Pupil Premium



2013 – 14 Pupil Premium funding was £32,775

2014 - 15 Pupil Premium funding was £55,700

2015 - 16 Pupil Premium funding was £61,140


St Peter’s Pupil Premium Grant Expenditure



St Peter’s is a large primary school with over 590 pupils currently attending (we are currently in the process of growing into a 630 place school). We work with an external company to provide extended care from 7.45am to 6pm. The number of children entitles to pupil premium in school is relatively low and is well below the national average at around 10%.  There are some fluctuations in year groups but most cohorts only have between 4 and 6 children who receive PP funding.


We are an inclusive and caring church school with strong Christian ethos. We have high aspirations for all our children and staff in school and believe that excellence is standard for all members of the school community.  We strongly believe that every child needs to experience success in their school career and that this can take many forms.  We are determined to ensure that this is true for all our pupils and are using our pupil premium funding to ensure this happens for this group of children.


Recent Initiatives and Improvements:

We always work as a team to ensure we are providing rich, varied and strong learning experiences for our children. Recent initiatives and improvement s at St Peter’s are:

  • Successful  OFSTED Inspection with a ‘good’ grading
  • Successful SIAMs inspection with an ‘outstanding’ judgement.
  • Increased attainment across school including 93% pass rate for phonics check in Y1, increased KS1 and KS2 attainment and good progress across KS2.
  • Completion of our school extension which includes a new hall, 9 classrooms, refurbishment of all classrooms.
  • Refurbishment of a large school library and funding for a part time librarian to engage and encourage reading for pleasure across the school as well as supporting attainment in reading.
  • Significant ICT investment including class sets of ipads and laptops.
  • A wide range of extra curricular clubs n offer – on average 15 – 18 per week with over 300 children attending weekly.
  • Successfully led a cluster bid for School Direct ITT places – we have appointed 6 trainees across our cluster schools who will started their teacher training in September 2015.
  • Introduction of a Phase Leader leadership system which will be further enhanced next year with weekly time out of class to develop outstanding teaching in all classrooms.
  • Extensive CPD for all our staff including Improving Teacher Program, Improving Learning Program (our n-house coaching for improvement program), AfL (Dylan William conference here at St Peter’s in 2016), questioning training for all support staff, pedagogy and individual challenge plans for all teaching staff.
  • Introduction of our Excellence as Standard pedagogy across the school in September 2015.
  • Our school choir displayed excellence when they  reached the finals of the BBC Sons of Praise School Choir of the Year.
  • Collaboration with other schools and organisations including  Gordano Secondary School, LCP and itrack.


However, we are not complacent and we are relentless in our drive for continual improvement. Our Headteacher is an LLE and we welcome reviews and comment from the LA and other organisations seeking to improve our provision. This challenge allows us to continually develop our school and improve our standards further.


Objectives of the Pupil Premium Funding

When making decisions about how to spend the pupil premium we take into account our school context and the challenges faced. Common barriers for PP children can be weaker language and communication skills, specific gaps in learning,  lack of confidence , less support from home, or less resources to engage in a range of activities or opportunities. There can be complex family situations that may prevent children from flourishing. The challenges are varies and our use of the PP funding needs to meet many varied needs.


Our key objective in using the PP is to narrow the gap between pupil groups. PP is not a personal pot allocated to each child – we use it across the school to support the needs of all of our eligible children in order for them to make at least expected progress. This means they receive the support needed at different points of their education career. As a school we show that we enable our children to make good progress but our attainment and progress levels for FSM and PP children tend to be lower than their peers. This is also a national trend. Through targeted interventions and initiatives we are working to eliminate barriers to learning and progress. For children with lower attainment, we aim to ensure that they make accelerated progress in order to meet age related expectations or above as they  move though the school.


By looking at recent education research we have identified the following areas in which to improve the attainment of our vulnerable learners:

  • Importance of quality first teaching (Sutton Trust, John Hattie, Viviane Robertson)
  • Use of pre-teaching (Pakeman Primary School, Education Endowment Fund)
  • AfL  and outstanding formative assessment (Education Endowment Fund, Dylan William, John Hattie)
  • Increased child and parental engagement (NATCEN ‘Value of After School Clubs’ Report 2016)
  • Structured, precise, time limited interventions  


This year our am is to increase the amount of outstanding and good quality first teaching in school as this will have the biggest impact on the learning of all our pupils. This will be supported by our Phase Leaders who will all be having 0.1 time out of class to support improvements in the quality of teaching.


Our Excellence is Standard project is being introduced across the school to raise standards through the structured  use of critique and experts, increased clarity. To ensure this is embedded successfully with outstanding results, we have funded an SLT member to be out of the classroom.


CPD for staff this year will have a strong focus on assessment and AfL to improve feedback. This includes a one-day conference with Dylan William for all members of school staff.


Key Stage 2 staff will use pre-teaching to stop gaps emerging for pupils. We recognise that children learn best when they are confident. Pre-teaching allows children to have met subject content in a small group before they are taught it in a whole class situation. This allows them to practise key skills and concepts and become the ‘expert’ for their peers.


Pupils (January 2017)                                                                                                

Pupils on roll


Pupils eligible of PP


Amount of PP per pupil


Total amount of PP received



Nature of Support 2016/17

Focus on learning in the curriculum

Focus on social, emotional and behaviour

Focus on engagement in school life for children and families.


