Bush Hill Park Primary School

020 8366 0521

Main Avenue, Enfield, EN1 1DS

Mrs Anna Theodosiou

Pupil Premium

Pupil Premium is funding allocated to schools for the specific purpose of boosting the attainment of pupils from low-income families. Funding is based on children who have registered for a free school meal (FSM) at any point in the last 6 years, children who are in care or adopted, and children whose parents are currently serving in the armed forces.

The Early Years Pupil Premium (EYPP) is additional funding for early years settings to improve the education they provide for disadvantaged 3- and 4-year-olds.

3-year long-term pupil premium strategy template

This template is based on the long-term approach to pupil premium planning recommended by the DfE and the Education Endowment Foundation (EEF). It will be reviewed and updated at least once per annum.

Our philosophy At Bush Hill Park Primary School

We value the abilities and achievements of all our pupils, and are committed to providing each pupil with the best possible environment for learning. We recognise that each child is unique and will have different needs, which may well vary throughout their time in the school. We have planned to spend our Pupil Premium funding to try to give them all the support that they need to “Be the Best they can Be”. We believe in maximising the use of the Pupil Premium Grant (PPG) by utilising a long-term strategy aligned to our school SIP. This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements and improving readiness to learn.

Overcoming barriers to learning is at the heart of our PPG use. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per pupil in receipt of the PPG. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly.

Our priorities

 Setting priorities is key to maximising the use of the PPG. Our priorities are as follows:

  • Ensuring that a ‘good or better’ teacher is delivering every class
  • Closing the attainment gap between disadvantaged pupils and their peers
  • Providing targeted academic support for pupils who are not making the expected progress
  • Addressing non-academic barriers to attainment such as behaviour and attendance
  • Ensuring that the PPG reaches the pupils who need it most


Our implementation process

 We believe in selecting a small number of priorities and giving them the best chance of success. We also believe in evidence-based interventions and learning from our experiences, which is why we utilise annual light-touch reviews to ensure our approach is effective and we can cease or amend interventions that are not having the intended impact.

  • Identify a key priority that we can address
  • Systematically explore appropriate programmes and practices
  • Examine the fit and feasibility with the school
  • Develop a clear, logical and well-specified plan
  • Assess the readiness of the school to deliver the plan
  • Make practical preparations
  • Support staff and solve any problems using a flexible leadership approach
  • Reinforce initial training with follow-on support
  • Plan for sustaining and scaling the intervention from the outset
  • Continually acknowledge, support and reward good implementation practices


Our tiered approach to prioritise spending

As outlined by the Education and Endowment Foundation (EEF), best practice is for schools to use PP funding in three ways:

  1. Teaching- Spending on improving teaching at Bush Hill Park Primary School will include professional development, training and support for early career teachers and recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is a priority for our school in our aim to Improve the quality of teaching across school by focusing on a clear pedagogy (teach simply, practice thoroughly, feedback constructively).


  1. Targeted support- Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement. We have introduced numerous intervention and booster groups across the school facilitated by Senior Leaders, Class Teachers and HLTAs to provide targeted academic support.


  1. Wider support strategies- Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support. While these barriers have always been prominent across cohorts at Bush Hill Park Primary School, we also have the added barriers of being located between two busy council estates that provide many places of temporary accommodation. In which the adults within the community have high levels of mental and physical needs themselves. 


Within each category, we have chosen two or three interventions. This focused approach ensures the best chance of success for each intervention. This ties in closely with our School Improvement Plan and directly reflects the strategies and steps laid out.