Safeguarding, Pupil Premium and PE Premium

At Coupals Primary Academy the safeguarding of our pupils is of paramount importance. Our process and protocols for safeguarding children ensure that we meet the expectations outlined by the Department for Education in their 'Keeping Children Safe in Education' document. 

In our school we establish and maintain an ethos where our pupils feel secure, are encouraged to talk and are listened to.  Children at our school will be able to talk freely to any member of staff or regular visitor to our school if they are worried or concerned about something.

All staff and regular visitors will, either through training or induction, know how to recognise a disclosure from a child and will know how to manage this. We will not make promises to any child and we will not keep secrets.  Every child will know what their chosen adult will have to do with whatever they have been told.

You can read our Child Protection Procedures here.

You can read our Safeguarding Policy here

We will do this by endeavouring to work in partnership with other agencies and seek to establish effective working relationships with parents, carers and other colleagues to develop and provide activities and opportunities throughout our curriculum that will help to equip our children with the skills they need. This will include materials and learning experiences that will encourage our children to develop essential life skills and protective behaviours. As part of our ongoing Safeguarding work our staff are trained around the Prevent Strategy to prevent pupils from being radicalised. Our policies and procedures outline the ways in which we maintain a culture of vigilence to protect from radicalisation. The Prevent Lead and Alternate are familiar with the process of managing concerns and have contact with the Suffolk and Norfolk Prevent Lead (Andy Hill) should such concerns arise. 

Our Senior Designated Safeguarding Officer and Prevent Lead is Sabiha Ahmed (Deputy Headteacher) and the Alternate Senior Designated Safeguarding Officer and Alternate Prevent Lead is Kristy Evans (Deputy Headteacher). David Maguire and Sydney Allen is also an Alternate Designated Safeguarding Officer. Our safeguarding governor is Sue Kehr. All members of staff can be contacted with any safeguarding issues. Our online safety lead is Kristy Evans. Our Designated Teacher for Children in Care is Sabiha Ahmed.

You can read our Digital Safeguarding Policy here.

All members of staff are DBS checked and have Level 1 Safeguarding training, whilst the Senior Designated Person has Level 3 Safeguarding training.  The Governing Body are also CRB checked and have completed their Safeguarding training.

All of our safeguarding policies can be found to the left of this page. 

Pupil Premium Funding: 

What is Pupil Premium?

Pupil premium is the additional funding provided to schools by national government. It has been awarded to schools to help them 'narrow the gap' in performance that exists nationally between vulnerable pupils and their peers. The level of funding allocated to schools is based upon the number of pupils who:

  • Are currently eligible and registered for Free School Meals (FSM)
  • Have been registered for Free School Meals (FSM) in the last six years (referred to 'Ever 6')
  • Are children whose parents were in the Armed Forces (Service Children)
  • Have been in local authority care for 6 months or more (now one day or more)

Coupals Primary Academy - Funding Allocation:

Our funding allocation, 3 year priorities and other information are outlined in the Pupil Premium Strategy found on the right hand side of this page. 

What are we using the funding for?

We have allocated our Pupil Premium to three key areas:

  • Intervention
  • Support
  • Enrichment


We have:

  • Additional specialist teacher support is available to small groups of up to 5 pupils within their class (years 2-6).
  • Additional TA support in Foundation and Year 1 to support up to 3 pupils at a time within the classroom and additional phonics booster sessions.
  • Provided revision guides for pupils 
  • Provided concrete manipulatives for maths for pupils to use at home 
  • Funded online programmes such as Accelerated Reader and Times Table Rockstars
  • Funded online maths activities 
  • Provided resources such as Letters and Sounds flashcards or numicon sets for families.
  • Social, emotional and behavioural support.
  • Developed Enrichment to increase the number of (disadvantaged) pupils participating in extra curricular activities. 
  • Invested in support from Educational Psychology services 
  • Our ELSA (Emotional Literacy Support Assitant)
  • Provided additional structure to lunchtime for vulnerable pupils using sports coaches


  • We are supporting families by helping with the cost of after school clubs, school trips and uniform.
  • Counselling for pupils.
  • Counselling training for staff. 
  • Funding specialist sight tests and eyewear for pupils 
  • Rest bite care for Looked After Children.
  • Implementation of Post Teaching through additional funded TA hours 
  • Additional TA support in classes where appropriate 
  • Specialist teaching and support for pupils from our SENDCo 
  • Funded specialist sight tests for pupils


  • We help subsidise the cost of trips to enable our Pupil Premium pupils to participate in a wide range of enrichment activities that will enthuse, engage and raise aspirations.
  • We are strongly encouraging participation in extra-curricular and enrichment activities, ensuring that any barriers to involvement are reduced, particularly for our disadvantaged pupils.

