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Pupil Premium 

Pupil Premium

Allocation for the academic year 2023/2024


Please follow the following link to view our Pupil Premium Strategy Statement - 

Pupil Premium Strategy Statement 2022/2025 version 23 24

Allocation for the academic year 2022/2023£29,335

Please follow the following link to view our Pupil Premium Strategy Statement -

Pupil Premium Strategy Statement 2022/2025

Allocation for the academic year 2021/2022 - £28,895

Please follow the following link to view our Pupil Premium Strategy Statement - 

Pupil Premium Strategy Statement 2021/2022

Allocation for the academic year 2020/2021 £15,250

Please follow the following link to view our Pupil Premium Grant Report -

Pupil Premium Grant Report 2020/2021

Allocation for the academic year 2019/2020 £17,120

Please follow the following link to view our Pupil Premium Grant Report:-

Pupil Premium Grant Report 2019/2020

Allocation for the academic year 2018/2019 £21,100

At Aston Fence we ensure that all children receive quality first teaching, focused support, curriculum enrichment, and pastoral care.


Pupil premium funding provides enhanced provision as follows;

  • Teaching assistant support for learning to allow more adult support in every class.

  • Teaching assistant support for small group work; including structured interventions such as FFT.

  • Child Counsellor to provide support for specific children as necessary.

  • Subsidising educational and residential visits.

  • After school clubs.

  • Weekly, whole class music lessons and individual music lessons by specialist music teacher.


Subsidising extra-curricular activities such as whole school pantomime and choir concert at Rotherham Cathedral

Allocation for the academic year 2017/2018 £21,100

Pupil  Premium  has been  used to provide  in class support for children.  Some children have   also   accessed    specific  support  through    the  FFT   programme.  Our   Child Counsellor, funded entirely by school, has also provided support for specific children as necessary.  This has proved to be invaluable SEMH support.


Allocation for the academic year 2016/2017 £22,000


1. Identify  which  children  require  extra  ‘in  class’  support to be provided by the class

    teacher    and    teaching  assistant  as  appropriate.   Monitor    progress   of    these

    children     at  termly   pupil   progress  meetings   and  also  monitor    the  impact  of

    teaching and learning strategies.

2. To provide tailored one  to  one  support  for  any  child  who  is not making expected


3. To   provide  pastoral   programmes  for  any  child   who  would   benefit   from such

    support.  If necessary, children have access to a Child Counsellor throughout the 


4. To provide financial support to vulnerable groups to ensure that they can  access the       wider curriculum, ensuring equal opportunities for all children:

• Educational visits

• Residential visits (Year 6)

• Individual Music lessons

• After school clubs

• Wider opportunities in music

5. Evidence  shows  that funding  has had a  positive  impact on  learning  with  children

    making   expected  progress   and   children  working  at    greater   depth  within  the

    expected standard.   At present, any  barriers to  learning are identified and are being

    addressed i n  school.  Specialist  support is  involved as  necessary.  The impact  on

    learning  is  measured  through  pupil  progress  meetings,   from   the formative and      summative     assessments    and   the   outcomes  of    any  social and 

    emotional  support within provided in school.  


 2015/2016 £19,800 


How pupil premium has made a different to the attainment of disadvantaged pupils:


The children in receipt of pupil premium made and continue to make at least expected progress. The children enjoyed involvement in the wider curriculum.


  1. Funding was  used to provide  additional in class support.  The support was tailored to the  specific needs of the  children as necessary.  Children  accessed a number of Wave 3  Literacy programmes throughout the  year.  These were delivered on a one to one basis (Fischer Family Trust Programme).

  2. Funding  was a gain  used to  provide  wider opportunities  for  the  children;  sports clubs,  choir; lego  club and study club  are a small  example of the clubs  attended. We believe that children attend school on a regular basis because of the opportunities available to them.

  3. Funding   was  also used  to  subsidise  educational   visits  for  the  children;  again opportunities  that  improve  attendance  and  academic  achievement  through  our approach to the curriculum.


2014/2015 £15,038


  1. Children attended other school clubs.

  2. Educational visits provided the stimulus to engage the children in some exciting and interesting work.  Visits were subsidised to ensure participation.

  3. Children    accessed  specific  one  to  one  support  according  to  their  need.  This included children  who  had  strengths in  particular curriculum areas to  ensure that they fulfilled their true potential and achieved the best they possibly could.



  1. A  high number of children from Aston Fence  continued to  join after-school   clubs  which included children from vulnerable groups.

  2. Identified children received one to one or group support with their learning.

  3. Interventions in literacy and numeracy were delivered from year 1 upwards and  pupil progress meetings showed that the vast majority of these children were  making expected progress.

  4. Educational visits were subsidised to ensure that children attended the visit and  had access to quality first-hand experience.

  5. Children accessed specific booster programmes during the academic year.



Funding was used to purchase extended services facilities including an increased number of Family Learning programmes where children attend events with their parents/carers. Educational visits were subsidised for the children. Some children received 1 to 1 support during the Autumn and Spring terms and further Family Learning programmes were delivered. All staff received further phonic training during the Autumn term, allowing staff to have the necessary skills to work with some of our most vulnerable children. Time was spent in pupil progress meetings analysing the progress, or indeed any lack of progress, of any children and identifying any good practice that has aided progress, or any barriers that have emerged, causing a lack of progress. We ensure that no child slips through the net and that all make at least expected progress. Evidence showed that all children receiving pupil premium made progress.



Many children took the opportunity to attend activities organised by the extended services officer. Funding was used to purchase extended services facilities and for funding part of the officer’s salary. Children received awards from The Children’s University to recognise the high number of activities they have attended. Funding has been used to support educational visits. Reading resources have also been purchased. Funding was also used to provide after school clubs and classroom support.












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