Pupil Premium Policy

St Luke and St Philip’s CE (VA) Primary School


Every child with his/her individual needs and gifts is unique and special.

All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring environment.

As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is valued, respected and entitled to develop to his/her full potential, irrespective of need.


The pupil premium is a new Government initiative that targets extra money at pupils from deprived backgrounds, which research shows underachieve compared to their non-deprived peers. The premium is provided in order to support these pupils in reaching their potential.

The Government have used pupils entitled to Free School meals as an indicator for deprivation, and have deployed a fixed amount of money to schools per pupil, based on the number of pupils registered for Free School meals. This fixed amount of money will increase every year of the course of this current Parliament. At St Luke and St Philip’s CE Primary School we will be using the indicator of those eligible for Free School meals as our target children to ‘narrow the gap’ regarding attainment.

The Government are not dictating how schools should spend this money, but are clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment, and ‘narrow the gap’. Schools will be accountable for narrowing the gap, and there is a planned reform to the school performance tables to include new measures that show the attainment of pupils who receive the pupil premium compares with their peers.


In order to meet the above requirements, the Governing Body of St Luke and St Philip’s CE

Primary School will ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils. Our priority in the academic year 2012-2013 will be focussed on ‘narrowing the gap’ for those pupils not on track to achieve Level 2 in KS1 and level 4 at the end of Key Stage 2.

As part of the additional provision made for pupils who belong to vulnerable groups, the Governors of the school will ensure that the needs of socially disadvantaged pupils are adequately assessed and addressed through termly pupil progress monitoring.

In making provision for socially disadvantaged pupils, the Governors of the school recognise that not all pupils who receive free school meals will be socially disadvantaged.

The Governors also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. The Governors reserve the right to allocate the Pupil Premium funding to support any pupil of groups of pupils the school has legitimately identified as being socially disadvantaged.

The range of provision

  • Facilitating pupils’ access to education
  • Facilitating pupils access to the curriculum
  • Additional teaching and learning opportunities

The SENCO and SL Team, in conjunction with the Headteacher, will maintain an ongoing programme of support for socially disadvantaged pupils, which will be subject to the oversight of the Governors’ Curriculum Committee.


It will be the responsibility of the SENCO/assessment leader/learning mentors, to produce a termly report for the Governor’s Curriculum Committee on:

  • The progress made towards narrowing the gap, by year group, for socially disadvantaged pupils.
  • An outline of the provision that was made during the term since the last meeting.
  • An evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support.

It will be the responsibility of the main Governing body to ensure and outline of the school’s progress towards ‘narrowing the gap’ for socially disadvantaged pupils is given to the school’s Governors on a termly basis.

The governing body will consider the information provided from the Curriculum Committee in the light of the data relating to the progress of the school’s socially disadvantaged pupils in conjunction with the revised schools’ league tables.

Success Criteria

The evaluation of this policy is based on how quickly the school can ‘narrow the gap’ between socially disadvantaged pupils and their peers.

The success criteria for the Pupil Premium Policy are:

  • Early intervention and support for socially disadvantaged children
  • The vast majority of socially disadvantaged children will meet their individual targets.
  • Effective parental pupil school support.
  • Having an effective system for identifying, assessing and monitoring pupils.
  • Having a whole-school approach.
  • Create a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners.

Policy written:             January 2013

Agreed by staff:          ______________

Agreed by governors:______________


Pupil Premium Strategy Statement 2016-17

1. Summary Information

School St Luke and St Philip's, A Church of England Academy
Academic Year 2016-2017 Total PP budget £160,380 Date of most recent PP review 01.07.15
Toal number of pupils 198 Number of pupils eligible for PP 121 Date for next internal review of this strategy 01.10.16

2. Current Attainment

  Pupils eligible for PP (your school) Pupils no eligible for PP (national average)
% achieving Year 6 expected or above in reading, writing and maths 58.33% 75%

3. Barriers to future attainment (for pupils eligible for PP including high ability)

In-school barriers (issues to be addressed in school, such as poor oral language skills)
A.  All children in receipt of pupil premium funding across school not making expected progress in reading, writing and maths.
B.  Children in receipt of pupil premium funding not making expected progress in Science and Music.
C.  Children in Reception class in receipt of pupil premium funding starting school at a baseline below age related expectations.
 External barriers (issued which also require action outside school, such as low attendance rates)
 D.  Parental engagement - low attendance at parents meetings, a lack of interest in children's attainment, progress, social development and attendance.
 E.  Lack of rich experiences and understanding of the world.

