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St Peter’s Eaton Square C of E Primary School

Staff Login

PUPIL PREMIUM STATEMENT

WHAT IS PUPIL PREMIUM?

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

It is particularly aimed at pupils who may qualify of free school meals (FSM) because parents or carers are in receipt of one of the following:

Income Support

Income-based Job Seekers’ Allowance

Income Related Employment and Support Allowance

Support under Part VI of the Immigration and Asylum Act 1999

Grant Element of State Pension Credit

Child Tax Credit.

Working Tax Credit

It also includes pupils who have been eligible for FSM at any point in the last six years (known as the Ever 6 FSM measure - FSM6).

Nationally Pupil Premium pupils underachieve compared to other (non disadvantaged) pupils. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current inequalities by ensuring that funding reaches the pupils who need it most.

The level of Pupil Premium is currently £1,320 per pupil.

St Peter’s also receives Service Premium funding (currently £300 per child) to support the pastoral needs of children with parents in the armed forces. We use these funds in a variety of ways and are currently looking into establishing a specific book resource to support children with parents on active service and setting up additional pastoral support networks and fun activities for these families.

The Pupil Premium grant for the financial year 2017/18 was £50, 160.  

This funding was used to;

  • provide 1 to 1 tuition for individual children who need extra support in order to achieve their targets or  
  • support emotional needs or
  • fund additional teachers and teaching assistants to support small groups of children or
  • part fund additional speech and language interventions.

We look carefully at every child in our school to provide the best possible education for each one of them, and make every effort to ensure that no child is disadvantaged by his/her circumstances.

OUTCOMES 2017-18

YEAR 1 PHONICS CHECK 2018

Groups Number of children Number achieving expected standard % achieving expected standard % national benchmark
All pupils  49 46 94% 83%
Disadvantaged  4 4 100% 85%
 

KEY STAGE 1 READING ATTAINMENT 2018

Groups Number of children EXS* % school EXS % national *GDS % school  GDS % national
All pupils 50 86% 75% 44% 26%
Disadvantaged 3 67% 79% 0% 29%

* EXS - achieving expected standard  GDS - achieving at a greater depth

KEY STAGE 1 WRITING ATTAINMENT 2018

Groups Number of children EXS %   school EXS 5 national GDS % school  GDS % national
All pupils 50 76% 70% 16% 16%
Disadvantaged 3 33% 74% 0% 2%

KEY STAGE 1 MATHS ATTAINMENT 2018

Groups Number of children EXS %   school EXS 5 national GDS % school  GDS % national
All pupils 50 78% 76% 34% 22%
Disadvantaged 3 33% 80% 0% 25%
 

KEY STAGE 2 Reading, writing & maths combined attainment 2018

Groups Number of children EXS %   school EXS 5 national GDS % school  GDS % national
All pupils 30 77% 64% 20% 10%
Disadvantaged 12  58% 74% 8% 12%
 

KEY STAGE 2 Disadvantaged pupils progress scores* 2018

  Reading  Writing Maths

Progress score for 12 disadvantaged pupils from Key Stage 1 to 2.

(Confidence interval*)

2.95

(-0.4 to 6.4)

-1.66

(-4.9 to 1.5)

1.30

(-1.8 to 4.4)

National average for non-disadvantaged pupils 0.31 0.24 0.31
 
*Progress scores. The government calculates the scores by comparing the key stage 2 test and assessment results of pupils at this school with the results of pupils in schools across England who started with similar assessment results at the end of key stage 1.

*Confidence interval. It is difficult to say with certainty how much of the progress scores are down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (for example some may have performed well at any school). The confidence intervals reflect this uncertainty. If the confidence intervals for 2 schools overlap, then we can't say for certain that the 2 progress scores for these schools are significantly different.

Generally speaking, the greater the number of pupils, the smaller the range of the confidence interval. For smaller schools, the confidence interval tends to be larger, since fewer pupils are included, and therefore the score will be more greatly impacted by performance of individual pupils.

A school is above average if their progress score is above 0 and the whole confidence interval is above 0. Similarly, a school is below average if their progress score is below 0 and the whole confidence interval is below 0.

 
We estimate that our Pupil Premium funding for 2018-2019 will be £55,440. We will use this funding in line with our previous success in the various intervention programmes run at school and on additional teachers across the year groups. The grant will also part fund a new school improvement partner to help identify areas in which we could improve support for disadvantaged pupils.