What is pupil premium?

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St Mary’s Church of England (A) Primary School

Every Day Matters

 

Pupil Premium Statement 2018-2019

Pupil Premium funding was introduced by the Coalition Government in April 2012.  Pupils qualify as being eligible for Pupil Premium funding at St Mary’s Church if England (A) Primary School if they are in Reception To Year 6 and satisfy at least one of the following-

They have received Free School Meals at any point in the last 6 years.

There are now or have been previously in the care of the Local Authority.

They are children of Service Personnel.

This means that the school receives additional funding for your child.

Why has Pupil Premium been introduced?

Pupil Premium (PP) funding has been allocated to schools so that they can address the achievement differences between pupils who are eligible for Pupil Premium and those who are not. The average achievement of this group of pupils, nationally, is typically lower than the remainder of the cohort and we strive to diminish this difference is academic achievement and ensure increased progress in learning. It is the best way to address currently underlying inequalities. The school is charged with allocating this money (that is additional to main school funding) to maximise pupil achievement; as they are best placed to assess what additional provision their pupils need.

Pupil Premium Funding Information For Academic Year 2018 to 2019

School Name St Mary’s Church of England Primary School
Number of pupils on roll in school

 

Number of pupils eligible for Pupil Premium Funding

66

 

9  Pupils

5.9%   (6%)

Date Pupil Premium Statement Review February 2019

 

 

Staff and Governor responsible for Pupil Premium Pupils Mrs C Hill – Headteacher

Mrs E Furnival (Chair of Governors)

Total Pupil Premium budget allocated to school 2017-2018 £11,560
Total Pupil Premium budget allocated to school 2018-2019 £19.760

 

Current Attainment Pupils eligible for Pupil Premium Funding in

School

Pupils not eligible for Pupil Premium Funding in

School

Percentage achieving a Good Level of Development by end of EYFS (Reception Year) 1 pupil   – 100% 100%
Percentage achieving the required standard in Y1 Phonics test N/A (Currently no PP pupils in Year 1) N/A (Currently no PP pupils in Year 1)
Percentage achieving expected/above standards in reading KS1 (measured at end of Year 2) 100% 50%
Percentage achieving expected/above standards in writing KS1 (measured at end of Year 2) 100% 25%
Percentage achieving expected/above standards in maths KS1 (measured at end of Year 2) 100% 42%
Percentage achieving expected/above standards in  reading KS2 (measured at end of Year 6) 67% 90%
Percentage achieving expected/above standards in writing KS2 (measured at end of Year 6) 67% 80%
Percentage  achieving expected/above in maths

KS2 (measured at end of Year 6)

67% 90%
Whole School

Progress scores in reading

Give progress explanation at beginning and attainment

0.7 -0.1
Progress scores in writing -0.5

 

-0.2
Progress scores in maths -0.5

 

-0.3

 

Average attainment scores for PP across the Year Groups

Year 1 and 2

Year 2 and 3

Year 5 and 6

Reading Writing Maths
3.0

 

2.0

 

4.0

 

3.0

 

2.0

 

4.2

3.0

 

3.0

 

4.0

 

 

In 2018 we received a total Pupil Premium grant of £ 19,760

We have spent this on :-

  • A variety of intervention strategies for children at risk of underachievement in order to boost progress in English and Maths.
  • Educational visits and out of school hours activities subsidised or paid for (including residential trips)
  • Music lessons

 

Target Action Success will depend upon – Staff Lead
High quality teaching and learning  

Specialist staff and maths champion to deliver high quality maths intervention .  Over learning and gap filling to be the focus areas for teaching.  Target for stretch and challenge for academically able pupil also.

Rigorous assessment to monitor the impact of intervention on attainment and progress.

Links to staff professional development objectives.

Develop open ended purposeful problem solving to allow for application of skills both in English and Maths.

Lesson observations and learning study outcomes.

Pupil voice.

Data analysis.

HD, SG, JF, HM
To broaden life experiences and enrichment opportunities (building self-belief and confidence) To strive to remove internal and to a degree external barriers to learning though a nurture based approach to teaching and learning.  For staff to develop strong relationships with children and through pastoral care and positive reinforcement build self confidence and self-esteem.

Take part in a range of experiences and enrichment days.

Children and parents to fully engage with school and take part and contribute to the wider school context

Chosen to participate in school sports tournaments and a range of sports and non sports based after school clubs.

Early identification of support.

Regularly review and monitor progress and impact of events.

 

Staff informal discussions, parent consultation evenings.

Pupil voice.

Qualitative data measured.

SLT

All staff

Diminishing the difference in academic attainment for PP Year 6 and Year 2 pupils between them and their peers Precise teaching intervention sessions to commence September 2018.

For disadvantaged pupils in Year 2 and 6 in preparation for SATs year and tests.  To gain and consolidate knowledge, skills and understanding – to raise attainment levels.

To reduce the gap between themselves and their non PP peers.

SATs booster to continue from January 2019 as additional and after school sessions.

Assessment data reviews on a regular basis.  Frequent collaborative meetings with staff to discuss qualitative and quantitative data and overall impact. SLT, NY, SG
Widen curriculum experiences to develop a love of music and ability to play an instrument Funded weekly violin sessions.  Children will be given the opportunity to learn how to play the violin.  Basic music theory and notation – part of sessions.  Children will learn to play and sing to allow them to perform in an end of year performance.

Play within a small group, individually or whole class situation.

Pupil voice.

Enjoyment of sessions and confidence levels and ability in playing and performing.

 

Beth Hughes

 

Please see our current Pupil Premium Policy for further details.