Curriculum Focus:


To increase the % of children working at age related expectations to at least 85% in reading, writing and maths combined.



Year Group

Item/ project




Impact and Pupil and Parent Voice.

R – Y6

Educational visits


To enrichment the curriculum for all children by funding their places on educational visits.

Increased engagement and enjoyment in learning .


Wider cultural experiences.

“Mill on the Brue was amazing – I did stuff I never thought I could achieve” Y6 pupil.

Y1 – Y6

Extra curricular clubs


(Sutton Trust Toolkit +2 months)


To enrich children’s skills and experiences in arts, sciences and sport.


Children with strengths in particular areas will be encouraged to attend clubs to further develop these talents.

Children engaged in a range of activities.


Increased skills and expertise.

“Lacrosse is really good. I get to play with my friends and try new sports “ Y3 Pupil.

FS – Y6

Excellence as Standard



(approx. 1/3 of full salary cost)

KS1 leader out of class 2.5 to lead and support project across the school. This will increase standard of quality first teaching at St Peter’s.

All teaching in school is good or outstanding.

Increased attainment and progress in all areas of the curriculum.


FS – Y6

Phase Leader Leadership Time



(approx.. ½ of full salary cost)

To allow phase leaders to support all staff in becoming consistently good or outstanding teachers by:

  • Addressing within school variance
  • Ensuring quality first teaching
  • Sharing best practise

All teaching in school is good or outstanding.

Consistent implementation of practice and expectations across the school.

Increased % of children working at or above NEFA (at least 85%)

Children making expected (or more than) progress.



FS – Y6

Learning Club


(Sutton Trust Toolit – homework + 2 months)


To enable all children access to room, adult support and other resources to complete homelearning and pupil-led learning tasks.

Increased independence and engagement in own learning.


Improved attainment and progress in all areas of the curriculum.

“Mr Ash helps us at learning club. He can explain things to us and we can do more learning” Y2 child.


Targeted breakfast and after school club places


To improve attendance and punctuality.

Increased social skills and readiness to learn.

Children arriving on time and ready to learn. Increased attainment and progress.

“Having an afterschool place means that *** can spend time with her friends and develop her social skills. “ Y4 carer.

FS – Y6

Targeted Holiday Club places.


To allow children opportunity to access quality sport and social opportunities during school holidays.

To aid families during holidays, which can be difficult.

“A place at holiday club is really important to *** as I can’t do much with her in the holidays. It gets her out of the house.” Y4 parent.

FS – Y6

Parent Workshops and sessions


(Sutton Trust Toolkit + 3 months)


To improve parents’ abilities to support their children’s learning at home buy sharing skills and methods used in school.

Parents will feel confident to support their children at home.


Increased attainment and progress.


FS – Y6

VLS support and input


To identify SEND issues of PP children.

Measure put in place to support SEND and ensure good attainment and progress for these pupils.



Daily Reading with TA

(Sutton Trust Toolkit + 5 months)


Targeted reading to support phonics and reading skills of our youngest pupils.

Increased attainment reading for these pupils.



3 Week Reading Challenge

(1 TA x 5 hours week)


(Sutton Trust Toolkit + 5 months)


Targeted intervention on a daily basis to make rapid progress in reading skills.

Accelerated progress in reading.


Increased engagement with parents.



Y3 - 6



Structured  pre teaching to stop learning gaps before they open.

Children benefit from the pre-teaching:

  • They are confident to participate
  • The can support others
  • They continue their learning at home.


Increased % of children working at NEFA (at least 85%)


All children making expected (or more) progress.

Year 4 pupils:


“It gives us a headstart in the lessons”


“It makes me feel confident so I can join in lessons more”


“The only way it could be better is if we did it for all subjects!”

Y3 - 6

Targeted Parents Meetings


(Sutton Tool Kit + 3 months)


Increasing engagement of parents in learning.

These children will make accelerated progress through increased parental involvement.


Y1 - 6



Entitlement to daily milk.



Y3 - 6

Nessy Licence


Reading and Spelling support designed by Bristol Dyslexia Institute.

Support reading and spelling


Y5 - 6

Soundtraining Intervention


Externally provided reading and spelling intervention.

Round 1: 4 children. Accelerated progress in reading (8 sessions 45 minutes long).

Child 1 – 48 months progress

Child 2 – 12 months progress (SEND)

Child 3 – 6 months progress (SEND)

Child 4 – 27 months progress


Resources for stay and Play / Home Resources


Resources to support parents to help their child’s learning. Parents attended in-school sessions where staff modelled supporting children’s learning.




Reading Café


Resources to support and encourage parents and children to read together at home.








Total PP Received


Total PP expenditure


PP remaining




Impact of PP Spending

We are rigorous and challenging in our self evaluation. Tracking progress over time for individual pupils, groups, classes and years groups is thorough so that we can quickly act to identify any dips and use interventions and strategies to promote improvement.


We will use the following methods to analyise the impact of spending:


  • Lesson observations
  • Work scrutiny
  • Termly assessments and data
  • End of key sage data and results
  • Analysis of interventions
  • Pupils, staff and parent feedback.