Pupil Premium

The Pupil Premium is additional funding for publicly funded schools in England to raise attainment of disadvantaged pupils and close the gap between them and their peers. The aim is to increase social mobility, attainment and progress.

The Government believes that schools should decide how the Pupil Premium is allocated and spent. It is felt that Head teachers are best placed to assess what additional provision should be made for individual pupils within schools. Therefore schools are required to utilise this funding to improve the outcomes for disadvantaged pupils.

Malpas Alport Primary School exists to close the opportunity gap for disadvantaged pupils in a rural community where isolation, poor transport, and limited access to services create real barriers to learning and life.

Our strategy is not about ticking boxes or chasing averages. It’s about delivering targeted, research-driven support that ensures every pupil—regardless of background—can thrive academically, socially, and emotionally.

We do this by:

• Delivering consistent, high-quality teaching in every classroom, every day.

• Using diagnostic tools to identify specific learning needs and intervene early.

• Providing small-group academic support for pupils not making expected progress.

• Removing non-academic barriers—from attendance and wellbeing to access and enrichment—through trauma-informed, emotionally intelligent care.

• Making every pound of Pupil Premium count, with decisions backed by evidence from the EEF, DfE, and Ofsted.

We’re building a strategy that works here, for our pupils, in this community.

This is our intent. This is our promise. And we are focused on making it happen. For more details of support and successes – please see out three-year strategy statement below.

Barriers to Learning

Main Barriers:

Some of our disadvantaged pupils start school well below national expectations as a result of limited experiences and opportunities. In order to address the gaps in development and attainment we direct a range of resources, support, interventions, programmes and strategies for children and their families.

Barriers and challenges faced by some of our disadvantaged pupils are many and varied. There barriers often increase in complexity as the children get older.

External barriers for many of our disadvantaged children include:

Academic Barriers:

1. SEN/ Learning Style

2. EAL (English additional language)

3. Low academic starting points

4. Lack of early play/life experiences

5. Behaviour (ADHD/ADD/ ASD/ Trauma)

6. Low language skills

7. High mobility

Additional Barriers:

1. Punctuality and Attendance

2. Young Carers

3. Chaotic house

4. Lack of access to services/ poor transport

5. Social isolation

6. Cleanliness/ Hygiene/uniform

7. Domestic Violence

8. Health

9. Parental Disengagement (including no reading or homework at home)

10. Sleep & Food- issues or lack of

11. Mental Health (child’s or parents/carers)