4. Outcomes

  Desired outcomes and how they will be measured Success Criteria
A. Increased rate of progress in Reading, Writing and Maths for all children, including those receiving PPF. Progress of PP children monitored and tracked by Inclusion Manager, delivering interventions/booster sessions where needed. Misconceptions and barriers to learning addressed by TAs in afternoon booster session groups.  Staff to be trained in the 20/20/20 approach for maths and english, linking up with Briercliffe school. Teaching and support staff to be released to observe full mornings. New Inclusion Manager CPD incorporating supporting and tracking the progress of children receiving PPF. Support staff training programme - academic progress, role of TA and how best to support children's learning in class.
B. Evidence of clear progression of skills in Science and Music in each class and across the school.   Target tracker to be used to assess and track progress of Science half-termly, Science Lead to monitor progress of skills and knowledge across school. Staff training on delivering lessons to promote working scientifically. Music specialist delivering music lessons to all classes across school, with CPD for staff. Children's progress and attainment in Music to be tracked termly using Target Tracker. 
C. Increased rate of progress in Foundation Stage to achieve a good level of development in Reading, Writing and Maths. Measured using Development Matters.  Staff will be trained by Early Years consultant to ensure provision is matched to the children's needs. Speech and Language advisory teachers to work with staff to ensure all have a good understanding of the development of speech, language and communication, and how this feeds into academic progress.
D. Increased attendance for individual families, a higher number of children reading at home and completing homework, parents having a better understanding of the progress their child is making, and how they can help. Measured through Achievement for All termly reports, parent questionnaires, percentages of children reading and completing homework, percentage of parents attendance at meetings and workshops.  Parents attending meetings invited to, including workshops for different subjects and Achievement for All individual meetings, attendance improving. Home reading and homework completed by a higher percentage of pupils.
E. Quality pieces of work written after enrichment experiences, improved use and understanding of vocabulary, improvement of behaviour of boys in year 6.  Extra curricular activities eg theatre production for all the school, residential trip to Winmarleigh Hall, school trips and visitors into school. Children's vocabulary and written work to be of a higher standard, and yr6 children's social skills and team work to improve. Measured through progress in writing and tracking of class dojo for improved behaviour.

5. Planned Expenditure

Academic Year 2016-2017  
The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for all

Desired Outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
A. Increased rate of progress in Reading, Writing and Maths. Observations at Briercliffe school following the 20/20/20 approach. Approach started in Maths, ensure is embedded and roll out in English lessons.           Observations of Maths lessons in Summer Teaching and Learning audit found 80% of lessons to be good, after starting to apply the approach. Continued links with Briercliffe school, teacher observations, team teaching, TA training.  Miss S O'Connell HT Summer 2017 Teaching and Learning audit
B. Evidence of clear progression of skills in Science and Music in each class and across the school. Use of Target Tracker to assess progress and ensure necessary skills and knowledge are being taught across school. Staff training on delivery of high quality science lessons, promoting 'working scientifically' skills. Music Specialist to deliver music lessons in all classes, with teachers observing and then delivering a follow up lesson the following week. Science assessments not accurate and in line with Reading, Writing and Maths assessments in Years 2 and 6. Some staff lacking  confidence in teaching music and science. Staff training on the use of Target Tracker to track children's progress. STA examples for assessment requirements in Science. Music specialist to work with class teachers to develop their confidence and understanding of the skills, and to help track progress. Ann Webster Science Lead, Sabera Patel Curriculum Lead, Nathan Edgar Music Lead, Kath Becker Music specialist. Science and Music 97reviewed termly.
C. Increased rate of progress in Foundation Stage to achieve a good level of development in Reading, Writing and Maths. Support from Early Years consultant, training for Reception teacher and staff. Training programme from Speech and Language Advisory team. Children starting school in Reception class historically begin at a low baseline. Increased rate of progress in reception class will feed into increased numbers of children reaching age expected levels in Years 2 and 6. Observations, scrutiny of work, monitoring of children's progress S. O'Connell, HT Reviewed half termly through pupil progress meetings, and on EY action plan.
Total budgeted cost £12500

ii. Targeted support

Desired Outcome Chosen action/approach What is the eviddence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
A. Increased rate of progress in Reading, Writing and Maths to close the gap. Support staff working with each class to address misconceptions and barriers to learning for groups of children, as identified by the class teacher.  Specific interventions to be delivered when deemed necessary. Inclusion Manager to work with pupils not making the expected progress across school Lower ability children not closing the gap. Interventions in previous years have not had the impact expected. Quality First teaching and immediate assessment is needed to identify pupils' barriers to learning and misconceptions. These are then to be addressed immediately by support staff linked to each class, directed by the class teacher. Pupil progress meetings half termly, progress seen more rapidly in books and on Target Tracker. Inclusion Manager will track the progress of pp/lower ability/vulnerable pupils and will deliver high quality intervention/booster sessions across school. S. O'Connell HT, Inclusion Manager, class teachers Half termly at Pupil Progress meetings and target tracker updates.
Total budgeted cost £97,336

