2020/2021, there will again be no statutory assessments at the end of Key stage 1 and that teacher assessment only will be required. There will be no requirement to undertake Science teacher Assessments for this academic year. This means that nationally and locally, all end of KS1 data submitted will be 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 2020 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 November 2020.

Despite the lack of data for 2019/20, the following positive achievements should be noted:

  • 100% of Pupil Premium (Non-SEND) met the Phonic screening in November 2020. This is above the percentage of Non Pupil Premium pupils.
  • Of the 6 Pupil Premium children (Non SEND) in the current Year 2 cohort who received additional targeted Phonic support from September 2020, 100% achieved the threshold, increasing their scores significantly from March 2020.
  • Of the 5 Pupil Premium pupils who received 1:1 additional support for their identified difficulties with Language comprehension in Reception, 60% 0f those pupils have now been assessed as Age Appropriate and no longer require support. The remaining 40% are now assessed as having moderate difficulties and will continue to receive support.

End of KS1 Predictions based on the data assessed in March 2020 just before Lock-down, were as follows:

  • Percentage of Pupil Premium in Year Group = 21% (12 pupils)
  • Percentage of PP (Non-SEND) on track to meet ARE in reading by the end of KS1 = 100%
  • Percentage of PP (Non-SEND) on track to meet ARE in writing by the end of KS1 = 100%
  • Percentage of PP (Non-SEND) on track to meet ARE in maths by the end of KS1 = 75%

Summary of spending this year included:

  • 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 all face to face meetings.
  • During Lock down, Mrs Hill maintained contact with many families, offering support both emotionally and through the delivery of grocery bags. 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.
  • 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 the spring, when COVID restrictions were implemented, preventing the mixing of bubbles to stop the spread of infection.
  • Uniform allowance 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.
  • Free access to after school clubs to promote a wide range of skills and to develop self-confidence and communication until March 2020.
  • 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 2019/2020 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 2020/2021, the school has received funding to the total of £57,800. Proposed actions and funding allocations are as follows:

Barriers to educational Attainment

Proposed Actions

Intended outcomes


Low aspirations

New resources posted on the website to support physical and mental health & well-being.

Pupils will feel more positive and self-confidence will increase.

IT costs to website and online resources : £300

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 for identification of need. 1:1 TA support in class. Same day interventions.

100 % of children to make good or better progress in Reading, Writing, Maths & Phonics from their starting points.

Teaching Assistant time: £10,000

Low aspirations/ Phonic learning gaps resulting from COVID-19

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

% of Year 2 PP pupils attaining the threshold Nov 2020 increased from 2019.


Barriers to educational Attainment

Proposed Actions

Intended outcomes


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 1:1 intervention. (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: 12,000

Low aspirations/Gaps in Maths learning resulting from COVID-19

Small group/1:1 interventions/booster groups with a focus on Maths, led by class TA or Teacher (0.1)

Improved attainment and progress in Maths evident in Teacher Assessments.

Teaching Assistants £10,000

Teacher 0.1 £6,000

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 £3,000

Lack of resilience and emotional support

1:1 Special time 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


Barriers to educational Attainment

Proposed Actions

Intended outcomes


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

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, Allotment visits, subsidised visits (If restrictions allow for out of school visits and events.)

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



During the academic year 2020/2021, Covid-19 restrictions resulted in all schools closing from January 2021 until March 8th 2021, except for key worker and vulnerable children. This impacted on teaching and learning for the vast majority of children, however an effective Remote Learning platform, alongside work packs being collected and/or delivered to homes meant that lessons could continue to be differentiated to meet the needs of all pupils.

Interventions and TA support continued within small bubbles for those children eligible to attend school. Children returned to school on March 8th 2021, however there were no statutory assessments for End of Key Stage 1, No official Year 1 Phonic Screening and no reporting of EYFS GLD attainment. As a result, teacher assessment was used to track progress and record end of Key stage data. This information is stored confidentially in Cohort Progress Tracking files.

The impact on children receiving Pupil Premium Grant during 2020/2021 was measured through teacher assessment at the end of July 2021, and outcomes were as follows. These statistics refer to Pupil Premium children, excluding SEND pupils.

At the end of EYFS      2020-2021:

51% of children in receipt of PPG were on track to achieve a Good level of Development.

At the end of Year 1      2020-2021:

In June 2021 86% of Y1 children in receipt of PPG met the expected standard in phonics, despite the screening check not taking place due to COVID-19.

YEAR 1:    Exit cohort 2022



% PP (Excluding SEND) achieving National Expectation.







At the end of Year 2   2020-2021:

In November 2020, despite two lockdowns, 100% of Y2 children in receipt of PPG achieved the expected standard in phonics. (The check was delayed from June 2020)

YEAR 2   June 2021 :    Exit cohort  2021


% PP (Excluding SEND) achieving National Expectation.