Skip to content ↓

Pupil Premium

St Peter’s Pupil Premium Grant Expenditure

Context:

St Peter’s is a large primary school with approximately 630 pupils currently attending. The number of children entitled 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 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 improvements at St Peter’s are:

  • We are a Teaching School
  • We have been designated on of the 34 English Hubs by the DfE
  • Our headteacher is an NLE and six of our teachers are SLEs
  • Successful OFSTED Inspection (2019) with a ‘good’ grading
  • Successful SIAMs inspection (2020) with excellent’ judgement
  • Increased attainment across school including 91% pass rate for phonics check in Y1, increased KS1 and KS2 attainment and good progress across KS2.
  • A wide range of extra curricular clubs on offer – on average 15 – 18 per week with over 300 children attending weekly
  • Phase Leader leadership system with weekly time out of class to develop expert teaching in all classrooms
  • Extensive CPD for all our staff including Expert Teaching Programme (our in-house lesson study based CPD), AfL (Dylan William conference here at St Peter’s in 2019), questioning training for all support staff, pedagogy and individual challenge plans for all teaching staff and Pivotal Education behaviour training September 2019.
  • A strong whole school pedagogy -  Excellence as Standard
  • Discrete vocabulary lessons to reduce the vocabulary gap
  • Collaboration with other schools and organisations including Boolean Maths Hub, other LSP schools, Voice 21, Lexonic and the National Literacy Trust.

However, we are not complacent and we are relentless in our drive for continual improvement. Our Headteacher is an NLE and we welcome critique from 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 our 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 varied and our use of the PP funding meets these varied needs.

We look to support children through three strands:

  • Identifying learning gaps to increase academic attainment and progress
  • Behavioural and emotional support
  • Increasing engagement in school life for pupils and families

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. This means they receive the support needed at different points of their educational career. As a school we show that we enable our children to make good progress but, reflecting a national trend,  our attainment and progress levels for FSM and PP children tend to be lower than their peers (although attainment of our PP children is significantly higher than that nationally). 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, John Hattie)
  • 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