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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

The pupil premium allocation is used to support the progress of groups of children who, for a number of reasons, may find their learning more difficult. Specifically, it is allocated for those children receiving free school meals, looked-after children and children from service families.

Information from the Department of Education on Pupil Premium



The government believes that the pupil premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The pupil premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).

Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

Up to £50 million of the pupil premium will fund a Summer School Programme for disadvantaged pupils to support their transition to secondary schools in September 2013.



The government believes that head teachers and school leaders should decide how to use the pupil premium. They are held accountable for the decisions they make through:

• the performance tables which show the performance of disadvantaged pupils compared with their peers.

• the Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, and in particular those who attract the pupil premium.

• the reports for parents that schools have to publish online.



In most cases the pupil premium is paid direct to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what additional provision their pupils need.

Local authorities are responsible for looked after children and make payments to schools and academies where an eligible looked after child is on roll.

Further details can be found on the Department of Education website:

Pupil Premium Strategy Statement 2020-2021

A number of key principles underpin our use of Pupil Premium:

  • The funding is always spent on the target group of children.
  • Eligibility for pupil premium is not confused with low ability. We focus on supporting our disadvantaged children to achieve the highest levels.
  • We carefully analyse which children underachieve and why.
  • The children eligible for pupil premium are taught by experienced and effective teachers and Higher Level Teaching staff (within intervention) and supported by skilled teaching assistants.
  • We use achievement data frequently to monitor the progress of all children. We check whether pupil premium interventions are working and to see the difference the funding is making to outcomes for children.

Desired outcomes and how they will be measured

Success criteria

Children are able to talk about their feelings in a controlled way and acknowledge problems can be solved.

  • Children develop greater friendship groups
  • Children have fewer negative behaviour incidents
  • Children need less support in class to resolve behaviour issues
  • Reduction in pupil exclusions

Children make expected or better attainment

  • PP children achieve in-line with or better than non-PP children.
  • PP children achieve expected standards in GPS

PP children’s reading improves to be in-line with non-pp children

  • PP children make better progress in reading so that their writing is influenced by this
  • PP children can achieve well in spelling
  • Children enjoy reading and can talk enthusiastically about a book they are enjoying
  • PP children achieve in line with non-PP children.

The attendance of PP children improves

  • Reduce the number of persistent absentees among pupils eligible for PP
  • EWO involvement will not be required
  • Attendance is in-line with non-PP groups
  • Attendance for PP children is in line with national at 94% and ultimately target 96%

Children are ‘ready for school’

  • Children are eating sufficiently before the school day.
  • Children are having sufficient rest and exercise.
  • Children are in a positive frame of mind at the start of the school day.

Parents are able to support their children effectively so that they achieve their full potential in school.


  • Parents engage and work in partnership with school.
  • Measurable difference in progress/attainment for identified children.
  • Improvement in well-being for identified children.


  • 100% of FSM6 achieved a pass at Reading, writing and maths in KS2 Teacher Assessment ’s. This is significantly higher than local/national averages
  • 100% of FSM6 children passed RWM+ in teacher assessment, significantly higher than local/national averages
  • 67% of FSM6 children passed KS2 SAT’s in GPS at greater depth. This is significantly higher than local/national averages.
  • 33% of FSM6 children achieved a higher standard in KS2 Teacher assessment in Reading.
  • 100% of FSM6 children in EYFS met GLD expectations
  • 67% of FSM6 pupils in Y1 passed Y1 phonics. This is lower than non-FSM6 and local/national averages. However, there are only 3 pupils in this cohort.
  • 100% of FSM6 children passed Y2 SAT’s in Maths
  • 50% of FSM6 children achieved greater depth in reading in Y2 SAT’s. Significantly higher than local/national averages.
  • Out of 21 progress measures (7 cohorts, 3 subjects) FSM6 children made greater progress in 17 measures. Only Y2 in writing and all Y1 subjects did non-FSM6 make greater progress.
  • FSM6 children progress was in-line with or better than non-FSM6 in all subjects in all cohorts other than Y1.
  • Overall in school, FSM6 pupils made better progress than non-FSM6 in reading, writing and maths
  • In terms of attendance, FSM6 attendance was 94.9%. This is higher than national expectation and higher than non-FSM6 with whole school attendance.
  • There were no fixed-term or permanent exclusions made during the academic year.
  • In terms of behaviour, the number of yellow and red cards significantly reduced in all cohorts.
  • Following school received an ‘Outstanding’ judgement from Ofsted for Pupil Behaviour in the previous academic year, LCC and the Governing body agree with the school’s self-evaluation that this area remains ‘outstanding’.
  • Following school received an ‘Outstanding’ judgement from Ofsted for Pupil personal development & welfare in the previous academic year, LCC and the Governing body agree with the school’s self-evaluation that this area remains ‘outstanding’.
  • School received an 'Outstanding' judgment from SIAMS for "The school, through its distinctive Christian character, is outstanding at meeting the needs of all learners."