Skip to content ↓

St Peter's C of E Primary School


Pupil Premium

Use of Pupil Premium 2018-19



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  2018-19 St Peter’s C of E Primary School will receive £50,000 Pupil Premium funding.  This represents approximately 9% 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). HSLW is also being trained as an ELSA

All year groups




(Emotional Literacy Support)

The school has a trained ELSA who is allocated time each 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. Attachment disorder training/transition groups falls under this funding.

All year groups



Speech and Language Facilitator

A new role which focuses on children whose vocabulary and oral skills are below national expectations.  Interventions focus on expressive and receptive language in small groups and occasionally one to one.

EYFS – Y5 (most input in EYFS/KS1


4 Experienced teachers for English booster Experienced teachers to deliver small group boosters with identified PP children across the school All year groups £4,000


Forest School Programme

One highly trained TA and a FS trained teacher 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. . EYFS teacher trained summer 2018 to be able to target the FS learning to children’s individual needs. Focus is 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)


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 senior teacher.   These groups have maximum 10 in a group.  The aim is for these children to attain at least national expectation in Reading at the end of KS2 (or GD where appropriate)

Yr 6



Booster Maths Group

Pupils are taught in a small focused group three times a week by a qualified senior teacher. Maximum 10 children in a group. The aim is to enable these children to attain at least national expectations in Maths at the end of key stage 2. (or GD where appropriate)

Yr 6



Catch Up Reading Programme

Two 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 3-5



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




All children will experience one yoga session each half term. This will include the class teacher so that the class can build on what they have done in each session.  The aim is for teachers to be confident in using calming strategies to help pupils learn to self- regulate their emotions and develop resilience towards their learning.

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

£200 (Admin)


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.


£180 (Admin)


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 Specific children have been paired up with staff members who act as a mentor – welfare focused and tracking their academic progress/ wellbeing. All year group £300 (Cover costs)
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. Funding is made available for clubs if children fall into this category. Music lessons also fall into this category All year groups £3,000
  Total     £57,930*

*PP spend is greater than forecast as some funding will come from other sources (including SEND budget, Sports Premium and occasional charity funding).*PP spend is greater than forecast as some funding will come from other sources (including SEND budget, Sports Premium and occasional charity funding).


Impact of Pupil Premium funding for 2017-18


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.  However, each child has a different starting point and different home circumstances.  As such an individual approach is taken as opposed to targeting these pupils as a group. Some of the support for individual children cannot be measured numerically in the same way that the far reaching impact of a residential trip cannot be measured numerically.


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 approximately a third of the children entitled to PP funding were also on the SEND register for a specific learning or emotional need.  Numbers of children vary and in cases where numbers are very low, one or two children can make a great impact on data. Numbers are not indicated to retain confidentiality.


Three overriding areas highlighted in our 2017-18 strategy were:


Target  outcome


Success Criteria


  1. Improved language and communication skills in EYFS


  • Additional support in EYFS
  • Forest School focusing on communication and social skills
Pupils enter KS1 with GLD meeting national expectations

GLD: 57%(against 74%)

Attendance among this group of children has been poor (not yet 5)

2. Improved attainment at KS1 for disadvantaged pupils 


  • Children identified for booster sessions if necessary.
  • Tracked alongside others in PP meetings.
Pupils make good progress from EYFS starting points

Y2 :

RWM: EXS+ = 100%

Reading: EXS = 66% GD = 33%

Writing: EXS= 66% GD=33%

Maths: EXS = 33% GD= 66%


Y1 Phonics: 83% pass (against 87%)


3. Improved communication, language and social skills.
  • New role of Speech and Language Facilitator
  • Whole school focus on oral curriculum (increased pupil talk)
  • Access to wider opportunities

Pupils participate fully in the extended curriculum and make good progress.

Pupils achieve phonics in Y1 and expected/GD (according to ability in Y2/Y6)


Reading: EXS+ = 83%

Writing: EXS+ = 66%GD:33%

Grammar: EXS+= 66% GD: 33%

Maths: EXS+ = 66%


Throughout KS2 all PP children made at least expected progress in English and 79% made at least expected progress in Maths (GL and SATS data)


  • Attendance among the PP group has been below that of non PP peer group. This was pulled down by the low attendance of a few children who represent 24% of the PP group. Reasons for absence have included extended absence due to hospitalisation and emotional needs.  Families have received extensive support from HSLW and children have been supported by ELSA
  • Boosters in Y6 had a positive impact with the gap closing between PP children and non PP. The children who have not achieved expected have specific learning needs and are on the SEND register.  Previous higher attaining PP children have made good progress on their standardised scores.