St Stephen's Infant School

Striving, Supporting, Inspiring, Succeeding

Lansdown Road, Bristol, Avon, BS15 1XD

01454 866470

School Day: 8.45am-3.10pm– all year groups

Pupil Premium @ SSIS

Pupil Premium strategy aims

At St. Stephen’s Infant School (SSIS) we support all of our pupils and have high expectations of achievement for all pupils. We are an Infant School and have three years to ensure a fantastic start to the children's lifelong journey of learning and discovery.

Our key objective in using the Pupil Premium grant is to diminish the difference between pupil groups. The Pupil Premium Grant at St. Stephen's Infants is used to support the early identification of additional learning needs which impact academic attainment and progress.

In light of Covid, we have included the catch-up funding entitlement within the pupil premium strategy for 2020-21. Funding is received in instalments. A priority for this funding includes providing remote learning platforms that can be used if pupils have to self-isolate.


We have identified the following whole school priorities that support all pupils at St. Stephen's Infants including pupils currently in receipt of the Pupil Premium Grant. 

  • Thriving in School: some pupils have specific social and emotional needs which affect their learning. Children need to be ready to learn. Children enter school at the beginning of the day to 'Community Time' (see photos above) which is a chance for adults to check-in with the children on a 1:1 basis. Some children need time to adjust to the transition from home to school. Outside influences can also affect a child's development and learning. As such, we have a children's well-being leader who works with children either 1:1 or small group.
  • Low emotional literacy: all staff receive regular training and updates in attachment awareness, emotion coaching and child development (including Growth Mindset) to support emotional needs and anxieties during periods of transition. SSIS PSHE Curriculum uses Jigsaw. CTs teach Jigsaw to develop emotional literacy.
  • Motor skill development: many children when they enter our school cannot hold a pencil correctly. In classrooms you will see visuals for handwriting grip. In EYFS we have tailored motor control sessions to support this including 'dough disco.' Classes have dedicated handwriting time and the school introduced cursive script to support writing and spelling. A motor skills TA has been deployed to support intervention.
  • Speech and language development: our children need access to a rich language environment. EYFS children are screened when entering school. CTs and TAs have received CPL for Primary Talk to develop listening and attention skills. Talk for Writing approaches are used to engage children in storytelling and retelling of exciting texts.
  • Low attainment on entry to school: children are tracked to ensure progress is being made in the key areas of reading, writing and maths. Quality First Teaching is summarised in the form of Characteristics of Effective Teaching and Learning @ SSIS Version 1 March 2019. Our Elli Characters support all children and are unique to our school and support the children when learning, they support low self-esteem, lack of resilience and access to challenge. Pupil Progress Meetings are held to discuss barriers to learning and 'next steps.' Reading Assistants are used to target reading and phonic support across Key Stage 1.
  • Parental engagement with school: we work hard to engage parents. We have a dedicated Parent Link Officer who was a parent of children here and is knowledgeable about the context of the school and its community. She offers parental support for a range of problems both in the short term and long term for example; instability at home, financial knowledge, behaviour support and signposting for medical support.
  • Educational Welfare: poor attendance is monitored and parents attend meetings to discuss ways forward when improving attendance.
  • Learning Behaviours: we promote the use of ELLI characters (future learning skills) which aim to tackle low self-esteem, increase resilience and promote access to challenge
  • Remote Learning: parents/carers/all staff understand the purpose/expectation of remote learning in case of a class self-isolating


The Pupil Premium was introduced in April 2011 and is intended to support schools so that they can support disadvantaged pupils to make accelerated progress from their individual starting points. The Pupil Premium is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years. Schools also receive funding for children who have been ‘looked after’ continuously for more than six months, and children of service personnel.

For more details click here Pupil Premium in Schools

Further details can be found in our Pupil Premium Policy 

Pupil Premium Expenditure

In 2020-2021 financial year, schools will receive the following funding:

  • £1,320 for primary-aged pupils registered as eligible for free school meals at any point in the last 6 years
  • £300 for service children

Schools also receive £1,900 for each pupil who:

  • has been looked after for 1 day or more
  • has been adopted from care
  • has left care under:
    • a special guardianship order
    • a residence order
    • a child arrangement order

We are expecting to receive £64 780 Pupil Premium funding for the academic year 2020-21.


Please click on this link for detailed information on our planned Pupil Premium Expenditure for 2019-20 (updated Oct 2020):



Pupil Premium spending is monitored to ensure impact on raising standards and ensure progress is being made for children identified as vulnerable learners when compared with other pupils e.g. children with additional learning needs, Special Educational Needs or Early Promise.

Teachers, Teaching Assistants, the School Leadership Team and Governing Body closely follow the impact of all spending and interventions, including Pupil Premium by regular analysis of data (reviewing progress of children from individual starting points, three times per year), monitoring of learning opportunities through planning and work scrutiny, attendance reports and self-evaluation of school development.


How have we spent Pupil Premium funding at SSIS?

We have monitored and tracked PPE children's progress and attainment through pupil progress meetings and identifying their needs/next steps (academic and pastoral needs).

The money has been spent on: 

  • Additional teaching staff
  • Children's Well-being Lead
  • Parent Link Officer
  • Providing Reading Assistant support in KS1
  • Developing Pupil Premium Champion role
  • Educational Welfare support

This has contributed to the following improvements: 

  • Increased motivation and engagement with learning for many pupils
  • Improvements in children’s well-being and social & emotional behaviour leading to better learning
  • Improvements in attendance and punctuality
  • Parents/Carers developing their parenting skills 
  • Good progress for Pupil Premium Eligible (PPE) children in Reading, Writing and Maths 

What has been the impact of Pupil Premium funding @ SSIS?

Every year the school reviews the impact of the Pupil Premium funding on outcomes for PPE children during Term 1 of the new academic year. We evaluate and, if necessary,  adapt the support we offer PPE children for the new academic year.

Please click on this link for detailed information about the impact of PPE funding 2019-20:

Pupil Premium Impact 2019-20

Historical spend of Pupil Premium funding @ SSIS 





 2018-19 Pupil Premium Impact report 2018-19