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  • Torver Crescent, Seaburn Dene, Sunderland, SR6 8LG Tel - 0191 5634100



Funds allocated in 2016-17

The school received £51, 180 for the 39 children categorised as requiring additional funding.

£1320-per pupil currently on Free School Meals or who have been eligible for FSM during the past 6 years.

£1900 for looked after children or children who have been adopted from care.

£300 for children who have been a service child since 2011.



The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM), those in care or who have been adopted, and those who have a family member serving in the Armed Forces (Service Children) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.


School Aims

We aim to ensure that every child leaves Seaburn Dene Primary School fully engaged in and prepared for lifelong learning. The school drivers are fundamental to the school’s “I Can” ethos and are designed to equip children with resilience, aspirations and a highly developed sense of fairness and justice.

The Drivers:

  • The Creative Arts inspire young children;

  • Links with communities, local and distant, enhance learning;

  • Physical Education is fundamental to encouraging and laying the foundations for a healthy lifestyle;

  • Scientific enquiry, combined with technological skills, prepares children for the future.



The Main Barriers to Educational Achievement that the disadvantaged children in our school face include:

  • Low income.
  • Unsettled family arrangements.
  • Emotional instability of family members.
  • Safeguarding concerns.
  • Child experiencing emotional well being issues.
  • Attendance.
  • Parents may not value education-poor experiences of school themselves.
  • Siblings may have had a disrupted educational experience and/or have challenging behaviour at home;
  • Poor setting of boundaries at home leading to behavioural issues in school.


Key Priorities for Pupil Premium Expenditure

Careful planning for the targeted and strategic use of Pupil Premium Funding will support us in achieving our aims:


To support children eligible for pupil premium to make equally good progress as their peers.

To close the gap so that all children are provided with inspiration, the support and guidance to be life long learners.

To provide a wide range experiences and opportunities for children of low income families so that inequality is addressed.


Accountability and allocating resources

The school provides regular reports for the Governing Body on:

  • The progress the school makes in closing the gap, by year group for the FSM and Ever 6 children.

  • An outline of provision.


​​We recognise that:

  • Not all children who are socially disadvantaged are registered for or qualify for FSM.

  • That not all pupils who are eligible for FSM are socially disadvantaged.

    Strategic decisions with regards to the spending of the Pupil Premium Grant will ensure that pupils receive support according to their needs.  Pupil Premium Funding will be allocated following an analysis which will identify priority classes, groups of children or individuals. This means that not all children who trigger Pupil Premium funding will be in receipt of interventions at any one time.



    Outstanding teaching and learning continues to be paramount to the progress of pupils from disadvantaged backgrounds. Support is best provided by highly experienced and effective teaching staff. Targeted intervention and support strategies are deployed in order to:

  • Improve levels of attainment and progress.

  • Close attainment gaps relative to national averages.

  • Enhance reading, writing and communication skills.

  • Provide extensive enrichment activities that broaden the curriculum

  • Support pupils in becoming confident and lifelong learners.

  • Running interventions

  • Providing agency support e.g counselling to nurture the well being of children experiencing emotional and social challenges.

  • Running 1:1 or small group interventions.

  • Provide and extra full time teacher towards the raising of pupils’ achievement.

  • Funding towards residential visits, trips and club.

  • Booster sessions for Year 6.



This strategy will be reviewed in January and July 2017.


Expenditure in 2016-17


An additional full time teacher to provide intensive intervention support for Year 6 pupils with reading, writing, SPAG and maths £22549


An additional teacher from May 2017-July 2017 responsible for small intervention groups and individuals £1804


Additional support with an additional and experienced teacher on a 1:1 basis between January and May 2017 delivering to our most vulnerable children £6460


A Higher Level Teaching Assistant available to support our most vulnerable children and their families in times of need £9000


Provide new experiences and opportunities with

  • free provision to a school club for 2 terms £2250
  • instrumental lessons £1386
  • residential field trips £2200
  • curriculum visits/visitors £900


Outreach services to support our most vulnerable children e.g behaviour and counselling £3470


To promote good attendance, behaviour and attitude to work through rewards and prizes £1000




  • 16 pupils in receipt of Pupil Premium were able to participate in a residential activity week or weekend
  • 10 pupils in receipt of PP have been able to access free instrumental tuition.
  • 14 children in receipt of PP have accessed paying clubs free of charge
  • Individual children and groups have accessed counselling and participated in relaxation techniques. Training has enabled children to take control of their emotions through breathing and positive thinking and thereby improved the behaviour of individuals struggling to cope.
  • Overall, children in Key Stage 2 (yrs 3-6) in receipt of Pupil Premium made good progress in reading, writing and maths. 
  • Pupils in Yr 6 in receipt of PP made outstanding progress in maths, writing and reading from their starting point in September 2016.
  • Children who are vulnerable have one member of staff who accesses agencies and support for families and represents them at all meetings so that these children are safe and able to flourish. The voice of the child is fundamental to the work this member of staff undertakes.