Pupil Premium

What is the Pupil Premium?

The Pupil Premium is a sum of money allocated to schools each year to narrow attainment gaps between pupils from low income families and their peers. It aims to provide significant funding for disadvantaged children to help close the attainment gap.

The Pupil Premium is allocated to the school and is generated by children:

  • who are currently known to be eligible for Free School Meals (FSM)*;
  • who have been 'looked after' continuously by a Local Authority for more than 6 months;
  • children from service families.
  • *From 2012-2013 it also included pupils who have been eligible for FSM at any point in the last 6 years.

What should it be used for?

Schools are free to spend the Pupil Premium as they see fit. However, we are accountable for how we have used the additional funding to support pupils from low-income families. We are required to publish online information about how we have used the premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the premium and the extra support they receive.


Pupil Premium Strategy Statement 2017-2018

Pupil Premium Impact Statement October 2017

Case Study - Reading

ECAR impact statement 2017

Pupil Premium Strategy Statement St Paul’s 2016 - 2017

  1. 1.  Summary information


St Paul’s Catholic Primary School

Academic Year


Total PP budget


Total number of pupils


Number of pupils eligible for PP



  1. 2.  Attainment 2016


Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

Early Years Foundation Stage-Good Level of Development 



Year 1Phonics-pupils working at the expected standard


81% (NA 2016)

Year 2 Reading, Writing and Mathematics combined at least expected




Year 2 Reading, Writing and Mathematics combined at greater depth



Year 6 Reading, Writing and Mathematics at least expected standard



Year 6 Reading, Writing and Mathematics combined at higher standard



Progress Measures 2016


St Paul’s all pupils

Reading Progress Score


- 0.4

Writing Progress Score


- 2.1

Mathematics Progress Score


- 1.2

In School Current Data- September 2016

St Paul’s ALL pupils

In school data shows significant differences in some year groups between all pupils and Pupil Premium pupils and this is where the targeted support will be implemented

  1. 3.  Barriers to future attainment (for pupils eligible for PP)

In-school barriers

  1. A.    

Pupil Premium pupils with medium prior attainment are making less progress than other pupils- see progress data

  1. B.   

Behaviour issues of a very small group of pupils are having a detrimental effect on their academic progress

  1. C.   

Pupil Premium Pupils enter school with communication and language delay and this impacts learning across the curriculum

External barriers (issues which also require action outside school, such as low attendance rates)


Attendance rates for pupils eligible for pupil premium is less than those pupils who are not pupil premium (93.5% pp )  (97.3% npp ) –

July 2016


Increase Parental engagement for pupils eligible for pupil premium 


  1. 4.    Desired outcomes (Desired outcomes and how they will be measured)

Success criteria

  1. A.    

Higher rates of progress across Key Stage 2 for all pupil premium pupils

-       Early morning interventions aimed at diminishing the gap between R, W and M.

-       Additional teachers in year 3 and 6 aimed at supporting PP pupils.

-       Smaller classes in year 6 to accelerate progress in preparation for SATs.

-       Frequent pupil progress meetings to carefully monitor and track progress of pupils from their different starting points.

-       Accurate moderation

-       Comprehensive data tracking

PP Pupils make as much progress as

 ‘other’ pupils identified as medium prior attainment in reading, writing and mathematics and some pupils make accelerated progress to diminish the difference year on year.




  1. B.    

Behaviour issues are addressed

-       Clear, consistent behaviour strategy, reviewed by children and all staff.

-       CPD for staff on collaborative problem solving.

-       Use of Skylark ‘Nurture’ unit to develop social and emotional skills.

-       Links with cluster schools to develop network of expertise and links with cluster schools to minimise fixed term exclusions

-       Positive behaviour letters.




Fewer behaviour incidents particularly during transition times, children come into school calmer and remain engaged in their learning

  1. C.    

Speech and Language Support

-       All children tested for S&L skills and prioritised to seek support.

-       Speech and Language therapist visits twice weekly to target 1:1 needs.

-       Language rich environments.

-       Targets are shared with parents to practise at home.

-       Daily readers for all pupil premium children.

One to one targeted support delivered by a speech and language therapist.

Providing in house training for TAs to support identified children in class led by SL Therapist

  1. D.    

Increased attendance rates for pupils eligible for pupil premium

-       Attendance competitions in whole school assemblies.

-       Attendance prizes half-termly.

-       Family support worker communicates regularly with hard to reach parents.

-       Daily procedures adhered to, to follow up absences and ensure children come back to school as soon as possible.

-       Termly distribution of cluster leaflet to raise the profile of good attendance


Pupil premium pupils attendance  improves so that it matches non-pupil premium pupils attendance

  1. E.    

Increase Parental engagement

-       Weekly newsletters in order to communicate regularly with parents.

-       Local bakery sponsoring events to provide refreshments to engage parents to workshops.

-       Subject workshops to deliver information on core and foundation subjects.

