What is pupil premium funding?

The Secretary of State for Education lays down the following terms and conditions on which assistance is given in relation to the pupil premium grant (PPG) payable to schools and local authorities for the financial year beginning 1st April.  PPG provides funding for two policies:

  • Raising the attainment of disadvantaged pupils of all abilities to reach their potential
  • Supporting children and young people with parents in the regular armed forces.

The pupil premium for 2018 to 2019 will include pupils recorded in the January 2018 school census who are known to have been eligible for FSM since May 2012, as well as those first known to be eligible at January 2018.

Pupil Premium provides funding for pupils in the following categories:

  • Who have been in receipt of free school meals (FSM) since the age of four in year groups reception to Year Six (£1320)
  • Who have been continuously looked after for the past six months (£2,300 per child)
  • Who are adopted from care under the Adoption and Children Act 2002 or who have left care under a Special Guardianship or Residence Order (post LAC) £2,300 per child.
  • Those children whose parents are currently serving in the armed forces or were eligible for funding in the last four years (Ever 4 service child) £300
All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. At St. Joseph and St. Bede we are committed to ‘Closing the Gap’ between vulnerable pupils and the pupil premium forms a vital part of that process.
The governors reserve the right to allocate the pupil premium funding to support any pupils or groups of pupils the school has legitimately identified as being disadvantaged.
It is the responsibility of the governors to explain pupil premium expenditure to parents in the form of an annual strategy statement. There is no set format for the report of pupil premium. St. Joseph and St. Bede will publish details of a report online annually. This report aims to detail information on how Pupil Premium has been used within school. This report will detail the attainment and progress of pupils who are covered by the premium and the intervention that has been supported by the additional funding. Reports to Governors will also detail the progress made towards closing the gap and this will be supported by reported data and academic progress. Regular updates will be presented to the Governing Body of our school.
The school is allocated additional funding for those pupils in receipt of free school meals which is referred to as Pupil Premium.
The allocation for 14/15 was £130,000 (based on 94 at £1323 per child)
The allocation for 15/16 was £138,600 (based on 106 at £1320 per child)
The allocation for 16/17 was £137,280 (based on 104 at £1320 per child)
The allocation for 17/18 was £135,960 (based on 103 at £1320 per child)
The allocation for 18/19 was £134,640 (based on 102 at £1320 per child)
The allocation for 19/20 is forecast to be £113,520 (based on 86 at £1320 per child)
Barriers to learning
Oral language skills on entry to school are low. This hinders reading, writing and phonics attainment in reception and Ks1.
Mathematical reasoning skills are lower than non disadvantaged pupils.
Attendance of dis-advantaged pupils is lower than that of non disadvantaged pupils. Low attendance would impact on academic achievement.
Behaviour for learning is less well established on entry to school for disadvantaged pupils compared to non disadvantaged.
Parental engagement in home reading and routines is sporadic for disadvantaged pupils.
Desired outcomes
Increased oral literacy skills in Nursery and Reception class.
Improved attendance rates and fewer persistent absentees in disadvantaged pupil group.
Children with social and emotional barriers to learning are identified and provided with targeted support to increase their capacity to engage with learning, leading to increased progress at  KS2.
Planned expenditure and resource allocation
The Governors allocate the money to supporting children’s academic and social development; specifically those with language or social and emotional barriers to learning.
This includes the provision of specific intervention programmes such as;  Numicon, Pre-teaching, morning maths club, Commando Joe, FFT reading intervention, nurture programmes and Breakfast Club.
Money is also allocated to the provision of additional intervention for those children with speech, language and communication difficulties as an additional barrier to their learning. Reception use the Every Child A Talker (ECAT) and URLEY  principles and a targeted parents course is run by our parent support advisor and our social worker.
Additionally money is spent on the provision of additional human resources such as an extra teacher and TA in EYFS to keep the classes smaller, a pupil support advisor for those whose learning is impeded due to social or emotional barriers, and a HLTA who is targeted to work mornings with KS2.

Download |Pupil Premium Report 2015-2016

Download |Pupil Premium Report 2016 – 2017

Download |Pupil Premium Report 2017 – 2018

Download |Pupil Premium Report 2018- 2019 

How is need, identified at St Joseph & St Bede School?

1. Advice from parents and family members

2. Ever 6 and FSM

3. Our baseline assessments

4. Our progress assessments

5. Assessments and observations from in house professionals, educational psychologists, counsellors and mentors

6. Advice from parents support, SEN team members, social services, housing and other agencies

St Joseph & St Bede RC Primary School utilised the pupil premium money in order to meet the following objectives:

  1. Actions focused on learning in the Curriculum.  Examples of these include pre-teaching maths sessions, 1:1 and group support in targeted interventions.

2. Actions focused on social, emotional and behavioural issues.  Examples of these include our Parents Support Worker and stay and play sessions.

3.  Actions focused on enrichment beyond the curriculum.  Examples of these include trips and visitors to our children.  This has also included investment in learning opportunities.

4.  Actions focused on families and the community.  Examples include our Family Support Worker and the appointment of a Caritas Social Worker.  We have, in addition, conducted ‘stay and play’ sessions for parents in EYFS.

How do we spend our Pupil Premium Grant? 

A safe base: 

 We employ more teachers in the EYFS to keep the classes small and support language development

 Our classrooms are well equipped with excellent texts, computers and iPad’s and resources for every child to develop independent learning.

 We engage our multi agency partners to get our children to school and help them access learning and personal development.

 We are fully committed to creating a safe, attractive and stimulating environment which is well run and consistent as part of Dyslexia Awareness.

A supportive and working together with respect, understanding, honesty and joy, to develop love, tolerance and justice for all: 

 We know that our children are unique and special.

 Forgiveness is embedded in our school ethos and every effort is made to ensure that each child takes responsibility and builds friendships and develop understanding of others.

 We have a pastoral team and health professionals that work with our staff and pupils to support good mental and emotional well-being.

 We work with our children, their families to remove any barriers to learning and enjoying school life.

A place to play and recuperate: 

 A reflection room for mindfulness

 Caritas counsellor

 A well-stocked Art room

 Multiple lunch time and after school clubs – choir, reading gladiators, farm, film, magazine, arts & craft  & homework clubs, sports clubs, netball, football

 Visiting artists, storytellers, visits to museums, cinemas, theatre visitors and visits.

 Global learning

Community learning

We have interventions and support to help every child access learning. 

 Visual learning resources for all pupils with dyslexic tendencies and ASD spectrum

 Colourful resources to support word and sentence development

 Comprehension and textual analysis to support all levels

 Catch up maths and booster maths

 Fine motor and writing development

 Hands on multi-sensory core learning experiences

 Books for reluctant readers

 A lending library

 Self-esteem development

 Anger management training

 Lego Therapy

 Behaviour – growth mindset training

 Behaviour – resilience training

 Homework clubs

 1:1 interventions for maths and literacy

 Guided reading and supported reading

 Beanstalk volunteer reading scheme

A chance to excel 

  • Hot Spotting– small groups/individual as the need arises.
  • Able groups within the Curriculum
  •  Individual Provision Map to target underachievement
  • Half termly pupil progress meetings

Support in making a good transition 

  • Working with teams at our local high schools our children experience shared lessons, open days and visits. Extra sessions are arranged for children to build confidence during this time.

Our community 

  •  In house courses for parents and carers
  •  Parent and Pupil support advisors
  •  Stay and Play session run by EYFS staff
  •  SEN team working to overcome barriers
  •  Fundraising for local and global charities



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