iii. Other Approaches

Desired Outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff Lead When will you review implementation?
D. Increased parental involvement in school. Achievement for All programme purchased Pupil Premium children not making the expected progress consistently across school. The programme advocates increased parental involvement, working closely together to raise children's attainment. Regular meetings between teachers and parents, with targets for the children chosen by parents. Regular meetings with AfA coach, tracking progress of chosen children. Ann Webster, AfA Champion, Tracey Dean Pupil Wellbeing and attendance lead, John Evans, link Governor. Reviewed termly
E. Children to have a wider and richer range of experiences. Residential trip to Winmarleigh Hall, theatre production visits, class trips linking to topics and providing enriching experiences, special visitors into school. Many children do not have the opportunities to experiences outside of the local area that are creative and enriching. School trips/enriching activities planned in for each year group, linking to half termly topics. All class teachers Enrichment activities reviewed half termly
Total budgeted cost £37,303
Overall budgeted cost £147,139

6. Review of Expenditure

Previous Academic Year 2015-2016  

i. Quality of teaching for all

Desired Outcome Chosen action/approach Estimated Impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate

Lessons learned

(and whether you will continue with this approact)

Improve quality first teaching in Maths and English Staff training provided by Lancashire Advisors and subject consultants. Additional TA in Reception class and support and training for Reception team. Teaching in Summer audit judged to be 80% good or better. Children in receipt of pupil premium not consistently making good progress across school. All teaching staff much more confident of expectations for their year group, how to plan effective lessons and how to assess using the KLIPS, informing planning and target setting. Approaches to be embedded, and further teaching and learning audits to have at least 80% good in both maths and english, with pp children making good progress £7,480 for training. Staffing £10,500
Total budgeted cost £17,980

ii. Targeted support

Desired Outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate

Lessons learned

(and whether you will continue with this Costapproach)

To provide small group intervention for children who are currently working below national year group expectations, or at risk of falling below, in maths and english. Support staff linked to a class, supporting in maths and english every morning, and providing  interventions in the afternoons. TA support in morning sessions has strngthened over the year, following a programme of TA training. Booster sessions for Yr6 lead by Maths subject had high impact. Adapted part way through the year as too many interventions were being carried out with not enough impact. Next year, support staff will concentrate on providing immediate consolidation or address misconceptions where identified by the class teacher. Based on the percentage of children in each class from Year 1 to Year 6 in receipt of PPG - £92,249
Total budgeted cost £92,249

iii. Other approaches

Desire Outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate

Lessons learned

(and whether you will continue with this Costapproach)

Pupils with social, emotional and mental health issues to be supported, leading to pupils achieving year group expectations. Continued use of play therapy sessions, nurture and social skills group sessions and 1:1 counselling provided by Child Action NorthWest. Pupil Wellbeing and attenc=dance officer working with families, alongside the SENCo and Learning Mentor to support vulnerable learners and their families. 1:1 counselling sessions had high impact, and appreciated by parents. See case studies and report from CANW. The group sessions were not run consistently, and even though the sessions were extended, had much less impact. Attendance improved across school, and some particular families made dramatic improvements with attendance. Pupils provided with school uniforms, PE kits, attendance at breakfast club, toast and milk during morning breaktimes, and supported in paying part or full amounts for school trips.  We have not signed up to another year's support at a cost of £10,000 as we felt the school did not receive good value support all round from the service. However the counselling sessions did have an impact. The cost of one 1:1 counselling session is £50. Where it is felt individual children would benefit from the support, school will buy in a block of sessions for a child. Much of the in-school support is continued by the Pupil Wellbeing and attendance lead, alongside our newly appointed Inclusion Manager.  CANW - £6650, staffing costs £36,000, residential trip £1816, French specialist teacher £4,200, subsidising school trips £300, enrichment activities £3,600, Breakfast Club £5250, snack and milk at breaktimes £3000, school jumpers £400
Total budgeted cost £61,216
Overall budgeted cost £171,445


Pupil Premium Report 2014-2015

Area of Need
Estimated Cost
Academic Progress
Every Child a Counter teacher
Reading Recovery teacher
Booster classes and Easter school for yr6 (1 teacher 2 weeks, 2 HLTAs several days)
Booster sessions Y5 + Y6
1:2 tuition/additional teacher support for yr6 (2 terms)
Small group TA support including – RWI,
in-class support,
EAL groups
Interventions – eg  1st class @ number (1 and 2)
Better Reading Programme,
Fresh start,
Lexia computer program
RM maths computer program
Homework club




