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Pupil Premium

At Millfields Primary School and Nursery, we are extremely lucky to receive funding via Pupil Premium. For the financial year 2021-2022, 22% of our children are entitled to Pupil Premium Funding. 

Below you can find our Pupil Premium Strategy Statement which outlines out intent, challenges and intended outcomes. Although this statement is our plan for the next three years, each term, we assess our progress and make any relevant alterations. In September 2022, this document will be reviewed and adapted for the coming academic year. This will be in light of current circumstances and what our current disadvantaged children require. 

At the bottom of the page you can also find our Spending Overview and impact for 2020-2021. Within this, we state what our key priorities for our Pupil Premium children and the potential barriers were last year,  as well as detailing how the funding was spent in relation to our key priorities and the progress we have made in achieving our goals. 

Key Priorities for 2021-2022 are: 

  •  Ensure PP children have a positive and strong mental wellbeing and ready to learn with the confidence and self believe to attempt and complete all tasks and activities. 
  • The language deficit for our disadvantaged pupils is diminished 
  • Throughout the school there is a love for reading and all pupils read regularly for pleasure. 
  • All pupils are exposed to a breadth of experiences that enable them to contextualise their learning
  • All pupils love learning and have access to an engaging, broad and balanced curriculum 
  • All disadvantage pupils will have attendance above 95%
  • Disadvantaged pupils at least meet their EOYT
  • The gap is narrowed in the progress and attainment of PP and non PP children in reading, writing and maths 
  • Increase % of disadvantaged children achieve greater depth 


  • Some pupils in receipt of Pupil premium funding struggle with positive learning behaviours, including readiness to learn, lack of self belief, resilience, confidence and self-motivation.
  • Poor and under developed language skills including an exposure to a wide range of vocabulary especially in our younger children
  • Proportion of our disadvantaged children have limited life experiences beyond their home and immediate community 
  • Without careful monitoring and support low attendance and higher rates of persistent absenteeism of disadvantaged pupils 
  • The impact of lockdown and school closure on the children's mental well being, attainment and the gap between our disadvantaged and their peers. 
  • Parental engagement and support with learning for our disadvantaged pupils 
  • The % of disadvantaged children who are achieving Greater Depth