Pupil Premium

Pupil Premium Spending for the academic year 2019-20

We expect to receive £2690 in pupil premium funding for the financial year 2020/21. For the financial year 2019-20 we did not receive any pupil premium funding as we had no eligible pupils. 

Pupil Premium Spending 2018-2019

For the academic year 2018-19, we have an allocation of £2882 pupil premium funding for the period from September 2018 to March 2019 which we plan to spend in the following ways:

  • Tailored individual learning support (1:1) including Emotional Literacy Support.
  • Intervention groups across the school including nurture groups and intervention groups to support the teaching of maths and phonics.
  • The purchase of individual resources to support pupils in their learning.

We do not expect to receive any further pupil premium funding for the period from April 2019 to July 2019 as we currently have no pupils eligible to receive this funding.

What has been the impact of Pupil Premium?

We have matched the funding to the needs of individual and groups of children.  We currently have no children on roll receiving pupil premium funding as they were in the cohort that have just left us in July.  We are therefore now supporting other vulnerable targeted groups within the school.  Focused support had a positive impact on pupil learning and well-being for the pupil premium pupils when they were in our Year 2 cohort.

Pupil Premium Spending 2017-2018

During the financial year 2017 – 2018 St.Michael’s C.of E Infant School received a Pupil Premium allocation of £4540 (for the academic year 2017-18, we received £4295) which was spent in the following ways:

  • Intervention groups in Year 2 to support the teaching of maths and phonics.
  • The introduction of dedicated weekly ‘nurture’ based sessions.
  • In class support for learning from a Learning Support Assistant.
  • Tailored individual learning support (1:1) including Emotional Literacy Support.
  • The purchase of individual resources to support pupils in their learning.

What has been the impact of Pupil Premium?

We have matched the funding to the needs of individuals and groups of children.  The group is very small and therefore each pupil has been tracked individually to monitor impact.  Focused support has had a positive impact on pupil learning and well-being.

Pupil premium children have been supported in overcoming emotional barriers to learning.  They are engaged with learning and enjoy school, because of this they have good attendance (average 94.5%.)

Achievement for pupil premium children is broadly in line with national figures (for all pupils) in all core subjects.  The majority of children in the group have made appropriate progress and others have made progress against individual targets on their Individual Educational Plans.

Pupil Premium Spending 2016-17

During the financial year, 2016 – 2017, St Michael’s C of E Infant School received a Pupil Premium allocation of £7,480 which was spent in the following ways:

  • Interventions in Year 1 for phonics and guided reading (half hour per day) plus daily extra support.
  • Subsidised enrichment activities, during and beyond the school day.
  • In class LSA support in Year 1.
  • Tailored one to one support for individual children.
  • The purchase of individual resources to support pupils in their learning.

What has been the impact of the Pupil Premium?

We have matched the funding to individual children and then tracked their progress.  Having identified children in all year groups who are underperforming, we are closing the gap for many of our children who are experiencing challenges with reading, writing or maths.  Focussed tuition has had a positive effect on their learning.

Our Pupil Premium pupils are provided with opportunities to extend their learning.  Opportunities offered to Free School Meal children include: museum visits, after school clubs, workshops and Theatre in Education visits.

Interventions were put in place in Year 2 which had a positive impact on pupil performance.  Achievement among disadvantaged children by the end of Key Stage 1 is good.  For example, in Key Stage 1 in 2015 all pupils scored well in reading and maths (2C or above).  In these subjects, the children made at least expected progress or better compared to starting points.  Three out of the four disadvantaged pupils reached the phonics screening threshold by the end of Key Stage 1.