Evaluating impact: 

  • Investment of Pupil Premium funding is evaluated against the expected impact. This could be a specified level of progress, fulfilment of a particular intervention or support or by using relevant hard and soft data (e.g.% of pupils working at age related expectation or making expected or better progress) 

No single intervention provides a complete solution to the complex educational issues in any school and it is therefore a multi-faceted approach that we feel offers the best opportunity for pupils to succeed. The key to closing the gap between the highest and lowest achieving pupils is careful and thorough monitoring/tracking of attainment and progress. 

Pupil Premium Funding 2019-2020:

April 2019 - March 2020

The Academy will be allocated £56,760 in respect of 45 eligible pupils. We have moved away from a one year Pupil Premium Strategy to a 3 year model as reccomended by the EEF. To support this, we have identified the following as our priorities: 

  • Ensuring pupils have access to Quality First Teaching in every class
  • Ensuring pupils’ oracy (including speech and language in Early Years) are sufficiently developed to close the attainment gap
  • Supporting pupils and families to increase attendance and reduce persistent absence of disadvantaged pupils 

The Pupil Premium Strategy for 2020-21 can be found on the right hand side of this page. 

In 2020-21 we allocate funding for: 


  • Additional specialist teacher supporting small groups of up to 10 pupils within booster sessions in Years 6.
  • Access to high quality continued professional development for staff to ensure Quality First Teaching for all pupils. 
  • Staff training for Oracy and oracy development 
  • Additional TA support in Reception and Year 1 to support up to 3 pupils at a time within the classroom and additional phonics booster sessions. 
  • Resources for pupils such as uniform, revision guides etc.
  • Counselling for pupils who may benefit from it.
  • ELSA (Emotional Literacy Support Assistant) access for pupils who may benefit from it. 
  • Specific post teaching focused on individual need to close the attainment gap. 
  • Social, emotional and behavioural support.
  • The implementation of the Boxall Profile to support pupils with challenging behaviour. 
  • Further access to the County Inclusive Support Service to support pupils with specific needs and behaviours. 

We believe in supporting the needs of every Pupil Premium child. This can include development and mastery of skills as well as extension of enhancement of pupils' understanding. As a result we have also used Pupil Premium funding to run additional small groups to extend pupils' learning to make accelerated progress. 


We continue to fund extendded social and emotional support so that our vulnerable pupils have access to the support necessary to enable them to access the curriculum.


  • Subsidised places were made available to pupils to enable them to participate in a wide range of enrichment activities.
  • We actively encouraged pupil participationin extra-curricular and enrichment activities.
  • We gave support with funding school trips (including residentials).

Impact of spending during 2019/20 academic year: 

The impact statement for last year is available on the right hand side of the page and has been ajuested to reflect the situation following the COVID-19 pandemic. 

PE Premium:

In 2020/21 we will receive £18,690 in PE Premium funding. The details of our spending can be found in the PE Premium Spending Plan on the right hand side of this page. 

In 2019/20 we spent our PE premium on the following (though this was curtailed by the school closures resulting from the COVID-19 pandemic): 

  • Initial CPD for teachers
  • Funded enrichment sessions for pupils to try new sports, e.g. Danish long ball, frisbee golf
  • Ordered new resources for sport (e.g. try golf sets) 
  • Opportunities for KS2 pupils to engage in new sporting activities
  • Organised internal tournaments for pupils across KS2 to broaden the amount of pupils participating in sport competitively

Impact of PE premium for the 2019/20 academic year: 

  • Improvements in PE teaching from class teachers and an increase in subject knowledge of class teachers. 
  • More pupils have engaged in sporting activities in Enrichment and through after school clubs. 
  • An increased number of pupils have participated in competitive sports across Key Stage 2. 
  • All pupils have had the opportunity, in PE lessons, to try new sports which are different to those normally played within the school curriculum.
  • An increased number of girls have been involved in physical activity through activitiies such as dance and football.
  • Because of adapted resources and planning, pupils with disabilities and special needs are able to participate more widely in competitive sport across the school.