2018/19 Pupil Premium Funding Statement 

Updated Autumn 2018

The Pupil Premium is a grant provided from central government, through local government, direct to schools.  It is in addition to the school's delegated budget and is targeted to support those pupils who are most vulnerable to enable them to close the gap in achievement.   The Pupil Premium is allocated to local authorities and schools with pupils that are known to have been eligible for free school meals (FSM)or have been or currently are a Child in Care of the Local Authority.  Schools have had the freedom to spend the Premium, which is additional to the underlying schools budget, in a way they think will best to support the raising of attainment for the most vulnerable pupils.

The school has had an External Pupil Premium Review.  The plan constructed by the reviewer (and subsequently reviewed by leadership) is here: PUPIL PREMIUM REVIEW REPORT & PLAN

The school has developed a PUPIL PREMIUM POLICY.

The most up to date conditions of the grant are published by the DfE here: Pupil Premium 2018 to 2019: conditions of grant 

The school has a REVIEWED PUPIL PREMIUM STRATEGY DOCUMENT 2017-2018.(template courtesy of Teaching School Council). The school undertakes in-year reviews its Pupil Premium Strategy to ensure that it is being delivered effectively at least twice a year.

The current Pupil Premium Strategy for 2018-18 is here: PUPIL PREMIUM STRATEGY DOCUMENT 2018-2019

The Pupil Premium funding is in addition to the main school funding. Below are the details of funding allocated to St Margaret's since the grant was introduced:

Financial Year Total Allocation









£ 56,808

£ 89,962

£ 134,446



£ 175,560



A summary of the main barriers faced by eligible pupils:

These are outlined in the documents available from the links above.

How the allocation is to be spent to address those barriers and the reasons for that approach:

The school seeks to spend the money directly on key initiatives that will have a specific impact on the achievement of vulnerable pupils and as far as its powers allow, the school will use the additional funding to address any underlying inequalities between children eligible for Pupils Premium and others. The school identifies those pupils who need the most urgent of support to make the same favourable progress as non-vulnerable pupils nationally.  It evaluates the success of previous year initiatives and seeks to continue the most effective and introduce new approaches where necessary.

In planning the allocation of funds the following criteria have been considered:

  • Research from The Sutton Trust-EEF Teaching and Learning Toolkit with strategies to improve learning
  • Children’s progress in their previous year group and setting
  • The target setting for pupils in Reading, Writing and Maths
  • Discussion with parents
  • Arrangements for children with special educational needs and for more able children
  • Additional support already provided by the school

New approaches during 2016-2019 have and will include:

  • Spring Holiday booster classes
  • Wide Awake Club (learning clubs before school in each Phase) 3 x week
  • FAST Parenting Programme for Year 1 parents
  • Manga High online learning for Year 5 & 6
  • Lexia Reading online learning
  • 1:1 tuition

During the last five years the school has developed targeted support through additional teaching resources.  Over this period of time the school has reduced the role teaching-assistants play in supporting pupil premium pupils and has increased the role of qualified teachers.  This will continue as a main drive for 2017/18.

How impact will be measured:

All teachers are responsible for the attainment and progress of all children in their class. During the year, the impact of all initiatives is monitored by class teachers under the direction of the Assistant Headteacher, Mrs Meager. Mrs Meager reports approximately monthly to the Governors Chairs Committee on the impact of pupil premium funding to ensure that it is being used most effectively

Examples of this monitoring include the identification of support within Closing the Gap Plans, feedback to the leadership team on impact of intervention, reporting to the governors, annual report of the ECaR programme and Phase Leader reviews of data.

Example of how the allocation was spent (current information within the reviewed plan above):

Expenditure 2016-2017 COST Effectiveness
Full Time Qualified Teacher (KS2)                       £ 31,815  
0.4 DHT Pupil Premium Teaching & Monitoring         £ 24,570  
Achievement Mentors services                                 £ 35,589  
Achievement Teacher services                                 £ 26,659  
Pastoral Manager services (Attendance)                   £ 18,667  
Early Help Co-ordinator (shared with another school) £ 8,193  
Voluntary Mentor Scheme and Voucher Scheme (admin) £ 2,523  
Attendance Reward Scheme & SLA                             £ 1,000  
Reading Intervention and Every Child a Reader costs   £ 22,749  
Voucher Scheme Re-imbursement     £ 3,125  
Leadership of Pupil Premium   £ 2,640  
Online Reading Access £ 1,933  
Children's University £ 690  
TOTAL COSTS (£175,560 income)

£ 180,153


 Review of the strategy

The dates for the next review of the Pupil Premium strategy will be:

  • September 2019

Its impact on eligible and other pupils:

Early Years Foundation Stage:

As the children settled into school last autumn term we gave some additional support in class to several of the children to enable them to settle, foster positive relationships with parents and make good progress. During the year we introduced home visits by a member of the children’s support services, which supported links between school and home. The impact of the visits was enabling all EYFS PP families in school regular working alongside their child and engaging with staff. This had a positive impact on the progress children made.

Good Level of Development 2017:

FSM%GLD 61.5%, LA 54.1%, Nat 54%

FSM vs National 2016 Non FSM (Gap %GLD) -10.5%

 Year 1 Phonics Screening Check 2017:

%   achieving the expected 50% 81.3%

 This is a key focus this year.

End of Key Stage 1:

%   achieving the expected standard in reading, writing and mathematics; 68.8% 62.8%
%   achieving the expected standard in reading 75% 76.7%
%   achieving the expected standard in writing; 75% 65.1%
%   achieving the expected standard in mathematics; 75% 74.4%

End of Key Stage 2

%   achieving the expected standard in reading, writing and mathematics; 60% 73%
Average progress in reading; +5.56 0.63
%   achieving the expected standard in reading 65% 72% (all)
Average progress in writing; +4.3 2.43
%   achieving the expected standard in writing 68% 78% (all)
Average progress in mathematics; +4.47 0.68
%   achieving the expected standard in mathematics; 71% 78% (all)