GSO Test

GSO Test

Pupil Premium

The pupil premium is additional funding available to schools maintained by the local authority, to raise the attainment of disadvantaged students of all abilities and to close the gaps between them and their peers.

Pupil Premium strategy statement Walton Leigh School 2021-2022

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview



School name

Walton Leigh

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021/2022 to


Date this statement was published

December 2021

Date on which it will be reviewed

July 2022

Statement authorised by

Mark Bryant

Executive Headteacher

Pupil premium lead

Annie Paget

Governor / Trustee lead

Lisa Kent

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year


Part A: Pupil premium strategy plan

Statement of intent

Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our most disadvantaged pupils. Considering their SEND, socio-economic disadvantage is not always the primary challenge our pupils face, however in our experience socio-economic can often impact on our pupils wider outcomes when compared to their peers particularly in terms of:

  • Progress in the four key areas of Communication, language and literacy, cognition, social and emotional and physical and sensory
  • Emotional wellbeing and mental health
  • Social opportunities

At the heart of our approach is to provide high-quality individualised support focused on the priority areas above. The areas that our most disadvantaged pupils require it most.  Individualised targeted support is based on robust diagnostic assessment of need in these priority areas, and the aim of supporting pupils to make progress from identified starting points.

Although our strategy is focused on the needs of our most disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will improve alongside progress for their disadvantaged peers.

Our strategy is integral to wider school plans for supporting pupil progress in the four key areas of their EHCP including communication skills development as well as their social and emotional health and wellbeing. Our Pupil Premium strategy is also a key part of our general Covid recovery response focused as it is on pupil progress, social and emotional health and opportunities to engage and learn in the local community.

Our strategy is driven by the needs and strengths of our most disadvantaged pupils, and is based on both formal and informal initial assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant individual support to enable them to make progress in key areas of focus.


This details the key long term challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Our assessments, observations and discussions with pupils show that disadvantaged pupils are likely to have emotional and mental health issues that often prove a significant barrier to engagement, learning and wellbeing


Through observations and conversations with pupils and their families, we find that disadvantaged pupils often require significant support to develop personal and social skills and generally have fewer opportunities to engage and experience in social opportunities


Our assessments, observations and discussions with pupils and families demonstrate that the education, wellbeing and wider development of many of our disadvantaged pupils have been impacted by the pandemic to a greater extent than for mainstream pupils. These findings are backed up by several national studies (

Intended outcomes

This explains the outcomes we are aiming for by the end of our current 3-year strategy plan, and how we will measure impact and outcomes.

  Intended outcome

  Success criteria

Pupils are happy and engaged in all aspects of the school day in a calm and positive manner

Through achievement of improved progress, as demonstrated by Social and emotional targets in ILPs and our end of year assessments and at the end of our strategy in 2024/25.

Through observations and discussions with staff, pupils and their families.

Pupils benefit from positive engagement in social opportunities




Through observations and discussions with staff, pupils and their families (and social care staff as appropriate)

Improved progress for pupils in the four key areas of:

  • Communication, language and literacy
  • Cognition
  • Personal, social and emotional
  • Physical and sensory


Through achievement of improved progress, as demonstrated by ILPs and our end of year assessments.

Positive responses from staff, pupils and parents in relation to pupils individual progress

Activity in this academic year 2021-22

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Focus: Pupils are happy, engaged and calm and able to engage positively in all aspects of the school day


Budgeted cost: £6782

Evidence that supports this approach

Challenge number(s) addressed

Additional two days of Emotional Literacy Support Assistant (ELSA) input

We have observed through our work with students and their families that many of them, because of their SEND and individual circumstances have significant emotional issues, stress, anxiety and poor mental health. This often creates significant barriers to engagement, learning and positive wellbeing. The deployment of additional ELSA support will enable us to help more of our students to improve their emotional wellbeing, engage and learn.




Budgeted cost: £13455

Evidence that supports this approach

Challenge number(s) addressed

One day of music therapy


Many of our pupils have sensory needs which impacts on their auditory processing and other sensory-motor, perceptual/ motor, gross and fine motor skills.  All of these can be enhanced through music therapy and support the students to  develop communication and physical skills and support positive emotional wellbeing



Focus: Pupils benefit from positive engagement in social opportunities


Budgeted cost: £1,598

Evidence that supports this approach

Challenge number(s) addressed

Additional social activities and opportunities to support development of social skills, self-esteem, confidence  and independence  

We have observed that compared to their mainstream peers, many of our pupils have restricted social opportunities.  Very often, this negatively affects their social skill development, independence, confidence, self-esteem and emotional health.  By offering a programme of social activities, we will support students to develop socially and emotionally.


Total budgeted cost: £22,790


Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Walton Leigh School Pupil Premium 2020-2021

Money allocated £12,415

This money was spent on: Home School Link Worker £12,415

The Home-School Link Worker is available to support all families. The HSLW either works directly or has contact with all the families on the identified list of ‘disadvantaged’ students.

Examples of impact:

  • Parents have been able to arrange activities for their children as a result of the information sent out by the HSLW about Short Breaks, Playschemes, clubs in their area
  • Parents have successfully applied for allowances as the HSLW has helped them to complete forms and provided supplementary information and letters
  • There has been improved engagement with Social Care and other agencies for some families as the HSLW has attended meetings to support them
  • Supporting vulnerable families to enable them to access provisions and services they are entitled to, during lockdown this included keeping in regular contact with families who were not able to access other services and distributing vouchers for meals.

Progress data form 2020-21 showed that Pupil Premium students achieved at the same rate as other students.

Click here to see a case study which illustrates the direct outcomes of the HSLW during 2020-21.

Service pupil premium funding



How did you spend your £310 service pupil premium allocation last academic year?

We supported the significant emotional needs for our eligible student by scheduling daily individual sessions with a member of staff where the pupil was able to process their day and discuss their emotional state and plan for any challenges coming up.  We allocated their service funds to purchase art materials that provided an enjoyable art activity to focus on during the sessions

What was the impact of that spending on service pupil premium eligible pupils?

This provided support for managing the emotional needs of the student and over time during the year, they became more aware of their own emotional state, calmer and more settled in class