Home Page

Pupil Premium

Use of Pupil Premium – St Mary & St Margaret’s CE Primary School

Each year, we receive a Pupil Premium allocation as part of our school budget. This is currently based on the number of pupils at our school who fall into one of the following categories:

Eligible for free school meals (including at any time in the past six years)
Children in the care of a local authority or who have been adopted from care
Children who have one or more parents serving in the armed forces

Our Pupil Premium allocations for the last and current financial years are shown below:

2019-20	2020-21
£50.420	£34,970 + LAC allocations tbc

2019-20 – Spending of the pupil premium allocation

In 2019-20, the funding was used in the following ways:

Spending	Aims/Impact
Staffing, running and resourcing of Breakfast Club	The aims and impact of Breakfast Club are many and varied, but include the following: A settled, healthy start to the school day Improved punctuality and attendance Building of social skills Nurture / building of self-esteem Supporting development of reading, spelling, maths and other learning
Staffing, running and resourcing of Homework Club	As with Breakfast Club, aims are varied, but in particular focus on the following: Supporting development of reading, spelling, maths and other learning Nurture / building of self-esteem
Musical activities and support: Contribution towards cost of Year 3 weekly whole class recorder lessons and Year 5 weekly whole class clarinet lessons leading to performances in school (and normally at the Solihull Woodwind Extravaganza at the Bushell Hall, although due to COVID this could not take place during this year) Contribution towards cost of Year 4 weekly whole class brass lessons leading to performances in school and at Warwick Arts Centre Year 5 participation in Young Voices concert at Genting Arena Subsidising peripatetic instrumental music lessons Staffing of free after-school choirs for KS1 and KS2 Support for hiring of musical instruments for peripatetic lessons Contribution towards staffing of free in-school orchestra	Ensuring all pupils have opportunity to learn (and continue to learn) a musical instrument and to develop singing skills regardless of background Raising children’s aspirations through performances at premier venues and through opportunities to see more advanced groups and professional musicians Developing pupils’ self-esteem and self-belief Many other documented benefits, such as improving brain function, developing social skills, supporting mental health etc.
A contribution towards the cost of teaching and support staff for: In-class group support Out-of-class group and paired interventions Individual 1-to-1 support	Improving progress, e.g. in reading, writing, mathematics (see data below) and specific areas of the curriculum Supporting pupils to ensure they are organised and ready to learn.
Individual subscriptions to online learning platforms: Times Table Rockstars Numbots	Improving progress and attainment in Mathematics
A contribution to the cost of staffing and running after school clubs and teams: Netball Football	Developing healthy lifestyles Developing resilience, problem-solving skills etc. Enhancing self-esteem
The cost of staffing the school library at lunchtimes	All pupils have access to ICT-based learning platforms regardless of home circumstances Developing positive attitudes to reading
Training to improve the impact of support staff and teachers	Improved teaching skills of staff who work closely with disadvantaged children Improving attainment across the curriculum
Attendance package from Central School Attendance & Welfare Service Ltd	Improving attendance of persistently absent pupils and of pupils generally
Cover for termly Pupil Premium Progress Meetings	Interventions are well targeted and focused on individual need
Subsidising the cost of residential (and other) trips and other items where needed	Ensuring access to all enriching learning experiences for disadvantaged pupils Building self-esteem
Staffing cost for Child & Family Mentor to work with individuals and families	Families supported in meeting children’s individual needs Pupil mental health supported and strengthened Early intervention prevents escalation of issues

IMPACT OF PUPIL PREMIUM SPENDING (AS SEEN IN SCHOOL DATA)

Note: due to COVID-19, no statutory data was collected during the year 2019-20

Y1 Phonics Screen

For the past seven years, our disadvantaged pupils have performed in line with or above national figures for all pupils:

Year	School Disadvantaged	National All Pupils
2020 (collected in Nov 2020 – first term of Y2 due to COVID-19 in Summer Term)	100%	Not known
2019	100%	82%
2018	100%	83%
2017	100%	81%
2016	80%	81%
2015	80%	77%
2014	75%	74%

This is due to a carefully structured phonics programme from entry in Nursery (or Reception). Intervention is well targeted and frequent, identified through Pupil Progress Meetings and Pupil Premium Pupil Progress Meetings.

KS1 SATs 2017 to 2019

In 2017 and 2019, the percentage of ‘pupil premium pupils’ in Year 2 achieving age related expectations was in line with the percentage of ‘all pupils’ in each of reading, writing and maths.

In 2018, there were insufficient ‘pupil premium pupils’ in Year 2 to share data.

KS2 SATs 2019

20% of disadvantaged pupils achieved the higher standard in reading, writing and maths combined compared to 13% for non-disadvantaged pupils nationally and 5% for disadvantaged pupils nationally.

The proportion of disadvantaged pupils achieving the expected standard in Maths was in line with disadvantaged pupils nationally as was the proportion of disadvantaged pupils achieving the higher standard in maths.

The number of disadvantaged pupils achieving the expected standard in Writing was between 1 and 2 pupils below that which would be expected from national averages for disadvantaged children, whereas the number of disadvantaged pupils achieving the higher standard in Writing was approximately 2 pupils above that which would be expected from national averages.

The number of disadvantaged pupils achieving the expected standard in Reading was roughly 1 pupil below that which would be expected from national averages for disadvantaged children, whereas the number of disadvantaged pupils achieving the higher standard in Reading was in line with that which would be expected from national averages.

KS2 SATs 2018

The percentage of disadvantaged pupils achieving the expected standard or higher (67%) in reading, writing and maths combined is in line with non-disadvantaged pupils nationally (70%).

