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Pupil Premium

Please read the information below which gives details of our Pupil Premium funding and how we allocate it.

If you would like a modified or enlarged paper copy of any of the documents below,  please do not hesitate to contact the administration team in the school office.

What is it?

The pupil premium is funding allocated to schools for the specific purpose of boosting the attainment of pupils from low-income families. Funding is based on children who have registered for a free school meal at any point in the last 6 years, children that are in care or adopted and children whose parents are currently serving in the armed forces.

 

Why has it been introduced?

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between disadvantaged children and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Whilst schools are free to spend the Pupil Premium as they see fit we are required to publish this online.

For the academic year September 2017 to July 2018 St James’ CofE Junior School received £150,480 of Pupil Premium funding and St James’ CofE Infant School received £39,600.

For the current academic year September 2018 to July 2019 St James’ CofE Junior School will receive £159,720 of Pupil Premium funding and St James’ CofE Infant School will receive £26,400.

The percentage of our pupils known to be eligible for free school meals is 40% in St James’ Juniors and 18% in St James’ Infants the national percentage is 24%.

 

What are our main barriers to disadvantaged children's progress?

  • Ensuring they all receive consistently high quality personalised teaching and learning.

  • Children's independence, resilience, confidence and vocabulary.

  • Parental engagement and pupil attendance.

  • Access to a wide variety of life experiences and extra curricular activities.

 

What are we spending our Pupil Premium on this year?

  • Additional teaching staff, higher level teaching assistants and interventions.

  • Raised awareness and pupil tracking.

  • Improved provision and inclusion for vulnerable children.

  • Strategies to improve parental engagement and pupil attendance.

  • Increased access to a wider variety of experiences and extra curricular activities.

 

See Action Plans below for more details.

 

Summary of Outcomes 2018

 

 

School Results 2018

National Results 2018

Disadvantaged children

Non disadvantaged children

Non disadvantaged children

Foundation Stage

 

 

 

Good Level of Development

50%

74%

74%

Key Stage 1 Phonics

 

 

 

Year 1 Phonics Pass

100%

73%

85%

Year 2 Phonics Pass

100%

%

93%

Key Stage 1

 

 

 

RWM Expected Standard

63%

%

64%

Reading Expected Standard

63%

41%

79%

Writing Expected Standard

63%

41%

74%

Maths Expected Standard

88%

55%

80%

Reading Greater Depth

50%

%

28%

Writing Greater Depth

20%

%

18%

Maths Greater Depth

60%

%

23%

Key Stage 2

 

 

 

RWM Expected Standard

24%

54%

70%

Reading Expected Standard

30%

61%

80%

Writing Expected Standard

55%

78%

83%

Maths Expected Standard

58%

73%

81%

GPS Expected Standard

76%

76%

82%

Reading Higher Standard

3%

17%

33%

Writing Greater Depth

6%

22%

24%

Maths Higher Standard

6%

15%

28%

GPS Higher Standard

9%

42%

39%

Reading Progress

-5.7

-3.5

+0.3

Writing Progress

-4.1

-0.1

+0.2

Maths Progress

-3.9

-2.2

+0.3

Attendance

 

 

 

Attendance

 

 

96%

Persistent Absentees > 10%

 

 

8.8%

 

Early Years Foundation Stage

In 2018 disadvantaged children did not do as well as non disadvantaged children. However, over the past 3 years disadvantaged children's outcomes for a Good Level of Development have improved from 17% in 2014 to 50% in 2018, diminishing the difference to national non-disadvantaged children.

 

Year 1 Phonics

In 2018 disadvantaged children did better than non-disadvantaged children in school and better than non-disadvantaged children locally and nationally.

 

Key Stage 1

In 2018 disadvantaged children did better than non disadvantaged children in reading, writing and maths at the both the Expected Standard and the Greater Depth Standard and they did better than disadvantaged children both locally and nationally. At the Expected Standard in maths and in all areas at the Greater Depth Standard disadvantaged children did better than non-disadvantaged children nationally, showing that the school continues to diminish the difference towards national non-disadvantaged children.

 

Key Stage 2

In 2018 disadvantaged children did better than non disadvantaged children in grammar, punctuation and spelling (GPS) at the Expected Standard. This shows that school's strategies are successfully diminishing the gap to national non disadvantaged averages in GPS. However, in all other areas of learning disadvantaged children are not doing as well as non-disadvantaged children.

Progress scores show that disadvantaged children are making less progress than non-disadvantaged children and are not closing the gap to national non-disadvantaged children.

 

Attendance

The gap between disadvantaged children and national non-disadvantaged children continues to close.

Further Information about Pupil Premium Funding
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