2020/21 Catch Up & Pupil Premium Fututoringnding Statement 

Updated Autumn 2020

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.

Catch Up Funding has been provided by the government to mitigate against the learning loss through the impact of Covid.

Documents for download:




The Pupil Premium funding & Catch Up 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 PP Total Allocation Catch Up Allocation






£ 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:

  • The work being undertaken as part of a 3 year EEF project with the local authority
  • 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 from 2018 onwards have and will include:

  • Increase use of ualified teachers
  • Spring Holiday booster classes
  • Parenting Programme for Year 1 parents
  • Additional online maths learning for Year 5 & 6
  • Reading Pus Online Reading
  • 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 2019/20.

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 half-termly 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.

Review of the strategy

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

  • September 2021

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.