-       Parents invited in every half-term to review children’s work and to come on school visits.

-       Book buddy scheme in EYFS and KS1 to enable opportunities for parents to read with their children and share book preferences.

Identified PP pupils 100% attendance at Parent’s Evenings

  1. 5.  Planned expenditure

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies

  1.     i.   Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve progress for all pupils in Mathematics

Purchase of Inspire Maths with CPD for all staff

This will help all pupils to make good progress in mathematics.


This focuses on the teaching of mathematics through concrete, pictorial and abstract approaches- 3 steps


This will improve teacher’s subject knowledge of the mathematics curriculum.

High quality training for all staff. Subject leader to have dedicated release time to lead subject and will receive support from an experienced Maths Leader.  Regular monitoring to ensure that this approach is having a positive impact on outcomes





Lead Practitioner/Pupil Premium Lead

March 2017

Improve progress for all pupils in writing, particularly for pupils eligible for pupil premium- year 6 and 3


Enrichment opportunities

Staff training on high quality feedback


Additional Booster Teachers a.ms and additional teacher to release staff for high quality feedback opportunities


Sutton Trust research

High quality feedback is an effective way to improve attainment


First hand experiences with quality first teaching leads to better engagement in writing


Children making own choices in the presentation of their writing

Quality CPD for all staff led by English Leader or Lead Practitioner


Experienced subject leader to have dedicated release time.


Regular monitoring to ensure that this approach is having a positive impact on outcomes




Lead Practitioner/Pupil Premium Lead



March 2017

Improve progress for all pupils in reading

Timetabled guided reading sessions, whole class teaching of reading-challenging texts

Experienced teachers to model high quality teaching of reading.

High quality teaching will ensure that all children make good progress

Lead Practitioner to support NQTs in delivery of Guided Reading Sessions

Subject leader to have dedicated release time to lead subject and will receive support from an experienced English  Leader

Regular monitoring to ensure that this approach is having a positive impact on outcomes

Lead Practitioner/Pupil Premium Lead

March 2017

Total budgeted cost


  1.    ii.   Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve progress of pupils eligible for pp across the school

Targeted children for identified support delivered by TAs and HLTAs for Early Morning Learning sessions

Maximise learning opportunities for Pupil Premium Children

Entry and exit data- accurate assessment at beginning and at end of intervention.


From data children will make accelerated progress

Lead Practitioner/Pupil Premium Lead

½ Termly

Improve progress of pupils eligible for pp in reading

BRP and FFT interventions led by highly qualified Teaching Assistants and ECaR teacher

Daily Reading

Evidenced based intervention


Entry and exit data- record of children’s reading ages at beginning and at end of interventions.


Dedicated time for staff to carry out interventions

ECaR Teacher


Lead Practitioner/Pupil Premium Lead

½ Termly

Total budgeted cost

£23, 000.00


  1.  iii.   Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Behaviour issues addressed

Full time Emotional Literacy Support Assistants (ELSA)


Well-being Mentor


Learning Mentor


Skylark ‘Nurture’ Provision

Proactive approach to behaviour leads to less incidents

Timetabled sessions for children- monitored weekly

ELSA to provide training to other staff

Monitoring that improved behaviour leads to improved outcomes.

Well-being mentor working with identified pupils

Inclusion Leader

March 2017

Increased attendance rates

Close monitoring of pp attendance rates, quick response, follow up meetings

Addressing attendance is a key step in improving outcomes

Family Support Worker to closely monitor attendance and to have follow up meetings with parents. Improved attendance certificate

Family Support Worker

½ Termly

Increased Parental engagement

Parent’s are engaged in their children’s learning and  actively in support of school life

Greater parental engagement will lead to better outcomes



Weekly drop in sessions to meet Family Support Worker

Regular communication with hard to reach families

Targeted families for identified workshops

Family Support Worker


Total budgeted cost








Planning and evaluation outline 2015-2016


Pupil Premium used for:

Amount allocated to the intervention / action (£)

Is this a new or continued activity/cost centre?


Brief summary of the intervention or action, including details of year groups and pupils involved, and the timescale

Specific intended outcomes: how will this intervention or action improve achievement for pupils eligible for the Pupil Premium? What will it achieve if successful?

How will this activity be monitored, when and by whom? How will success be evidenced?

