Pupil Premium

How is it used at St Mary’s?

The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings or have been eligible at any point during their time in the school.

It is also applicable to children who have been looked after continuously for more than six months or were in care prior to adoption. There is also a Service Pupil Premium provided for children from armed forces families.

The funding is designed to counter the disadvantage that these children may encounter because of the circumstances that they and their families find themselves in.

The government has targeted this money at these disadvantaged children to allow them to achieve their full potential and to give them an equal chance to succeed.

Allocation of Grant:

The Pupil Premium Grant Allocation for St Mary’s in 2017/2018 is estimated to be £13 040 as at 31.03.17, this figure may be subject to change, for example, if additional children become eligible to attract pupil premium funding to the school. 

The main barriers to achievement to educational achievement faced by eligible pupils at school include: 

  • in some cases there is a gap in attainment between disadvantaged pupils and their peers early on in their education.
  • in some cases disadvantaged pupils have additional or special educational needs. 
  • in some cases disadvantaged pupils have worries or concerns, which may get in the way of their learning or might impact on their behaviour.
  • in some cases financial pressures may limit pupil participation in school activities e.g. trips.
  • in some cases family or financial pressures impact on a pupil's punctuality and attendance

These barriers are not exclusive to pupils eligible to pupil premium and other pupils in school will benefit from measures taken to overcome them. 

In order to overcome these barriers, the governors of the school targeted this funding to:

  • Provide one to one tuition by a teacher to enable pupils eligible for pupil premium to narrow gaps in achievement with their peers.
  • Provide pupil counselling opportunities with a fully qualified pupil counsellor to support wellbeing of identified PP children. 
  • Provide short term small group intervention by a teacher
  • Provide additional teaching assistant (TA) support to deliver personalised teaching programmes.  For example teachers and teaching assistants will deliver small phonics and spelling groups and small mathematics and English intervention groups - this allows pupils to receive phonics lessons in smaller, more personalised and more effective groupings. 
  • Additional TA to support disadvantaged children with additional learning needs in class, to enable pupils those pupils to narrow gaps in achievement with their peers.
  • Provide additional staffing and activities at lunchtimes to support pupils who may have worries or behavioural difficulties
  • Fund appropriate enrichment opportunities for eligible pupils to meet their social and pastoral needs e.g. extra-curricular activities for children in school and in school holidays and contributions to the cost of school trips etc .
  • Fund attendance at Breakfast Club to ensure pupils have breakfast and arrive in school on time.

The effect of the pupil premium funding will be measured by:

  • analysing and comparing the attainment of pupils eligible for pupil premium with other pupils.
  • analysing and comparing punctuality of pupils eligible for pupil premium with other pupils.

 

The pupil premium grant allocation for 2016/ 2017 was £21 104.

The funding was used to:

  • Provide one to one tuition by a teacher to enable pupils eligible for pupil premium to narrow gaps in achievement with their peers.
  • Provide pupil counselling opportunities with a fully qualified pupil counsellor to support wellbeing of identified PP children. 
  • Provide short term small group intervention by a teacher
  • Provide additional teaching assistant (TA) support to deliver personalised teaching programmes.  For example teachers and teaching assistants will deliver small phonics and spelling groups and small mathematics and English intervention groups - this allows pupils to receive phonics lessons in smaller, more personalised and more effective groupings. 
  • Additional TA to support disadvantaged children with additional learning needs in class, to enable pupils those pupils to narrow gaps in achievement with their peers.
  • Provide additional staffing and activities at lunchtimes to support pupils who may have worries or behavioural difficulties
  • Fund appropriate enrichment opportunities for eligible pupils to meet their social and pastoral needs e.g. extra-curricular activities for children in school and in school holidays and contributions to the cost of school trips etc .
  • Fund attendance at Breakfast Club to ensure pupils have breakfast and arrive in school on time.

The effect of the funding on eligible and other pupils was:

  • Positive impact on progress, achievement and well-being of all eligible pupils.
  • The attainment of all pupils at end of Reception, KS1 and KS2 was generally in line with or ablove national averages. 
  • The progress of pupils in reading, writing and maths when they leave school at the end of KS2 is in line with or above the national average. 
  • The attainment of pupils in phonics at the end of Year 1 and Year 2 is above the national average. 
  • Across the school the majority of disadvantaged pupils made expected or better progress in reading, writing and maths given their starting points.
  • There was one  child identified as disadvantaged at the end of Early Years Foundation Stage (Reception Class).  This child attained the expected standard in all areas of learning and achieved a good level of development (GLD). 71% of pupils nationally achieve a GLD. 
  • Two children were identified as disadvantaged at the end of KS1 (Year 2).  Taking all subjects together one child attained below disadvantaged children nationally and one child attained above all children nationally. 
  • In 2016/2017 one child was identified as disadvantaged at the end of KS2 (Year 6). This child attained the expected standard in writing, narrowly missed the expected standard in mathematics and did not attain the standard in reading. 
  • The punctuality and attendance of those pupils persistently late or absent pupils improved. The attendance of 'disadvantaged pupils' taken as a group is broadly in line with that of other pupils and slightly above all pupils nationally.