Pupil Premium

Pupil Premium Funding at St Mark's Church of England Primary School
The Government introduced additional funding to schools, known as Pupil Premium, based on the number of pupils eligible for free school meals, service children, children in care or children who have been adopted. This is to ensure that socially disadvantaged pupils make progress and attainment in line with all pupils. Schools have the responsibilty for allocating this additional funding, based on the particular needs of the individual pupils involved. However it must be used to narrow the attainment gap of vulnerable pupils.
In making provision for socially disadvantaged pupils, we recognise that not all pupils who are eligible for Pupil Premium will be socially disadvantaged. Similarly, we also recognise that not all pupils who are socially disadvantaged are registered or qualify for Pupil Premium.
Class Teachers and the School Leadership Team closely analyse the impact on individual pupils' achievement, as part of their regular tracking and assessment procedures.
On March 28th 2017, the school received an additional £1000 pupil premium funding from Southampton Local Authority to support our Looked After Children. This extra funding will be used to access Educational Psychologist support, provide additional hours of TA support and to provide educational resources for individual children. 

Pupil Premium Impact Statement 2016-2017

Total budgeted cost – 50,000(TA) 22,129 (LP) 39,000 (AddTeac) 3638(counsellor) 4400(FSW) 1000 (food bags) 8000 (T4W)

30,633(Intervention Middle and High) 500(Breakfast club) 500 (After school club)


Desired outcomes

Actual Impact

Improve rates of progress across the Key Stages in English, maths and science for high attaining pupils eligible for PP.

(Additional teacher in year 6 to close the attainment gap in English and maths. -Staff training on high quality feedback. -Staff training on Talk for Write. -Staff training for Maths Mastery)

Across the whole school 100% HA PP made expected progress in line with non-disadvantaged children

Issues for vulnerable PP children identified and addressed leading to improved outcomes for those PP children identified

(Monitor CPOMS for patterns and trends. -Staff training on safe guarding. -Lead practitioner (LP) identifies issues that need to be referred to MASH. -Meeting with outside professionals to produce action plans. -LP visits homes and invites parents to school. -Family Support Worker engages with parents of vulnerable children. -Parents have access to a food bags. -Engage parents in their child’s education through parents working alongside their children in class.)

  3 referrals were made to Camhs for  PP children and were accepted leading to one child being diagnosed with ADHD, one awaiting assessment for autism and one receiving support in school for anxiety and development of fine motor skills. Reports given to school after referrals have led to increased understanding for parents and staff about the needs of these children and appropriate strategies to be used.

One autistic child who was already involved with Camhs has now been assessed as very able cognitively and this information has been passed to his receiving secondary school.


Children’s Services

2 out of 7 referrals made to Mash this year were for PP children and 1 Early Help Assessment was for a PP child.

This year 18 PP children have also had on-going involvement Mash and Children’s Services.   Referrals have been made to Mash for issues such as physical abuse, domestic abuse and substance abuse. Examples of outcomes have  been children being placed on Child protection ,Child in Need, parents being cautioned ,a contract of expectations for parents regarding behaviour management, parents spoken to by DSLs regarding physical chastisement and on-going work with parents and children about sexualised behaviour.

The Lead Practitioner for vulnerable children provides half termly reports and continues to monitor all PP children involved with Children’s Services and those for whom we have concerns


This year 14 referrals for PP children were made to the school counsellor for  PP children for issues such as anger, anxiety, home issues, low self-esteem. SDQ (strengths and difficulties questionnaires) assessments before and after were used to show impact of counselling. Feedback  given when children return to class have shown that the majority of children feel more able to cope with issues in class, in the playground and at home and are more settled.


Referrals to Family Support Worker

The Family Support Worker has supported the children and families of 9 PP children. This has involved parenting advice for putting in boundaries, advice regarding autism and ADHD, observations in class leading to behaviour support for staff and advice regarding the wellbeing of parents. The FSW has made behaviour plans with staff and supported them in putting them into practice. This has led to staff having greater awareness of children’s needs and children being able to access learning due to a reduction in behaviour incidents and disruption to other children. Parents interviewed have commented on the helpfulness of the support given and have said that they feel more able to cope at home and feel more empowered to implement positive behaviour strategies.

