St Stephen's Infant School

St Stephen's Infant School

SSIS invests love and care in all we do

Welcome to

St Stephen's Infant School

  1. Statutory Info
  2. Pupil Premium

Pupil Premium @ SSIS

Click Here to read our Pupil Premium Strategy Statement  for 2021-2024

Updated version here December 2023

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. 

In light of Covid, we have included the catch-up funding entitlement within the pupil premium strategy for 2021-22. Funding is received in instalments. A priority for this funding includes school-based tutoring for children at risk of falling behind age-related expectations..


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 EYFS we have tailored motor control sessions to support this. Classes have dedicated handwriting time and the school introduces cursive script to support writing and spelling when children are developmentally ready in Key Stage 1. 
  • 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. 
  • 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 using our DfE approved approach to synthetic, systematic phonics.
  • 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. An Educational Welfare Officer (EWO) is employed by the school to monitor and take action on poor 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 or child 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 Spending

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.

 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