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St Peter's C of E Primary School


Pupil Premium

Use of Pupil Premium 2017-18



The Pupil Premium is allocated to:

·         children from low-income families who are currently eligible for Free School Meals (FSM)

·         children who have been eligible for FSM at any point in the last six years (known as Ever6)

·         children who have been looked after by the local authority (LAC)

·         children who currently have a parent in the military

·         children who have had a parent in the military at any point in the last 3 years (known as Ever3)


Schools are free to spend the Pupil Premium as they see fit. However we will be held accountable for how we have used the additional funding to support pupils identified.  We are required to publish online information about how we are using the Premium.  This will ensure that parents and others are made fully aware of the Premium and the extra support that pupils receive.


The purpose of the funding is to ensure that these children are not disadvantaged in any way in school due to financial constraints. The aim is to narrow any achievement gap between these pupils and their peers. Pupil Premium funding enables a range of intervention, support and enrichment activities to be funded. St. Peter’s is investing its Pupil Premium to make the maximum possible impact on learning for students entitled to the funding. Expectations for each child are realistic. For some it may be to enhance social skills or develop greater self-confidence. For others it may be to make accelerated progress in their learning. Another goal may be to achieve potential in a natural talent such as music or sport.


We assess the impact of our provision regularly, both at pupil progress meetings with teaching staff and with governors on the Children and Learning Committee. Each child’s progress is monitored to ensure that the outcomes we wish for that individual are being advanced.


At St Peter’s we are aware that some of our most vulnerable and disadvantaged families are not entitled to Pupil Premium Funding while other children who receive the Premium are high achievers who exude confidence in all areas of school life. We are therefore careful to look at each child’s needs individually and assess what additional provision could enable them to develop further as an individual.


For  2017-18 St Peter’s C of E Primary School will receive £55,600 Pupil Premium funding.  This represents approximately 10% of the children on roll. Other funding from additional funding streams was added to this money to ensure that we could support other children from low-income families.




Brief explanation

Targeted Pupils



Home School Link Worker

The HSLW works with families to provide help, support and advice at challenging times. Works with small groups and with adults and children on a one to one basis. The HSLW is also able to source additional funding to support families in the community. The aim is to support families with their children’s behaviour and attitude to learning. Parenting courses are also facilitated. This includes resources and training for Transition Workshops (to be delivered internally).

All year groups




The school has a trained ELSA who is allocated two afternoons a week to work with vulnerable children, delivering personalised interventions and support. Additional time is allocated to planning the ELSA sessions. The ELSA sessions address any barriers to learning which have arisen due to emotional needs or needs relating to social interaction.

All year groups



Experienced teacher for English booster

Experienced teachers (UPS) to deliver 1:1 and small group boosters with identified PP children across the school

Yrs 3-6



Forest School Programme

Two highly trained TAs lead Forest School activities on five afternoons a week. The programme includes children from both key stages. It is giving additional learning opportunities and experiences to targeted children and develops team and communication skills in many other children. Programme has been adapted this year to ensure that EYFS has language focused learning incorporated, motor skills and vocabulary building. Phonics learning will be assimilated. Additional time has also been allocated to KS1 children and emphasis on vocabulary building and social skills. . One afternoon is devoted to children in EYFS, focusing on learning in the outdoor environment, motor skills and social and communication skills. We would expect to see enhanced confidence and self- esteem leading to a greater readiness for learning in the classroom. Children are encouraged to think out of the box and to operate outside their personal comfort zone. The programme also develops an awareness of the natural environment and encourages children to make the right life choices.

All year groups(with a strong emphasis on language development in KS1)



Forest School Resources & Development

Equipment for activities. Twice termly visit to local forest.

Curriculum resources for whole class learning (including willow screens/pond )

All year groups


6 Training for staff in developing Oral Curriculum INSETS will be planned to ensure that staff take every possible opportunity to develop children’s language and communication skills. Training will be both internal/external to ensure that all staff have the insight and skills to raise expectations and deliver a challenging oral curriculum across all areas of school life.  All Year Groups £2,000


Curriculum Support

Funds made available to support: the cost of curriculum resources. This ensures that all children are able to attend clubs, purchase uniform or PE kit, attend peripatetic music lessons and curriculum swimming lessons, etc. Children targeted with this support will be able to access areas of the curriculum which would otherwise not be available to them. Enhanced opportunities will enable them to reach their full potential.

All year groups



Booster Reading Groups

Pupils are taught in a small focus group by a qualified senior teacher. These groups have run from the Autumn term and have maximum of six in a group. Sessions are three times a week. The aim is for these children to attain at least national expectations Reading at the end of key stage 2.

