Pupil Premium Questions
Pupil premium is the government’s strategy for assisting pupils who are disadvantaged by poverty by giving schools extra funding to help remove any barriers they face.
Schools receive £955 for each child who has been registered as eligible for free school meals at any point in the last 6 years.
| Year group | FSM | PP |
| Year 7 | 10.14% 21 | 15.94% 33 |
| Year 8 | 11.06% 23 | 17.31% 36 |
| Year 9 | 12.50% 26 | 19.71% 41 |
| Year 10 | 10.58% 22 | 14.90% 31 |
| Year 11 | 9.31% 19 | 12.75% 26 |
| Year 12 | 6.11% 8 | 9.16% 12 |
| Year 13 | 4.96% 6 | 6.61% 8 |
| Total | 9.71% 125 | 14.53% 187 |
School overview
| Metric | Data |
| School name | St Peter’s Catholic School |
| Pupils in school | 1279 |
| Proportion of disadvantaged pupils | 15% (193 pupils out of 1290) |
| Pupil premium allocation this academic year | £163,50 |
| Academic year or years covered by statement | The school will receive this funding in four instalments. What slightly complicates matter is that the premium will also be linked to the October census and is accounted for by the financial year (which runs from April to April), rather than the academic year. |
| Publish date | September 2020 |
| Review date | Reviewed every term |
| Statement authorised by | Ciaran Clinton (Deputy Head Teacher) |
| Pupil premium lead | Sarah Hall |
| Governor lead | Geraldine Mills and Jane Loughran |
Disadvantaged pupil performance overview for last academic year
| Progress 8 | -0.43 |
| Ebacc entry | 27% (8 pupils entered out of 29) |
| Percentage of Grade 5+ in English and maths | 35% (10 pupils out of 29) |
Strategy aims for disadvantaged pupils
| Aim | Target | Target date |
| Progress 8 | Disadvantaged GCSE pupils to make progress that is at least in line with national average, through targeted support. | August 2020 |
| Percentage of Grade 5+ in English and maths | At least 50% of the cohort to achieve a strong pass (5) in English and Maths. | August 2020 |
| Ebacc entry | To move towards governmental targets and to increase the number of disadvantaged pupils qualifying for the Ebacc to be 50% | September 2020 |
Teaching priorities for current academic year
| Measure | Activity |
| Priority 1 | To develop a knowledge rich curriculum that is well sequenced for all subjects and key stages |
| Priority 2 | To embed the practice of ‘high challenge low prep’ to facilitate stretch and challenge |
| Barriers to learning these priorities address | Attendance
Aspirations Facilities and resources at home Parental support |
| Projected spending | 25% of pupil premium budget |
Targeted academic support for current academic year
| Measure | Activity |
| Priority 1 | To offer intervention classes to disadvantaged pupils to close the gap and to offer a mentor for each pupil |
| Priority 2 | To ensure all disadvantaged pupils for sufficient ICT and paper resources to engage in remote lessons to complete independent work |
| Barriers to learning these priorities address | Aspirations
Low reading ages Parental engagement |
| Projected spending | 15% of pupil premium budget |
Wider strategies for current academic year
| Measure | Activity |
| Priority 1 | To ensure disadvantaged pupils are offered pastoral support and each pupil is safeguarded, protected and nurtured |
| Priority 2 | To ensure disadvantaged pupils boost their cultural capital/cultural literacy |
| Barriers to learning these priorities address | Attendance, self isolation, pupil reluctance to share concerns |
| Projected spending | 50% of pupil premium budget |
Monitoring and implementation
| Area | Challenge | Mitigating action |
| Teaching | Online learning | Visualisers purchased for every room; staff CPD on online teaching; staff laptops purchased. |
| Targeted support | Health and safety issues connected to hosting of extra curricular classes | Supported offered through Microsoft Teams and phone calls |
| Wider strategies | Connecting with ‘hard to reach’ pupils | Safeguarding Team distributed responsibility of phoning pupils they had past experiences/connecting with |
Review: last year’s aims and outcomes
| Aim | Outcome |
| Boost P8 score for disadvantaged | NA – CAG replaced externally verified results and no accountably measures published |
| Boost attainment for disadvantaged | NA – CAG replaced externally verified results and no accountably measures published |
| Boost participation of disadvantaged pupils attending extra-curricular clubs | Lockdown occurred 18th March 2021 |
You may be eligible to claim free school meals for your child, up to the age of 19-years-old, if you (or your child) get one of the following:
- Income support
- Income-based Jobseeker Allowance
- Support under part VI of the Immigration and Asylum Act 1999
- Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
- Working Tax Credit run-on (paid for the 4 weeks after you stop qualifying for Working Tax Credit)
- The guaranteed element of State Pension Credit
If you qualify for any of these, please complete one of the three forms at the bottom of this page, depending on where you live. If you want a printed version or would like assistance completing the form, please contact the School.