The FSW has helped with the successful applications for three EHCPs for  two year 1 PP pupils and 1 year 2 pupil and with a PHIG(Primary Head’s Inclusion group)referral which led to a PP child receiving a place at Compass due to his severe behaviour and learning difficulties.



Two of our PP children have benefitted from extra transition visits to secondary school due to their emotional and social needs. An extra annual review was held for a PP child with an EHCP to help the secondary school to make extra provision for his complex needs. Due to advice from St.Mark’s he has been allocated a place in their Nurture group.


Food bags have been provided for  PP children


SEN issues identified and addressed for PP children

(Identify middle and high attaining PP children whose progress is below that of their peers -Screening with COPS, LASS and PHAB. -Interventions in English and Maths in all year groups. -Use of TAs to support identified children. -Outside referrals made for children with persistent social and emotional issues. -In house referrals made to FSW and school counsellor.)

  42  PP children are identified on the SEN register with their  learning and emotional and social needs being addressed through IEPs and IBPs and specific interventions.

A year 2 looked after child has severe learning needs, speech and language difficulties and health needs as well as suffering trauma in early childhood. She is now being assessed for an Education Health Care Plan which will have a significant impact on her future schooling and access to education.


Paired reading Three PP including two looked after children, took part in a paired reading programme over a period of eight weeks with staff and parents. Two of the three children made progress between 2 and 22 months. The year 1 child who did not make progress has complex learning needs as well as speech and language difficulties, chromosome deletion and is being referred for an EHCP assessment.(see case study)

Educational Psychologist

6 PP children, including a looked after child, were referred to the school educational psychologist after staff had identified them as having more complex needs.


Consultations led to children being supported with precision teaching for common exception words,   structured approaches to simple sentence writing and ways to help with learning past tenses. One child with hyper vigilance due to experiences in her past has benefitted from receiving support to develop independence and resilience and having a key adult to talk to. These reports have also provided information for EHCP requests for two PP children with severe learning and behavioural difficulties.


Challenging Behaviour Consultations

 The two PP children, including a looked after child, who were referred for a Challenging Behaviour consultation with the educational psychologist have both now settled into school and feedback from staff shows increased engagement in learning and improved attitude. One of the boys is now attending full time having been on a part time timetable last year for almost a term. The other boy has exceeded his key objectives in reading and met objectives in maths and writing.

Planning format also identifies SEN PP children. Teaching assistants’ performance management is also linked to the progress of PP SEN children.




Progress  for PP children who are looked after / adopted is in line with that of their peers.

(Additional teacher in year 6 to close the attainment gap in English and maths. -Staff training on high quality feedback. -Staff training on Talk for Write. -Staff training for Maths Mastery)

In reading 3 LAC exceeded their key objectives, 3 met objectives and 2 are working towards. (see case studies)

In writing  2 exceeded objectives, 3 met objectives, 2 are working on year group objectives below their year group and 1 is working towards.(see case studies)

In maths  1 exceeded objectives, 5 met objectives  and 2 are working on objectives below their year group (see case studies)


Improve oral language skills for pupils eligible for PP across the school, particularly in Reception, to improve reading and writing.

(Use Talk 4 Writing for oral development. -Referral to speech therapist, local authority SALSA, school SALSA. -School SALSA delivers daily interventions with children with speech and language problems. -Use of Black Sheep narrative therapy. -Use of Acceleread / Accelerwrite. ECAT resources in use.)

In year R PP children achieved 7.6 steps in listening and attention,7 steps in understanding and 7.4 steps in speaking

3 PP children are receiving support from the local authority Salsa and two are receiving support from the NHS speech therapist. Targets are also worked on in class and by the school Salsa. 4 PP children have been discharged from speech and language this year having reached their targets.

The behaviour and emotional needs of identified pupils to be addressed and improvements in their behaviour (particularly those with persistent behaviour issues) have improved so that all children can engage in lessons

(Use of school counsellor -Use of FSW to support parents struggling with children’s behaviour issues at home. -Referral to outside agencies e.g CAMHS -Referral to educational psychology -FSW runs parent support groups -Teachers meet with parents -Use of school ELSA)

18 PP children have been identified as having SEMH as a primary or secondary need  and have received support in class, with school counsellor or have been referred to Camhs


A year 6 demonstrated severe behaviour difficulties in year 5 and the beginning of year 6, often leaving class and becoming very physically aggressive in the playground. We had referred him 3 times to Mash which brought him support from Family Support Worker.With support from his teacher and SLT and with meetings with his mum his behaviour gradually improved during the year. A behaviour contract was signed and for a while he was on a part time timetable. By the summer term he was engaging positively with staff and was attending full time.

