WHAT IS PUPIL PREMIUM?

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and to close the gaps between them and their peers.

It is particularly aimed at pupils who may qualify for free school meals (FSM) because parents or carers are in receipt of one of the following:

• Universal credit (provided you have a net income of £7400 or less)
• Income support
• Income-based jobseekers’ allowance
• Income-related employment and support allowance
• Support under part VI of the Immigration and Asylum Act 1999
• The guaranteed element of state pension credit
• Child tax credit, provided that you are not also entitled to working tax credit and have a gross annual income of £16,190 or less
• Working tax credit runs on- paid for 4 weeks after you stop qualifying for Working tax credit.

If you think you may be eligible, please fill out this form and hand it into the school office to be stamped or email the completed application form to the school office, for the attention of Mrs Foley.

The pupil premium funding also includes:

• Pupils who have been eligible for FSM at any point in the last six years (known as the Ever 6 FSM measure - FSM6)
• Looked-after and previously looked-after children
• Service premium funding to support the pastoral needs of children with parents in the armed forces.

Nationally, pupil premium pupils underachieve compared to other (non-disadvantaged) pupils. The Government believes that the pupil premium grant, which is additional to main school funding, is the best way to address the current inequalities by ensuring that funding reaches the pupils who need it most.

School overview

Detail	Data
School name	St Peter’s Eaton Square C of E Primary
Number of pupils in school	164
Proportion (%) of pupil premium eligible pupils	28 (16.7%)
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	2024-2025 2025-2026 2026-2027
Date this statement was published	31/12/2024
Date on which it will be reviewed	31/10/2025
Statement authorised by	Mrs J Carrington
Pupil premium lead	Mrs J Foley
Governor / Trustee lead	Jim Glen

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£42,920 (Dec 24)
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£0
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year.	£42,920

Part A: Pupil premium strategy plan

Statement of intent

St Peter’s is an inclusive school and we value the diversity in our school community.  We target the use of our Pupil Premium Grant funding to ensure that our disadvantaged pupils receive the highest quality of education to enable them to become successful and confident citizens, way beyond their primary school experience with us.  We recognise that disadvantaged children can face a wide range of barriers, which may impact on their learning.  We take the time to get to know all of our pupils individually and recognise that their challenges can be varied and there is no ‘one size fits all approach’.

Our key principles are:

• We ensure that teaching and learning opportunities meet the needs of and challenge of all our pupils
• We ensure that appropriate provision is made for pupils who belong to vulnerable groups.

Our ultimate objectives are to:

• Remove barriers to learning created by poverty, family circumstances and background
• Narrow the attainment gap between disadvantaged pupils and their non-disadvantaged peers
• Ensure all pupils are able to read fluently by the end of Key Stage One, ensuring they can access the full breadth of the curriculum.
• Develop our pupils' self-confidence so they are articulate, resilient and ready for the challenges of Key Stage 3.

Achieving our objectives:

• Implementing high-quality teaching approaches to ensure all pupils are challenged and provision of  targeted interventions which are research backed.
• Correctly identifying pupils’ social, emotional and learning needs and providing a responsive approach to ensure early intervention for those needs.
• Supporting and engaging parents in their children’s experience of school.

Challenges

This details the key challenges to achievement that we have identified amongst our disadvantaged pupils.

Challenge number	Detail of challenge
1	Low achievement /SEND – the largest proportion of our PP pupils have ‘lower’ levels of achievement and are also SEND.
2	English: reading and writing – an area of focus from our internal data analysis (see tables at end of strategy doc.)
3	Language (including EAL) – and area that need to be secure before progress in the curriculum.  It is important that language needs are identified first, especially with the high percentage of lower achievers and SEND)
4	Parental capacity/engagement & increase in uptake of wrap-around provision.  We have an extensive programme to encourage parental engagement and this needs to be further tailored to PP pupils’ parents and their bespoke requirements. We need to continue to target and increase  attendance in enrichment clubs and AS provision for PP pupils, focusing on their interests.
5	Wellbeing– essential for learning and achievement and developing our focus on emotional literacy. Many of our SEND PP pupils have identified ‘social, emotional and mental health needs’.
6	Attendance – recently, our data analysis has shown an emerging gap between PP and non-PP pupil attendance.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome	Success criteria
Progress	All disadvantaged pupils will make good/accelerated progress from their starting points.
Phonics	All disadvantaged pupils will pass their phonics screening in Year 1.
Reading	All disadvantaged pupils will reach the expected standard in reading by the end of Key Stage 1 and 2.
Language proficiency (including EAL) - Improved oral language skills and vocabulary among disadvantaged pupils.	All targeted disadvantaged pupils will be assessed for a speech and language intervention using the primary progression tool and EAL tool and placed on an appropriate intervention programme, if needed.  Oracy and the importance of vocabulary learning will be prioritised throughout the curriculum.
Writing	All disadvantaged pupils will reach the expected standard in writing by the end of Key Stage 1 and 2. Evidence in pupils’ books will show access to the TFW programme scaffolding.
Wellbeing	Our wellbeing programmes will show significant gains in pupils’ self-esteem and resilience and will be bespoke and targeted in nature.
Parental engagement & enrichment	Our parent evenings, workshops (coffee mornings) and parent engagement activities are fully attended by our PP parents. A continued increase in attendance in enrichment clubs and after-school provision for PP pupils.
Attendance	Our PP pupils have attendance that is in line with non-PP pupils- 95% plus.