Adopted children are entitled to enhanced funding. Please contact the School and let us know this vital information. Your call will be treated with the strictest confidence. St Peter’s will receive £2,300 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order.
Please also contact the School if you are currently serving in HM Forces of have retired on a pension from the Ministry of Defence. Although the services premium is not connected to the pupil premium, there maybe additional funding available for your son or daughter.
Ms Murphy – Headteacher
Mr Clinton – Deputy Headteacher
Ms Beale – Finance Manager
Ms Yanez – Associate Assistant Headteacher
Research shows that pupils who come from disadvantaged backgrounds often do not attain as well as their peers and they often face extra challenges. As a Catholic School, everything we do has faith as its foundation; in the book of Genesis it says, “The Lord, before whom I walk, will send his angel with you and make your way successful” and this sums up our vision for our disadvantaged pupils: we want every pupil at St Peter’s to be successful, no matter their background or financial situation. Our aim is to expose our pupils to as many opportunities as possible, ensure they receive excellent teaching from inspirational teachers and imbue a ‘can do’ attitude. Any financial barriers that exist should be alleviated by the premium; pupils who receive it should have the same opportunities as their peers.
We want all pupils to fulfil their potential, enjoy school and achieve the highest grades possible. There may be barriers that prevent pupils from doing so. It is the role of senior teachers at St Peter’s to identify any barriers that exist. These barriers vary from pupil to pupil. It is important to note that some pupils who receive the Pupil Premium may experience no hardship at all, experience no barriers and may attain very highly. Please see the attachment below to see the specific barriers that some St Peter’s pupils face.
Once senior teachers have identified that barriers to aspiration, they then form a pupil premium strategy to remove these barriers. For example, a pupil may be the first in their family to have the opportunity to attend university. If this was a barrier, the school has a duty to educate the pupil about university, give him or her advice about the application process and entry requirements. This may involve paying an external careers advisor to do this. In addition, the school could arrange a visit to a local university. All this could be paid for by the pupil premium.
Click on the attachment below to see the strategy we have adopted at St Peter’s.
St Peter’s success criteria will use both quantitative (hard data that can measured) and qualitative data (soft data where the effects are less tangible).
Examples of quantitative data (hard data that can measured) may be pupils’ achievement in a particular subject, of their destinations after leaving St Peter’s and the number of extracurricular trips they attended.
Examples of qualitative data (soft data where the effects are less tangible) may include feedback in pupil questionnaires, pupil council meetings, form discussion, Citizenship lessons, feedback, anecdotal evidence and successes outside of school.
We evaluate the impact of our strategy in a range of ways.
Senior teachers in charge of pupil premium (Mr Clinton and Ms Yanez) meet on a half-termly basis. Mr Clinton will feedback their findings to Mrs Murphy (Head Teacher).
Link governors are informed, on a termly basis, at the Pupil Support sub-committee and findings and decisions are fed back to the full governing body via the link governor.
Teacher will receive training about our pupil premium strategy in their Monday period 6 CPD sessions.
Heads of Department have been trained how to monitor performance, progress and attainment of pupil premium pupils after each ‘data-feed’. In rigorous department reviews, they are expected to explain the extra support disadvantaged pupils have received and what the impact of these interventions has been.
Teachers can apply for a proportion of the pupil premium via Mr Clinton or Ms Yanez.
