Catchup Funding

The government announced £1 billion of funding to support children and young people to catch up lost time after school closure. You can read more about our aims and how we are using this funding in this document.

What is Pupil Premium?

The Pupil Premium is an allocation of funding, in addition to main school funding, which schools receive according to the number of children in specific groups.
Schools receive Pupil Premium funding for:

  • All children who are eligible for free school meals (FSM)
  • All children who have been eligible for free school meals (FSM) at any point in the last 6 years
  • All children who have been looked after by a local authority or children who have left local authority care on a special guardianship order or child arrangements order.
  • All children who have parents in the armed forces.

The government awards the Pupil Premium Grant (PPG) to:

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

It is up to schools to decide how the Pupil Premium is spent. The funding in not linked to a specific child, but the funding should be used to support these children. All schools are required to publish, on their websites, the funding they have received and how the money is being used.

How was the Pupil Premium spent last year?

Here at St Mary’s and St Peter’s the Pupil Premium grant is allocated to initiatives to ensure pupils reach their full potential, both academically and socially. The school aims to raise the attainment and progress of pupils eligible for the PPG so that their performance is in line with pupils who are not entitled to the PPG, both nationally and within our own school.

Last year, £33000 was allocated to St. Mary’s and St. Peter’s Primary as a Pupil Premium Grant (PPG) and £6900 for Looked After Children (LAC). Some of the money was used to fund the support staff we employ, including their training in areas of specific children’s needs. For example, training being cascaded to all staff on improving working memory.

A greater number of intervention groups have been able to run due to the Pupil Premium Grant including, extra phonics, reading, writing and maths groups to raise attainment and nurture groups to increase pupils confidence.

An emotional literacy support assistant has been able to be employed due to the Pupil Premium Grant to work with children on an individual or group basis to support their emotional needs.

The academic interventions and ELSA support have continued online or by phone, throughout the lockdowns, for those children not attending school and in-school for those on site.

Throughout the Lockdown periods the children also received: personalised, interest and topic related, reading book bags; school owned laptops; additional necessary stationery and equipment as well as weekly paper copies of work set (if needed). These were delivered to homes by staff or collected from school by parents/ carers.
The staff in our school are aware of which children are entitled for the PPG or LAC funding and additional targeted support for those pupils has been provided. Teachers and the SEN team, produce timetables detailing the different provision: which children benefitted from the support; when the support happened; who leads the support; how the outcomes were assessed; what the next steps for the children would be. This information was reviewed in pupil progress meetings with senior members of staff and class teachers.

ll of the information about extra groups that run in our school is maintained on our Provision mapping programme and can be accessed year on year to build a complete picture of a child’s time and the extra support that they have been given whilst at SMSP.

What was the impact of the expenditure on the pupils?

• Due to the funding received the PPG children were able to make progress across the subjects.
• The academic interventions gave the children the opportunity to focus on areas of development and fill the gaps in their learning.
• Where possible (due to Covid), each half-term the interventions were evaluated and continued if necessary. The teacher, teaching assistant or ELSA who led the interventions would feedback to the class teacher to ensure that the children’s targets were being met and report onto our Provision mapping programme.
• Through the nurture interventions and ELSA led sessions, the children were able to improve their communication and emotional intelligence to deal more effectively with their learning environment, peers, siblings and staff.
• The mentor system that we have set up was an effective approach to track the pupils’ well-being and report back to SLT if any issues were raised.
• The PPG children were also able to take part in extracurricular activities such as after school club, netball and football club in order to support their aspirations and build on friendships with peers.
• The PPG children were supported financially for visits, excursions and residential trips (In years 4 and 6, if they had taken place), alongside other activities which enriched their experience of school and improved their self-confidence as well as their approach to school life.

The result is that the school provided the children with necessary educational resources to ensure they feel equal to their peers and have the equipment needed to support their learning.

PPG Spending 2019-2020

Barriers to LearningCost
Emotional and Social Needs£11,360
Attendance and Punctuality£500
Lower Academic Achievement than non PP£27,400
Finances Affecting Enrichment Opportunities£1,660

Estimated PPG Costs 2020-2021

Barriers to LearningCost
Emotional and Social Needs£13,000
Attendance and Punctuality£460
Lower Academic Achievement than non PP£30,500
Finances Affecting Enrichment Opportunities£1000

Below is a link to the PPG Action plan for this year

Download Pupil Premium Strategy Statement 2020