Yr 6



Booster Maths Group

Pupils are taught in a small focused group three times a week by a qualified senior teacher.

There are ten children in the group. The aim is to enable these children to attain at least national expectations in Maths at the end of key stage 2.

Yr 6



Catch Up Reading Programme

Three TAs trained to deliver the Better Reading Programme (children receive 3 x 15 minute individual sessions weekly, over 10 weeks).  Children are targeted to ensure at least one sub level progress in 10 weeks.

Yrs 4-5



Helen Arkell Dyslexia Centre

Fourteen children (seven from each key stage) benefit from support from tutors from the Helen Arkell Dyslexia Centre.  Children receive ten, one hour one-to-one sessions. Although there is no direct cost for the tuition, there is administration time from Senior Management, including liaison with parents and teachers. Learning is tailored to the individual’s learning style. Children’s confidence should improve and they should begin to develop their own strategies for overcoming barriers to their learning. Parents also benefit from a greater understanding of how their child learns.

Yrs 1, 4 & 5




Healthy Eating Cookery Classes are being delivered as a six week programme in two year groups. Four TAs are delivering this once a week. Children work in groups of six and develop teamwork and social skills, numeracy, DT and life skills. A progression of skills is evident throughout the programme. All children participating should begin to develop a greater awareness of the choices which are available to them regarding food and eating healthily. We aim to equip them to make the right choices. For some children this will be a completely new experience. Groups are chosen carefully so that some children lead and others are encouraged to participate in social interaction.

Yrs 2, 3 & 5



One-to-one / Group Interventions

There are several children who are not necessarily on the SEN register receiving additional support in areas such as phonics and motor skills. These interventions aim to enable a child to overcome a barrier such as poor handwriting or spelling.

All year groups



Opportunities to Develop Talents

Opportunities for children to develop musical and sporting talent such as: Worship Band and Sports Leaders led by HT and teaching team. Children benefit from access to wider opportunities.

Key Stage 2



Reading Support Programme

One-to-one reading support, 2 sessions per week for identified individual children. Children targeted benefit from being heard by one adult over three terms. These tend to be children who for whatever reason, do not have this opportunity at home. Confidence with and fluency in reading is targeted.




Pupil Leadership Opportunities

Opportunities for children to join various school committees (Fairtrade, School Council, Worship, Eco, Young Leaders etc). These posts develop communication and leadership skills and develop self-esteem.

All year groups

no cost

17 School Mentor Scheme From summer 2017 specific children have been paired up with staff members who act as a mentor – welfare focused and tracking their progress/ wellbeing. All year group £500
18 Funding of School Curriculum trips, residentials, Before & After School Club, school meals The school makes the decision to fund opportunities where applicable. No child forgoes an experience owing to financial hardship. All year groups £2,600
  Total Please note that other funding was also used to support some of these activities   £55,604

Impact of Pupil Premium funding for 2016-17


Support for children receiving pupil premium funding is tracked regularly at teachers’ pupil progress meetings. Pupil Premium cohorts are also on every agenda at Children and Learning governors’ meetings. The expected outcomes for individual children in every year group are discussed and interventions and support are monitored.  We have a ‘no excuses’ philosophy and adopt a flexible and resourceful approach - changing and adapting the support whenever needs or attitudes change.


We are confident that all children have made significant steps towards their goals both in academic attainment and in their social and emotional needs. In some cases children have not reached national expectations for their age but they have made progress from their initial starting points whether they move to a mainstream or special placement for their secondary education.  Over the year 37% of the children entitled to PP funding were also on the SEND register for a specific learning need.


Three overriding areas highlighted in our 2016-17 strategy were:


Target  outcome



  1. Improved language and communication skills in EYFS


  • Additional support in EYFS
  • Forest School focusing on communication and social skills

Children who achieved a GLD:

PP children: 43%

Non- PP children: 81%

In spite of this gap, children had made good progress relative to baseline scores

  1. Improved communication, language and social skills


  • Whole school focus on questioning skills and class discussion
  • Targeted interventions
  • Wider curriculum to reinforce discussion and language development.

KS2  - good progress (see results below) in relation to prior attainment (including HA pupils)

Retake phonics – 92% pass

  1. Improved attendance for PP pupils (individuals and group)
  • Liaison/ support for families (HSLW/ELSA)
  • Extended provision for vulnerable children

Attendance for the group increased by 7% during the second half of the year

(Feb- July 2017)