St Edwards Catholic

Pupil Premium

2017/2018 Pupil Premium Statement

Number of Pupils

Ever 6


Looked After or previously Looked After


Service Children


Total allocation: £30 200


Small group targeted tuition in English and Maths

£15 000

Peripatetic music  lessons

£2 000

Curriculum enrichment and out of school tuition

£12 000

School Counsellor

£3 000

Breakfast and After School Club

£1 000

Impact on attainment:

Targeted extra tuition supplemented home support and quality first teaching to enable children to make progress broadly in line with all pupils nationally.

Outcomes for Pupil Premium children July 2017


National scaled score

School Pupil Premium scaled score

National % at Age Related Expectations

School % Pupil Premium at Age Related Expectations

National % High Score Achieved

School Pupil Premium High Score Achieved
































Pupil Premium Strategy 2017-2018

At St Edward Catholic Junior School we allocate our expenditure through our knowledge of the needs of individuals and groups of children. All pupils in receipt of the pupil premium grant hold a One Page Profile outlining their needs and how we support them to reach their potential. We hold regular reviews and evaluations of interventions through intervention monitoring on a 6 week cycle. There is a robust interrogation of progress data and this is reported to governors on a termly basis.


The school’s 2017-18 pupil premium allocation is £ 30, 200


The pupils in our school who are eligible for PPG have a variety of characteristics and needs. The barriers to educational achievement faced by pupils include low ambition; financial constraints on enrichment opportunities; Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health and Sensory and/or Physical needs. 30% of our pupils in receipt of PPG in 2017/18 have been identified as having a special educational need.


The pupil premium allocation is to be spent to address barriers to learning. For some pupils this is used to support their social, emotional and mental health. Consequently we are continuing the nurture and emotional literacy support initiated last year, to ensure that provision is in place for these pupils in the form of targeted social and emotional support, counselling and mentoring. The school has invested in training for two members of staff on nurture provision for pupils in upper Key Stage 2 to provide internal SEMH provision as required. One HLTA has completed ELSA training. Some pupils receive support to fund school trips and individual cases are carefully considered in order to support pupils in the most effective way.


The school identifies the intended outcomes for pupils and tracks progress towards this to measure the impact and effect of our expenditure through assessment data, teacher assessed attainment, behaviour records, parental views at One Page Profile meetings, and attendance. This information will be used to RAG rate the impact of the provision and inform future expenditure.


The school reviews its pupil premium strategy on a termly and annual basis.  The school reports to the governing body and reviews is due to review its strategy and share on the website in September 2018.

Planned Actions 2017-2018

The context of the pupils: their age, their level of attainment, social context

The quality of teaching: teachers and support staff knowledge and experience in the school

The School Improvement Plan: areas for improvement that we have identified

Key area

Planned action



Success criteria


Provide targeted interventions with interventions teacher

Monitor reading patterns at least half termly through Accelerated Reader


It is important not only that children become fluent readers, but that they read consistently and that they read a wide range of text types

To ensure that pupil premium children are reading as much as other children and are guided to read increasingly challenging texts

Children read regularly and AR records demonstrate steady progress


Provide additional high challenge maths tuition for most able

Limited  confidence and  ambition in maths

To inspire enjoyment and  confidence in maths

Children make progress in line with most able peers

Learning readiness

Fund  ELSA and Footsteps group

Emotional and social needs which cannot be met  in the classroom environment

To support social and emotional development

Children have self regulation strategies

Children are ready to learn in lessons

Cultural enrichment

Continue provision of peripatetic music as an enrichment activity; to participate on other inspirational activities


Cost of extra curricular lessons;

Cost of miscellaneous activities

To develop the whole child

To offer performance opportunities

Children will perform at a concert for peers and parents/carers

Children will be inspired to develop new interests and skills


Date of review of this strategy is July 2018