Sundridge and Brasted CE Primary School

You are the light of the whole world

Our Rationale for Pupil Premium Spending


At Sundridge and Brasted our primary goal is to ensure that our children leave us as well-rounded citizens, fully prepared for the next stage in their education.


Looking at this in a little more detail we aim to ensure all our children:

  • achieve as highly as they are able
  • are academically prepared to thrive at secondary school
  • find joy in success, be it academic, sporting, musical, artistic or another area
  • are confident at building and maintaining positive relationships
  • demonstrate kindness and respect to all people however different or similar they may be 
  • understand our school's values and why they are important
  • have the beginnings of their own set of personal values
  • have the self-esteem and self-confidence to make the most of their innate gifts and talents


To achieve these aims with our Pupil Premium children, we use the funding we receive in a variety of ways. Being such a small school some of the interventions we put in place are shared by children who are not in receipt of Pupil Premium in order to make the viable and promote good progress for all children as well as Pupil Premium children.


Many of our interventions are linked directly to the curriculum and, in particular, core subjects:


  • We provide additional support through small group teaching, 1:1 teaching and in-class support to accelerate progress in all areas of English and maths, as it is widely recognised that attainment in these subjects underpins success across the curriculum at secondary school level.
  • We provide technology and access to relevant computer programs which are proven to support learning in the above subjects and across the wider curriculum.
  • We provide a range of strategies to support the development of a love of literature and reading.
  • We provide regular and sustained forest school experiences for our youngest children with a key emphasis on developing speaking and listening skills, as well as social interaction and problem solving.


Alongside this academic input, we provide a range of interventions to address some of the issues children can experience in their early lives, which if ignored impact on their learning and success in the school environment. To understand the reasoning for these, it is helpful to look at Maslow's hierarchy of need.

This shows, starting at the base and working up towards the peak, what any human being needs in order to thrive. Where elements of this hierarchy are missing, the individual concerned will find it more difficult to fulfil their potential in life. As a school we work in close partnership with our families to ensure all our pupils have all the elements they need in order to achieve their potential. To this end, the school is sometimes able use funding, following careful consideration of individual circumstances, to benefit children in the following ways:


  • Help with sourcing uniform
  • Transport
  • Funding for trips and visits
  • Mentoring
  • Counselling
  • Secondary Transition work
  • Effective Communication interventions
  • Additional music or sports provision
  • Extra clubs and activities
  • Breakfast Club
  • Social skills workshops and friendship circle work


Finally, as a very small school, the number of children at Sundridge and Brasted suggest that we should have three classes. However, we feel strongly that this would not be in the best interests of our children. Year groups would need to be split, with some children of the same age being grouped with much younger children and some with much older. Friendships would be jeopardised and class sizes would be much larger, taking away the opportunities for teachers to work closely with each child and get to know individuals really well. We feel that for our pupil premium children in particular, our class sizes make a dramatic difference to their success. Knowing these children really well, so that their learning can be fully individualised, their needs are noticed and acted upon and their confidence build is key to ensuring they have the best possible start in life. Some of our pupil premium children have experienced instability in their lives and a class arrangement that necessitates breaking friendship and peer groupings on an annual basis would be particularly damaging. For these reasons we use approximately 1/3 of our pupil premium budget to ensure that we are able to maintain four classes within this school. We monitor the success of this through looking at the progress, attainment and engagement of all our pupil premium children to ensure that this strategy continues to result in excellent progress for this group of children.


There is no expectation that all pupil premium children will receive identical support; indeed the allocation of budget for each child feeds into the schools budget for pupil premium, rather being ring fenced for an individual child. Some children will need more than others and each child is individual with individual circumstances. The school considers how to allocate pupil premium money to different interventions and projects on an annual basis, following rigorous data analysis and careful consideration of the needs of the pupils within this group. We use information from the Sutton Trust Toolkit to research those interventions which provide the best results and value for money.