Actual impact: What did the action or activity actually achieve? Be specific: ‘As a result of this action…’ If you plan to repeat this activity, what would you change to improve it next time(complete by July 2016)

Reading Interventions programmes:

Reading Recovery teacher

Reading Recovery

Fischer Family Trust

Boosting Reading Potential

Inference Training- staff to deliver interventions



ECAR teacher delivering Reading Recovery 1:1- children in year 1 and 2-daily intervention

FFT- trained TAs delivering intervention 1:1- 4 times a week-  year children in year 1-5

Boosting Reading Potential 1:1-3 times a week-year 4 and year 6

Inference- during guided reading and as additional intervention- small group-3 times a week in year 6

Improved reading attainment, gap closed or narrowed. This will have a positive impact on pupils attainment in writing

Individual children carefully monitored by ECAR teacher- entry, exit point and follow up checks to ensure continued progress- written report showing impact of interventions

78.6% of disadvantaged pupils achieved the expected level in reading at Key Stage 1 in 2016 (national all pupils 74%)

79% of disadvantaged pupils in Year 1 were working at the expected level in phonics (national all pupils 81)


See additional paperwork in impact of specific reading interventions

Talking Partners Intervention



Small group –promotion of speaking, listening and language development-small groups of 3 children with adult- 3 times a week

Nursery, Reception and Year 1children-pupil premium children to be targeted

Improve the number of children reaching the expected level of development in Communication and Language-listening and attention, understanding and speaking. This will lead to an improvement in reading and writing skills(2015-45% pupil premium children achieved expected level for reading compared to 82.5 not pupil premium children. 50% of pupil premium achieved expected level for writing compared to 82.5 not pupil premium children.

Intended impact is to reduce the gap in attainment.

Monitored by SENCO. Success evidenced through data and learning journeys


Key Stage 1 results were above the national level at expected and at greater depth in reading, writing and mathematics.


60% of disadvantaged children achieved Good Level of Development compared to 45% in 2015 (national all pupils 69%)


100% of disadvantaged pupils achieved expected in speaking (all pupils St. Paul’s 92%)

Additional teacher to support reading, writing and mathematics



Target group- year 5- Autumn AND Spring

Year 6- Summer term-year 5

Small group support for PP children. Narrow/close the attainment gap

Monitored by Assistant Head teacher, external moderator to moderate writing, data, lesson observation, book scrutinies

Disadvantaged pupils made better progress than all pupils at St. Paul’s in reading

61% of disadvantaged pupils achieved at least the expected level in reading (national all pupils 66%)

Promotion of Reading  throughout school-Reading/ Writing- Passports for Reception and Key Stage 1. Reading Bookmarks for Key Stage 2


Key Stage 2 bookmarks introduced in 2015

All children

Improved parental engagement- greater percentage of children reading at home

Narrow the gap in reading attainment

Monitored by English Leader. Success evidence through reading data- reading records, benchmarking and and half termly data collection

See data above.

This strategy was very successful in Early Years and Key Stage 1.

Improve quality of teaching and learning in Mathematics-CPD for all staff, purchase of Inspire (Maths scheme)



All children

Improve progress and attainment for all groups.

2015  2 levels progress in Maths- 82.6%, (national 90%)

Level 4+ Maths 80% (national 86.9)

Level 4b+ 58.7% (national 76.8)

Level 5- 19.6% (national 41.5)

Monitored by head teacher and Maths Leader

Success evidenced through observations, progress seen in books, data

See Key Stage 1 results

As we are now at the beginning of the 2nd year impact should be greater this year.

Improve the quality of teaching and learning- Growth Mindsets project- training for all staff, resources to support project, ELSA interventions


New-year 1

All children








Children with Individual Behaviour Plans

Improve behaviour for learning for all children

Monitored through pupil interviews and observations.

Children developing learning behaviours- resilience, inquisitive learners etc.

Learning outcomes will improve

Evidence from pupil interviews, lesson observations, and work scrutinies shows that this project is having a positive impact on attitudes to learning

Improve the quality of teaching and learning- support from external advisers ,INSET costs, support from external coach/ teaching school



All children

Teachers know next steps in writing and children are therefore making greater progress in improving their writing

Monitored through pupil interviews, observations

School data

Regular moderation meetings showed that all assessments in writing are accurate. Planning scrutinies showed that teachers were plugging gaps in learning.

Family Support worker- attendance incentives etc



Improve attendance and punctuality

Reduce the percentage of persistent absences

Improve parental engagement

Improved attendance of all children, including PP

Improved engagement with some parents

Overall absence

2013-2014 4.1%

2014-2015 4.0% Persistent absence

2014-2015 3.6%

Monitored by HT and external Education Officer.

Improved attendance of all children

This will need to be a priority on the school improvement plan for 2016-2017.

Overall absence 2015-2016 4.1%

School milk


Requirements for School Food Regulations 2014, came into force in January 2015

Available for all children during the school day. Milk is a an ideal snack due to its high satiety effect (it is filling)


Monitor uptake of school milk- half termly


Enrichment activities- theatre groups, after school clubs


Continued activity

Termly theatre groups for all children, drama activities linked to topics to inspire and engage children

After school music clubs for children in years 3,4,5,and 6

Improved engagement in learning

More children participating in music clubs

writing activities linked to drama-monitor improved quality in writing through work scrutinies, observations and data

music club registers

Music clubs register- 50% were disadvantaged pupils.

All children enjoyed the enrichment opportunities and the the specific provision for the more able disadvantaged pupils