Pupil Wellbeing - Social, Emotional and Mental Health
Vulnerable Pupils Team consisting of SENDCo, Learning mentor and Pupil wellbeing co-ordinator, supporting through –
1:1 sessions
Nurture groups
Social skills groups
Lunchtime social skills club
Work with parents
CAF process
Referral to external professionals – ELCAS, troubled families etc.
 Staffing -
Family Support
‘Mum’s the word’ uniform supplies
Food bank vouchers
CAF/signposted to support groups
Breakfast club
Snack for all children every morning playtime
Infant milk
Parents’ meetings with Pupil Wellbeing co-ordinator and learning mentor




Curriculum Enrichment
Subsidising school trips
Winmarleigh Residential
French specialist teacher
Music lessons
Enrichment activities -
eg Christmas panto, special visitors into school, Zoolab, M&M productions, transport to sporting activities, Dance festival, school disco, Life Education Bus, RE week activities




Impact of Pupil Premium Spending

Academic Progess

Key Stage/Year Group
Number of Pupils
School % Good Level Development
Local % Good Level Development in 2014/2015
National % Good Level Development 2014/2015
15 (identified for pupil premium) 40% 35% 45%
  29 56% 55% 66%
Key Stage/Year Group
Number of Pupils
% who took phonic screening check and met required standard
National % (2015)
Local % (2014)
Year 1 Phonic
13 (identified for pupil premium) 77% 77% 77%
  cohort 30 77% 77% 77%
Key Stage/Year Group
Number of Pupils
Average Point Score
National Average Point Score (2015)
Local Average Point Score
Year 2 Free School Meal Eligible
6 Children 14.3 14.6 14.7
Year 2 Pupil Premium Eligible
14 Children 14.0 14.6 15.0
24 Children 14.46 15.9 15.8
Key Stage/Year Group
Number of Pupils
Combined Reading, Writing & Maths Level 4+
National (2015)
Year 6 Free School Meal Eligible
11 Children 55% 64% 73%
Year 6 Pupil Premium Eligible
23 Children 52% 67% 74%
29 Children 55% 80% 80%

Pupil wellbeing – social emotional and mental health

  • Vulnerable pupils are identified and supported in a variety of ways, leading to children feeling more secure, safer and happier, and providing them with opportunities to talk. Where needed, external professionals have been requested to work with individuals, offering specific support for individual needs such as 1:1 counselling and play therapy. This in turn leads to children being happier and calmer in school and at home.
  • Improved behaviour at lunchtimes and break times due to the support from Sparkle Club, addressing social skills and teaching play skills.

Family support

  • Uniforms provided for individual pupils, boosting self-esteem and the feeling of belonging. 
  • Nutritious and filling breakfasts and snacks provided, giving the children the basics needed to help them to concentrate and learn in lessons.
  • Pupil wellbeing co-ordinator oversees the CAF process to ensure children’s and families’ needs are met, liaising closely with external professionals.
  • Parents supported to ensure, where possible consistent approaches across home and school, developing good links between staff and parents.
  • Attendance improved for individual pupils through intensive parent support from the Family Wellbeing co-ordinator.

Curriculum Enrichment

  • Through school trips and visitors into school, the children have been excited about their learning. They have had the opportunities to take part in practical learning experiences in stimulating environments, leading to them asking questions and becoming more independent learners.
  • Residential trips have developed team building skills and problem solving.
  • Having a French specialist in school has provided the children with the opportunity to develop their skills with learning a modern foreign language, embracing the culture and giving exposure to a large and diverse field of French customs.
  • Individual music lessons have nurtured talents and allowed the children to explore their creativity, practicing performance techniques in front of the school and a wider audience, developing their confidence and self-esteem.

Pupil Premium Grant - Planning for Academic Year 2015-16

Number of Pupils and Pupil Premium Funding Received (PPF)
Total number of pupils on roll September 2015
200 children in school + 17 in Nursery
Total number of pupils eligible for PPF
101 (Yr1 - Yr6)
Amount of PPF received per child
Total amount of PPF received
Projected £183,000

Nature of Planned Support 2015-16

The funding received from Pupil Premium has been planned to be allocated to support pupils in receipt of free school meals (FSM) in the following ways:

  • To provide small group intervention for children who are currently working below national year group expectations, or at risk of falling below, in English and Maths
  • To train TAs in specific interventions known to raise standards
  • To provide 1:1 teaching through the Every Child a Reader programme and the Numbers Count programme
  • To train staff in delivering high quality early years intervention in Foundation Stage
  • To provide challenge and high expectations through membership to the Children’s University and booster sessions
  • To provide support for children’s social, emotional, and mental health and for families through the Vulnerable Learners team of Learning Mentor, Family Wellbeing Co-ordinator and SENDCo
  • Offer 1:1 counselling and group play therapy sessions from Child Action North West
  • Subsidise a daily pre-school Breakfast Club for each child
  • Subsidise the cost of educational visits and extra-curricular activities to encourage full participation and enrichment


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