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Pupil Premium Strategy


The pupil premium is grant funding and is in addition to the school’s fees. It is allocated to children from low-income families and children who have been looked after continuously for more than six months. Pupil premium funding is used to raise attainment, promote social skills, independent learning and positive behaviour in order to increase student progress.

The Government believes that the pupil premium is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the students that need it most.

In most cases the pupil premium is allocated to schools and is clearly identifiable. It is for the school to decide how it is spent. However, schools will be held accountable for how they have used the additional funding to support students from low-income families.

At Ingfield Manor, we make every effort to ensure that disadvantaged students receive outstanding support and believe that our core business is to ensure all our students make outstanding progress. We know that research has shown that the quality of teaching makes the biggest difference to outcomes for all children and young people and that regular formative feedback helps improve student’s metacognition: supporting our students to think about their own learning and how they can progress, which increases motivation and self-esteem. Also, it is important that our students experience high quality interactions, both with the staff supporting them and their peers, particularly in relation to collaborative working. Also, that having the vocabulary, skills and necessary support to be able to communicate their wants and needs effectively, as well as showing their knowledge and understanding increases self-esteem and motivation. We recognise that belonging to a school community is a key developmental factor which supports self-awareness, self-management, social awareness, relationship skills and responsible decision making.

 Therefore, pupil premium is used to maintain and enhance existing provision by:
• Maintaining a whole school ethos of attainment for all
• all students are considered as individuals and never as a group – additional staff time is allocated for planning / staffing ratios are high
• school culture is that of success with barriers to learning reduced or removed – enhanced differentiation (planning reflects individual’s needs)
• all staff have high aspirations for all children and young people
• all our children and young people have the opportunity to play key roles in school life, such as representing their class in school council and being part of school performances.
• Support the development of self-esteem and a sense of self-worth to encourage individuals to have high aspirations for themselves
• Creating a personalised curriculum, based on student need
• Ensuring high quality teaching with robust quality assurance (termly observations, learning walks and work scrutiny)
• Teachers work with assigned team members to ensure all support is individualised and meets personal need
• Having a person-centred approach to target setting, ensuring a holistic approach to supporting aspirations
• Ensuring that all staff are trained and deployed effectively
• Having a robust induction programme
• Tailored INSET for individual staff development – the impact of which is measured against student progress
• External courses as required to develop professional practice and meet students’ needs
• Creating an assessment system that is personalised and able to support individual student progress towards long term outcomes
• Person centred approach
• Annual review targets, termly objectives and lesson targets are holistic and support progress towards longer term aims and aspirations
• Termly student progress meetings held, which include setting specific individual strategies to address under performance
• Consistent praise & reward system to recognise student achievement
• Managing student behaviour and attendance
• ensuring that all students can communicate their wishes and that staff have the training to support and promote this – initial induction and annual training in relation to communication and AAC
• robust systems in place for home school contact, monitored by tutors daily

 In deciding how to spend the PPG in any year the school takes into account:
• the analysis and needs of individuals in respect of their holistic development;
• the wishes of the parents and carers;
• where applicable, working with external partners to support the experiences of our disadvantaged students;
• meeting the day-to-day needs of each learner within the context of the whole school,
• including interventions where there is clear evidence of impact;
• the deployment of a skilled workforce
• the expectations of the Governors in providing best value for the spending of public money
• careful monitoring of impact of PPG on its recipients.


Pupil Premium Funding


Each year, the Head of Education will work in collaboration with Finance Manager and Heads of Department to prioritise the key areas to invest in.

 The pupil premium allocation for 2019/20 was £14,135 from West Sussex and Surrey local authorities. In addition to the above, we used this to purchase:
• Screens to support focus in lessons
• Interactive IT including subscriptions to websites such as Education City
• Access equipment and software
• Sensory boxes
• Eating and drinking equipment
• Rebound Therapy Training for three members of staff


We also used the funds to secure the services of a Family and Systemic Psychotherapist, as well as provide training to staff for rebound therapy.

 The pupil premium allocation for 2020/21 is £15,750 from West Sussex and Surrey LAs and we will be using this to continue to provide the high level of support to all students, as well as staff training to ensure all staff are able to continue to develop their skills and knowledge to provide outstanding support for communication, physical and independence skills.

 Our key priorities for 2020/21 are to develop our curriculum to ensure that the teaching and learning for all students is creative, inspiring and organised to ensure that they are able to build on previously learnt skills, as well as maximise our amazing learning environment by making the most of our outside space.
We have already held training to develop the role of our curriculum co-ordinators and improved our pond area so it accessible. In addition, we aim to:
• Create an outdoor sensory garden
• Purchase specialist resources to support students with a visual impairment
• Purchase specialist maths resources that are manipulative and will help with the development of place value.
• Train a ‘train the trainer’ for rebound therapy.
• Maintain subscriptions to websites providing interactive activities.
• Purchase switches.



 Historically there has not been a significant gap in achievement for students on FSM (free school meals) or CLA children (children looked after) at Ingfield Manor School. We are proud of the achievement of all students at Ingfield Manor School, including those who are eligible for pupil premium.
We regularly assess and analyse student progress. We use a bespoke system to assess our students, using evaluations of the student’s termly objectives to determine whether our students are making better than expected progress, expected progress or less than expected progress towards their annual review targets. These are set to enable the child or young person achieve their long term aims in cognition and learning; communication; physical and sensory and social, emotional and mental health, as set out in the EHCP. Our Ingfield Holistic Assessment System criteria provides a framework to support the setting of targets and ensure that learning is sequential, enabling all students to build on the knowledge and skills that they have already achieved. However, it is important to remember that all children and young people should also have the opportunity to overlearn information in different contexts, especially when they have motor neurological impairment which impacts on memory.


Year 2017-18 2018-19 2019-20 2020-21
Total Number on Roll 57 55 54 53
Total Number on FSM 15 13 7 12
Total Number CLA 2 3 3 4