A year 4 boy often became very angry and frustrated in class but due to the efforts of his teacher, the Elsa, the school counsellor support and the lead practitioner for vulnerable children he was able to manage his feelings more positively and it was acknowledged by his mother how much he had improved. The pupil had expressed a wish to change schools but after visiting another school both he and his mother acknowledged how nurturing this school istowards him.

All high ability PP children are making expected progress.

See above

All children will be integrated successfully into the school.

(Staff (from both schools) meet or phone to transfer information. -Invite parents in for sharing of information. -Lead TA for newly arrived children carries out a baseline assessment of language. -Children take part in short term intervention to develop basic language skills e.g. word fans -Transfer of information from previous school accessed within first two weeks and used by class teacher. -Access to ‘Key to Success’ website to download data on attainment and progress for newly arrived children)

A LAC started in year 5.Her transition was managed by the Lead Practitioner for vulnerable children. This involved visits to school, meetings with carers and follow up meetings. PP Children with EAL needs are assessed in the first two weeks of arrival by a teaching assistant. She assesses their proficiency in English and provides visual symbols which they can use to indicate basic needs e. g toilet, help. This has proved very beneficial in helping communication. The TA also works with new arrivals in a group teaching them basic vocabulary.

Increased attendance for pupils eligible for PP.

(High quality first teaching. -See H -Parents are invited into class to engage with their children’s learning. -A variety of certificates celebrating children’s successes. -Text messages and phone calls -Parents evenings. -Informal chats after school. -Educational visits -Half termly newsletter. –PTA)


Attendance of LAC  is between 99.5% and 95.7%

Due to a new attendance system being launched and attendance meetings being held for poor attenders  PP children’s attendance has increased this year from 93.28% to 94.14%

Examples: Meetings with parents of a LAC has led to a boy now attending full time after support was given to the father, a year 4 boy being referred to young carers and now having the best attendance of his time at school this summer term and a year 6 girl achieving her best attendance of her school career and improving her reading age.






Please see the plans below which details how we spent our Pupil Premium in 2015/16: 
For financial year 2015/16 the school received £162,620
The Pupil Premium funds were used as follows to target the eligible pupils:
  • A new leader of Pupil Premium was appointed to ensure the provision for Pupil Premium children is adequate to narrow the gaps.
  • A lead practitioner for vulnerable pupils was appointed who is the designated adult for looked after children.
  • Additional teacher appointed in year 6 to close the attainment gap.
  • Intervention work with pupils (either with groups or on a one to one basis).
  • Funding of school trips. This will also include residential trips where it is felt a child would receive personal gain in terms of improved self-esteem and confidence.
  • Funding of Breakfast Club to ensure certain children receive a nutritional meal to help them have a good start to the day.
  • Free After School Club places where it is identified that a child would benefit from attending.
  • Funding of PERI music lessons when Pupil Premium children are identified as having a potential gift for music.
  • Vulnerable pupils were given additional Counsellor/ELSA support when needed.
  • Increased uniform grant for children who were identified as needing help in this area.
  • Purchase of IT equipment where it is identified that children would benefit from additional equipment to aid their learning.
  • Additional reading resources to allow all children access to books to increase their literacy skills.
  • Increased CPD opportunities for Teachers and Teaching Assistants which gave them the skills to help certain children improve their results.
  • Development of workshops for parents which gave them the skills to help their children at home and to feel part of the school community.
  • Children who are identified as having short term issues with getting to school were given subsided travel costs to improve their attendance and get them through a difficult period.

Evaluation of Pupil Premium expenditure and Impact 2015-16

Evaluation of Pupil Premium expenditure and Impact 2014 - 2015
  1. Pupil premium evaluation 2015-2016
  2. Pupilpremiumevaluation2014-2015
  3. Pupil premium interim evaluation