What is Pupil Premium?

The government believes that it is unacceptable for children’s success to be determined by their social circumstances and intends to raise levels of achievement for all disadvantaged pupils and to close the gap between disadvantaged children and their peers.

The Pupil Premium is allocated to schools and is clearly identifiable. Schools can decide how it is spent, since they are best placed to assess what additional provision should be made for individual pupils within their responsibility.

When commenting on how successful schools use the Pupil Premium to narrow the attainment gap, the Department of Education said:

‘Evidence shows that the most effective schools achieve this through a combination of high quality teaching, strong leadership, a relevant and coherent curriculum, a culture of high expectations and targeted catch-up and enrichment activities.’ 

To find out if your child is eligible for Pupil Premium funding and to apply please contact the school office at office@stpetersprimary.co.uk or 01454 631137

What is Covid 19 Catch-up Funding?

Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19).  Those from the most vulnerable and disadvantaged backgrounds will be among those affected most severely.  The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge. 

Schools’ allocations have been calculated on a per pupil basis, provide each mainstream school with a total of £80 per pupil.

The spending of this money will be down to schools to allocate as they see best. To support schools to make the best use of this funding, the Education Endowment Foundation had published a support guide for schools with evidence-based approaches to catch up for all students.

The overall aims of our catch-up premium strategy:

• Support and sustain the highest quality teaching for all
• To raise the attainment of all pupils to close the gap created by COVID-19 school closures
• Effective diagnostic assessment (regular gap analysis that informs planning and day to day teaching through our pupil progress meetings) in both academic and non-academic areas
• Children are placed in flexible intervention groups –which, when they are assessed, they can come out of (intervention groups can be formed for an explicit purpose and disbanded when that purpose is met)
• To address the growing need for additional Social & Emotional Mental Health (SEMH) support to be available to all pupils