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Fortuna Fortuna

Pupil Premium, Sports Premium and Covid Catch Up Funding

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview



School name


Number of pupils in school


Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)


Date this statement was published

November 2021

Date on which it will be reviewed

September 2022

Statement authorised by

H Keegan

Pupil premium lead

T Claypole

Governor / Trustee lead


Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year


Part A: Pupil premium strategy plan

Statement of intent

The pupils who attend Fortuna school have previously had negative experiences of education and are therefore switched off to learning. They have low self esteem and self- worth, not seeing themselves as learners. They often have significant gaps in their learning and are not able to access the curriculum at an age appropriate level. Our children need a lot of support to develop their social and emotional skills which allow them to access the learning environment and curriculum.

High quality teaching which is tailored to meet the diverse and individual needs of our children is at the forefront of our ethos and approach. All of our pupils have an Education Health Care Plan and are therfore catagorised as vulnerable and disadvantaged.

Objectives for our disadvantaged pupils

  • To develop children’s sense of self and self esteem to enable them to access the national curriculum and learning environment.
  • To develop children’s self regulation to help them manage their behaviour and access the national curriculm consistently
  • To provide children with the opportunities to develop through play
  • To fill the gaps in their missed learning.
  • To narrow the gap in their attainment levels and those of their mainstream peers
  • To provide curriculum and personal social experiences outside of the pupils everyday experiences to enhance attainment and development
  • To provide pupils with a balanced and varied diet ensuring that one of their basic needs is being met
  • To support our children with the transitions from home to school, recognising the impact of attachment on pupils education. 

Pupil premium strategy

Fortuna’s Pupil Premium strategy plan is a tiered approach which has three elements, teaching, targeted support for pupils and wider support for parents/carers

Teaching – In order to narrow the gap in pupil’s progress we are investing in staff CPD and a tailored curriculum to meet the varied needs of our pupils

Targeted support – Pupils will be supported both with behaviour interventions and academic interventions

Wider Support – In order for us to support the diverse social, emotional and behavioural needs of our pupils we need to be able to support our parents and carers in a variety of ways. This can mean access to the play therapist, CAFO, educational consultant for EHCP reviews and afterschool clubs

 Key principles

The key principals behind our pupil premium strategy are:

  • To support our pupils in accessing the curriculum, narrowing the gap in their learning
  • To develop our pupils behaviour management skills, exploring with them self regulation, reflection and positive behaviours
  • To develop pupils social and emotional well being



This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Pupils baseline assessments show that children are working below national expectations when they start at Fortuna


Discussions with parents and information from children’s previous education settings highlight that pupils have significant gaps in their learning due to missed education. Pupils having reduced timetables, fixed term exclusions and permanent exclusions have caused this.


Previous traumatic experiences impact on children’s social and emotional development. Pupils Boxall Profile assessments show that children developmentally are functioning emotionally at a level significantly below their mainstream peers


Physical Intervention data, assessment data and welfare information about the children correlate and show that when pupils are experiencing trauma and disruption in their home lives this impacts their ability to access education


Pupils attitudes towards school and education are negative. The children do not see themselves as learners and struggle to be in the classroom environment accessing the curriculum. Behaviour data shows this as Physical Intervention is higher when the pupils first start at Fortuna


Pupils out of school experiences can be limited due to families backgrounds, pupils behaviours and their circumsatnces. This makes it extremely difficult for our children to develop a sense of awe and wonder and apply it in their learning, particularly in Literacy.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

Pupils will close the gap in their learning, focus on the core subjects of Maths, Literacy and Science  

For 90% of pupils  class to reach their targets in reading, writing and maths

Staff will use progressive and developmentally linked plans for choosing related to the boxall profile to support the pupil's social and emotional development.


Pupils will develop targeted strands for personal development identified in their Boxall Profile assessments To

All pupils to have access to the Ladybird project run by Di Hoyer (play therapist) to develop a sense of self and self regulation

All pupils will take part in group therapy sessions

To enrich the curriculum, giving pupils real life experiences to use within the classroom setting, enhancing their spoken language and writing

Educational visits

Transport to enhance and enrich pupils experiences through after school club enableing them to access activities in a structured safe controlled environment

Pupils will have out of school activities which are beyond their everyday experiences developing the social skills 

To provide pupils with breakfast on a daily basis to enable them to start the day in a positive manner, meeting one of their basic needs and promoting the nurture outcomes

All pupils will start the day with breakfast in a nuturing environment to enable them to feel ready for the school day

Staff to develop their skills to be able to support pupils both academically and emotionally through nurture

Staff CPD will be ever expanding

Educational consultant to prepare, chair and support pupils and their families through the EHC review process

Parents/Carers to feel supported through the review process for the EHCP

DVD players to support pupils in their home school transport, providing practical solutions to the difficulties they find in transitions.

Pupils to manage home/school transport more successfully

Individual play therapy for specific children to help children recognise, talk and work through life experiences which have been traumatic and impacting on their lives inside of school and outside

Play therapist to work with pupils who are prioritised by SMT and through reviews etc

Attendance/input from Play therapist in review meetings to offer insight into strategies parents/carers can use in the home setting to support with our childrens big feelings

Play therapist to offer advice/support to parents/carers through review meetings, bridging the gap between home and school


Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 17,2965.90


Evidence that supports this approach

Challenge number(s) addressed

Literacy INSET for staff – Effective reading and writing in the Primary classroom


Dyslexia INSET for staff

Increased knowledge for staff in how to teach reading was effective in the previous academic year for raising reading attainment across the school. 95% of pupil met their reading target

Increased knowledge and effective teaching strategies improve attainment in reading 95% of pupil met their reading target


Nurturing training to all staff to promote the school’s nurturing ethos and develop staff skills in their understanding of why and how the approach is successful with pupils with SEMH as their primary need.

