What is Pupil Premium?

The pupil premium is additional funding given to schools to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The Government believes that the pupil premium is the best way to address current underlying inequalities between children eligible for free school meals (FSM) and their non FSM peers, by ensuring the funding to tackle disadvantage reaches the pupils who need it most. The government uses eligibility for free school meals as the main measure of deprivation at pupil level. Funding is also available for those children with parents serving in the Armed Forces.  Children who are under Local Authority Care or who have been previously Looked After, are also eligible for funding.  Conditions of Pupil Premium funding grant can be found at https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2020-to-2021/pupil-premium-conditions-of-grant-2020-to-2021 

Common barriers for disadvantaged pupils can be; weak language and communication skills, lack of confidence, more frequent behavioural difficulties, attendance and punctuality issues and less support at home.  There may also be complex family situations that can have an impact on children’s learning and progress.  The challenges are complex and varied, therefore, it is important that individual needs are identified and catered for as we are very clear that negative, outside influences are not an excuse for underachievement. 

At Our Lady and St. Gerard’s RC Primary School, there is a school-wide commitment to raising achievement for ALL pupils and a key objective for the use of the pupil premium grant is to close the gap between pupil groups. 

2021-2022

In February 2021, the government announced a one-off recovery premium as part of its package of funding to support education recovery.  The recovery premium provides additional funding for state-funded schools in the 2021 to 2022 academic year. Building on the pupil premium, this funding will help schools to deliver evidence-based approaches for supporting disadvantaged pupils.  The disproportionately high impact of COVID-19 on the education of disadvantaged pupils makes this more important than ever.

To ensure that we have a longer term approach to raising attainment of disadvantaged pupils, we have moved to the recommended 3 year strategy.  The strategy will be reviewed annually, updated and published here.

Impact of Pupil Premium Funding 2020-2021

Please click the link below for full review.

Aims and Strategies for 2019-2020

In 2019-2020 the school received £75,340 of funding.

Impact of Funding 2019-2020

In 2019-2020 attendance and punctuality figures were affected due to the Covid pandemic.

There were no statutory tests completed.

The school was closed to the majority of pupils from March-September.  The school was open to key workers/vulnerable pupils.

 Due to the changes to educational provision caused by the COVID-19 pandemic the detail in the Pupil Premium strategy 2019-2020 was subject to review since April 2020. Our use of the funding was adapted to meet students’ needs whilst maintaining where possible the principles outlined in the strategy document.  

During the pandemic the following key steps were taken to ensure that ‘disadvantaged’ pupils’ barriers to learning continued to be overcome wherever possible:

• Step 1: Ensure that basic needs are met through signposting to food banks, support services etc. Weekly check-in phone calls/emails etc. Family support work completed via base phone (24/7 availability for parents). Support/advice/signposting and liaison with external agencies to provide additional support where required. Additional Senco contact for those with SEN. Socially distanced home visits as appropriate. 
• Step 2: Ensure that children have equal opportunities to complete home learning. Home learning set weekly with additional creative challenges to provide a wider opportunity for involvement. Additional resources such as stationery packs/learning packs etc. made available when required. Contact with class teachers weekly to discuss any issues/concerns and to support wellbeing. Parental support with particular topics e.g. strategies in maths. Engagement with ‘Laptop for disadvantaged pupils scheme’ (where appropriate). Home delivery of additional resources when required. Oak learning materials used to ensure a consistent approach. Website updated weekly with home learning – as a celebration as well as a means of communication. Additional resources available to support parents during the pandemic. Where pupils attended school, consideration was given to the social and emotional impacts of the pandemic.  Additional resourcing was provided for wellbeing activities and outdoor learning.
• Step 3: Ensure that a recovery curriculum is in place which addresses emotional needs and wellbeing whilst still having a tight focus on addressing any ‘dips’ in learning. Resources in place to ensure a quality first curriculum and to facilitate interventions where appropriate. Resources also in place to address class/group/individual issues relating to the pandemic e.g. bereavement, loss, separation etc.

Future versions of the strategy will reflect the changes that are currently being made.

School leaders with responsibility for administering the PPG have drawn on these helpful publications from the Children’s Commissioner and the Education Endowment Foundation:

https://www.childrenscommissioner.gov.uk/wp-content/uploads/2020/04/cco-tackling-the-disadvantage-gap-during-the-covid-19-crisis.pdf

https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-impact-of-school-closures-on-the-attainment-gap/

In 2018-2019 the school received £79,516 for pupil premium funding.

Impact of Funding in 2018-2019

• WellComm support in Nursery has enabled 78% of pupils to reach age related expectations on WellComm (36% were ARE at the start of the year).  In Reception, WellComm support has enabled progression from 38% age related on WellComm on entry to 81% in June.

• 87.5% of children were at expected standard for Communication & Language in ELGs (an increase on last year – 85%).

• 73% of IDL users improved reading age by more than 6months.  82% of users improved spelling age by more than 6 months, with 18% improving by more than 1 year.

• Staff training has included Reading, Phonics, Assessment, Provision for SEN

• Learning Mentor in post: Pastoral sessions/intervention sessions (1:1 and group sessions) 31% of Disadvantaged children received regular Pastoral support for their needs

• PP children uptake in sports clubs: Y1 =86%, Y2 =67%, Y3/4 = 50%, Y5 = 71%, Y6 = 70%

• New reading scheme in place and used across the school.  Positive comments from parents and children on the books.  At KS1 76% of pupils met or exceeded the Expected Standard with 34% achieving Greater Depth Standard.  100% of PP pupils reached expected standard for Reading in KS1, 66% of PP children achieved expected standard in writing and 83% of PP children achieved expected standard in Maths.

• At KS2 74% (Above National) achieved Expected Standard, with 20% achieving the Higher Standard.  50% of PP children reached expected or above standard in reading.  50% achieved standard in writing and 50% in Maths.

• Parent workshops completed and very well attended – phonics Y1, DT

• Subsidised trips/experiences: China exchange – KS2, London Y6, Robinwood Y5, Class trips, Theatre company workshops

• Uniform support for families in need

• Family issues/Safeguarding issues are supported by the DSL and Pastoral Team.  This includes support for parents and their wider family on many occasions.