Average progress for disadvantaged pupils:

Reading: Within ‘Average’ band

Writing: Within ‘Average’ band

Maths: Within ‘Average’ band

In 2017-18, our ‘pupil premium pupils’ made better progress in each of reading, writing and maths compared to our ‘non-pupil premium’ pupils (measured for Y6 pupils from end of KS1 assessments to end of KS2).

Impact on Attendance

Fewer disadvantaged pupils (12.5%) compared to disadvantaged pupils nationally (15.7%) were persistently absent in 2018-19, although overall absence for disadvantaged pupils was 5.6%, compared to 5.4% nationally.

2020-21 – Plans for spending the pupil premium allocation

In 2020-21, we plan to spend our pupil premium allocation in the following ways:

Spending	Aims/Impact
Staffing, running and resourcing of Breakfast Club	The aims and impact of Breakfast Club are many and varied, but include the following: A settled, healthy start to the school day Improved punctuality and attendance Building of social skills Nurture / building of self-esteem Supporting development of reading, spelling, maths and other learning
Small group After-School intervention groups	Supporting development of reading, spelling, maths and other learning Developing pupil confidence
Musical activities and support: Contribution towards cost of Year 3 weekly whole class recorder lessons and Year 6 weekly whole class clarinet lessons (if COVID restrictions allow, leading to performances in school and at the Solihull Woodwind Extravaganza at the Bushell Hall – otherwise online performances) Contribution towards cost of Year 4 weekly whole class brass lessons (if COVID restrictions allow, leading to performances in school and at Warwick Arts Centre – otherwise online performances) Subsidising peripatetic instrumental music lessons Staffing of free extra-curricular choirs for KS1 and KS2 Support for hiring of musical instruments for peripatetic lessons Contribution towards staffing of free Y4 extra-curricular recorder groups	Ensuring all pupils have opportunity to learn (and continue to learn) a musical instrument and to develop singing skills regardless of background Raising children’s aspirations through performances at premier venues and through opportunities to see more advanced groups and professional musicians Developing pupils’ self-esteem and self-belief Many other documented benefits, such as improving brain function, developing social skills, supporting mental health etc.
A contribution towards the cost of teaching and support staff for: In-class group support Out-of-class group and paired interventions Individual 1-to-1 support	Improving progress, e.g. in reading, writing, mathematics (see data below) and specific areas of the curriculum Supporting pupils to ensure they are organised and ready to learn.
Individual subscriptions to online learning platforms: Times Table Rockstars Numbots Mathletics Reading Eggs Readiwriter	Improving progress and attainment in Mathematics and English
A contribution to the cost of staffing and running after school clubs and teams: Netball Football	Developing healthy lifestyles Developing resilience, problem-solving skills etc. Enhancing self-esteem
The cost of staffing the school library at lunchtimes	All pupils have access to ICT-based learning platforms regardless of home circumstances Developing positive attitudes to reading
Training to improve the impact of support staff and teachers	Improved teaching skills of staff who work closely with disadvantaged children Improving attainment across the curriculum
Attendance package from Central School Attendance & Welfare Service Ltd	Improving attendance of persistently absent pupils and of pupils generally
Contribution towards additional release time for LAC lead / Pupil Premium Lead / Mental Health Lead (e.g. to plan support, conduct Pupil Premium Progress Meetings, support vulnerable pupils etc.)	Interventions are well targeted and focused on individual need
Subsidising the cost of residential (and other) trips and other items where needed	Ensuring access to all enriching learning experiences for disadvantaged pupils Building self-esteem
Staffing cost for Child & Family Mentor to work with individuals and families	Families supported in meeting children’s individual needs Pupil mental health supported and strengthened Early intervention prevents escalation of issues

Barriers to Learning for Pupil Premium Children

At St Mary & St Margaret’s we have identified, on an individual level, a range of barriers to learning for our Pupil Premium children. Each of our Pupil Premium children is considered individually and a range of needs have been identified. These include:

Language and communication skills – children’s baseline on entry to school is broadly below national average and they need support and focussed intervention in terms of planned activities and focussed teaching. Appropriate teaching and intervention opportunities are planned.
Aspiration – some children from disadvantaged backgrounds come from families where aspiration is low. For this reason, we seek to give children opportunities to develop their personal aspirations, e.g. through attendance and participation at aspirational events and venues (e.g. musical, sporting etc.).
Cultural capital – some children come from homes where they have limited opportunities to build cultural capital. We seek to address this by exposing children to a range of opportunities and experiences across the curriculum such as events, visits and visitors, as well as through providing significant opportunities to build knowledge and skills, e.g. as musicians, readers, writers, dramatists etc.
Personal, social skills – some children from disadvantaged backgrounds, whose parents might have had a bad experience of school, sometimes struggle to engage with school as a result of minimal parental support and engagement. For some children this can result in difficult relationships with school, authority and their peers in terms of following rules and expectations. A lack of an intrinsic value system impacts on a child’s ability to interact with others. Children will sometimes have concerns around poverty that will impact on their personal ability and readiness to learn. A child’s motivation may have other priorities that lie outside of learning in the classroom. We seek to address these issues through building non-threatening home/school relationships (e.g. through our Child and Family Mentors), Breakfast Club etc.
Parental engagement – occasionally parents struggle to build a quality relationship with school; this can have a negative impact on a child’s ability to engage. Lack of aspiration from parents might lead to demotivation to learning. Again, such issues are addressed through the provision of Child and Family Mentors, parent workshops, our ‘open door’ policy etc.

Other, more generic, barriers include:

Attendance
Punctuality
Attachment difficulties
Special Educational Needs
Physical difficulties
English as an additional language
Early childhood neglect and lack of experiences
Trauma
Neglect
Young carers
Loss and bereavement
Mental health issues
Medical diagnoses
Parental substance and alcohol misuse
Domestic violence
External influences, including use of social media