EEF states that universal approaches to classroom management require professional development to administer them effectively. Evidence suggests that consistent behaviour approaches developed over a period of 2-6 months produces long term results



Embedding awe and wonder throughout the curriculum to develop pupils spoken language and literacy skills and engages the children in their learning – whole school approach

Pupil Questionnaire showed that 41% of pupils liked learning

91.4% attendance and is continually above 90%



Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 12,539.00


Evidence that supports this approach

Challenge number(s) addressed

Pupil interventions for Phonics using the Read Write Inc programme

EEF suggests impact would be 4+ moths progress in a year


Purchase of Read Write Inc development days with specialist tutor to advise on how to roll out our phonics across the whole school and for individual tutoring sessions

EEF Phonics programmes will make impacts of 5+ months on progress in a year


Identified children to undertake Specialist Teaching Team assessments to identify areas of learning difficulty, inform teaching and learning. Prepare EHC for next phase

Children’s primary need can change from SEMH when they are safe and secure in the setting.

2020/21 – 3 out of 19 pupils in year 6 change primary need and transferred to other specialist settings rather than SEMH

3, 5


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £104,264


Evidence that supports this approach

Challenge number(s) addressed

The school employs a play therapist to support children, staff and parents/carers in the understanding of the impact of trauma and attachment on pupils social, emotional, mental health needs, and the impact on the child’s personal development and growth

Pupils questionnaires show that

  • 93% felt safe in school
  • 94% felt adults try to sort worries


The school employs a Teaching Assistant to specifically support staff with pupils that are displaying behaviours beyond the norm within the classroom setting. These children are usually displaying significantly increased behaviours during times of social care intervention, unstable times within the family home etc

Pupils questionnaires show that

  • 88% felt Fortuna helps them manage their behaviour
  • 93% felt school helped them make good choices



The school employs an Independent Education Consultant to support parents/carers through the EHCP review process ensuring the pupils are placed in the right educational setting to meet their needs

EEF - Parental engagement has a positive impact , on average 4 months additional progress


95% attendance at reviews by parents/carers


The schools nurture ethos and approach is developed through dedicated activities such as breakfast and dinner and planned choosing times 

59% of pupils stated that these parts of the day were the ones they enjoyed most 


Total budgeted cost: £ 134,068.90

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Teacher assessments for 2020-21 showed that 80% of our children achieved their targets despite a very unsettled year due to the impact of the pandemic.


95% (75)  pupils have achieved their targets



  • 85% (68) pupils have achieved their initial targets 
  • .
  • Maths

88% (70)  pupils have achieved their initial targets



  • 81% (65)  pupils have achieved their initial targets


Although all of our children were classed as vulnerable because they have an EHCP, as a school we felt it necessary to categorise our pupils using a variety of terms; social care input, significant behaviours in the home, pupils mental health and well being and the impact of parents/carers mental health and well being

Baseline assessments at the start of 2021-22 academic year showed that pupils mental health and well-being, literacy and maths attainments and attitudes to school were significantly impacted last year, particularly in our new intake of pupils (26 out of 80) It has also been noted that the pandemic has had a significant impact on our parents/carers well being which influences our pupils well being and attainment in school. We therefore felt that more than in previous years the wider role of support was prevalent. 

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England




Read Write Inc


White Rose Maths

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:



How did you spend your service pupil premium allocation last academic year?

We supplemented the cost of employing the schools play therapist to offer our service children the opportunity to access group therapy sessions focused on attachment. It was noted that pupils who experience lots of change in educational settings, home environments and absent parents due to deployment present attachment disorder in their behaviours

What was the impact of that spending on service pupil premium eligible pupils?

When looking at assessment data and behaviour data the gap between service children’s attainment and sustained improvements in behaviour were inline with their peers in Fortuna



Further information (optional)

Additional Support

Our pupil premium strategy will be supplemented by the Tutor Led Funding scheme to enable us to employ a Teaching Assistant to support pupils tutor interventions in phonics.

Planning, implementation and review

We used all aspects of school assessment data to inform our pupil premium strategy; attainment, behaviour, social care input with families and attainment

The implementation of our pupil premium strategy will be reviewed in an on-going cycle of pupil attainment across all the areas of need for our children. The effectiveness of the support and practice being implemented will be assessed both on individual need and group.

We have used the EEF implementation guide to help us develop our strategy, particularly when looking at the impact the activities and approaches are likely to have.


Sports Funding 2020/21


For all of the pupils
to leave Fortuna physically literate and with the knowledge, skills and motivation necessary to equip them for a healthy, active lifestyle

Key Aims

  1. The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles.
  2. To give pupils a broader experience of a range of sports and activities
  3. To make sport an enjoyable positive experience
  4. To promote positive experiences of team games





Employment of a TA on afterschool clubs to be able to facilitate more pupils accessing the resource



10% cost of the Sports lead wages in school. This is to facilitate additional planning time to support and organise sports activities and events across the school. 



The upgrade of the playground equipment, including storage facilities for PE and outdoor play equipment.  




Total Funding

Total Expenditure