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PUPIL PREMIUM STRATEGY
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 2018/19 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 2018-19
EYFS |
Pupils eligible for pupil premium (4 pupils) |
Pupils not eligible for PP |
|
|
School average |
National average |
||
|
Good level of development (GLD) |
75% |
71% |
72% |
|
Reading |
75% |
79% |
77% |
|
Writing |
75% |
76% |
74% |
|
Number |
100% |
95% |
80% |
|
Shape |
100% |
89% |
82% |
|
Year 1 phonics screening check
|
(3 pupils) | ||
|
100% |
91% |
71% |
|
KS1 SATs |
(5 pupils) | ||
|
% achieving expected standard or above in reading, writing and maths |
40% |
78% |
65% |
|
% making expected progress in reading |
80% |
80% |
75% |
|
% making expected progress in writing |
40% |
80% |
69% |
|
% making expected progress in maths |
100% |
85% |
76% |
KS2 SATs |
(9 pupils) | ||
|
% achieving expected standard or above in reading, writing and maths |
89% |
69% |
65% |
|
% achieving greater depth in reading, writing and maths |
0% |
31% |
11% |
|
% making expected progress or above in reading |
89% |
81% |
73% |
|
% making greater depth in reading |
11% |
54% |
27% |
|
% making expected progress or above in writing |
100% |
77% |
79% |
|
% making greater depth in writing |
0% |
31% |
21% |
|
% making expected progress or above in maths |
100% |
81% |
79% |
|
% making greater depth in maths |
11% |
62% |
27% |
|
Scaled score progress reading |
+0.7 |
+4.3 |
0 |
|
Scaled score progress writing |
+2.2 |
+1.2 |
0 |
|
Scaled score progress maths |
+3.0 |
+3.1 |
0 |
| Groups | Number of children | Number achieving expected standard | % achieving expected standard | % national benchmark |
| All pupils | 49 | 46 | 94% | 83% |
| Disadvantaged | 4 | 4 | 100% | 85% |
| 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% |
| 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% |
| 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% |
| 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% |
| 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 |
*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.