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Pupil Premium

What is the Pupil Premium Grant?

The Department for Education provides additional funding to schools for pupils who are eligible for Free School Meals; pupils who are cared for and pupils with parents in the Armed Forces.

  • The Pupil Premium Grant was increased in April 2020 from £1,320 to £1,345 for each pupil eligible for free school meals or who has claimed free school meals in the last 6 years.
  • Pupil Premium Plus funding for pupils who are ‘cared for’ or were ‘previously cared for’ was increased in April 2020 from £2,300 to £2,345.
  • The new service premium rate was increased in April 2020 from £300 to £310.

The funding is intended to ‘diminish the difference’ between the attainment of pupils in receipt of the Pupil Premium funding and those who are not.

The DfE recommends that the Pupil Premium Plus funding is used to address pupils’ social and emotional needs as well as raising their attainment


Mrs Shelley Smith is our Pupil Premium Champion and Mrs Tess Phillips is the governor with responsibility for monitoring the use of the Pupil Premium Grant.


If you think your child might be eligible for free school meals, please contact the school office for further information.


How much Pupil Premium funding is allocated for 2020/2021?

Bollington St. John’s Primary School currently receives a Pupil Premium Grant of £19,830. This includes pupils who are cared for or are eligible for free school meals (FSM) either currently or previously (Ever 6) and were recorded on the January 2020 school census. This is expected to remain the same until the next census when the funding is expected to reduce.


What are the main barriers to educational achievement faced by eligible pupils at our schools?

  • Emotional well-being, particularly lack of resilience and independence skills.
  • Low academic baseline - many of our Pupil Premium pupils have identified additional needs or require some form of specific provision.
  • Support from home and limited experiences of the wider curriculum and community.


How the grant is used to address those barriers and the reasons for that approach

How we spend the funding is a whole school decision. We refer to the Educational Endowment Fund to select the best ways to improve pupils’ academic progress, emotional well-being and ensure inclusion in all the school has to offer.

  • Pastoral care is a priority within our school. We were involved in the first phase of the  ‘Emotionally Healthy Schools’ initiative to promote the mental well-being, resilience and confidence of our pupils.
  • We have continued to work with Tytherington High School and Visyon to develop the role of a designated Senior Lead for Mental Health (DSLMH) to coordinate a Whole School Approach to Mental Well-being. A governor will work alongside the DSLMH and training, accessed through Visyon, will be gradually rolled out to all staff.
  • The Designated Senior Lead for Mental Health also has access to a consultation process to seek advice on specific cases.
  • Mindfulness, Yoga and relaxation sessions are built in during the day. Restorative group work and social skills groups support pupils with social communication difficulties.
  • Since September 2019, we have had a dedicated member of staff to provide sport throughout the school as well as some alternative provision for pupils who find it difficult to cope with the less structured times of the day. Nurture activities and organised activities are offered during the lunch break. This provides opportunities to reduce anxiety, develop confidence and develop problem solving and team building skills.
  • In the Spring Term we offered Forest Schools for a trial group of 10 pupils. A different group of children were due to start the programme in the summer Term but this has had to be delayed due to the Coronavirus lockdown. It is hoped this will be resumed in the Autumn term.
  • Funding also goes towards providing additional, skilled, adult support. This enables us to provide early intervention, either 1:1 or within a small group, to ‘diminish the gap’ between Pupil Premium pupils and their peers. Specific resources, specialist advice and staff training is also provided to enhance our provision, in order to meet our pupils’ needs.
  • We host regular events for parents to advise them on changes to the curriculum, how we teach Maths, Reading etc. how to prepare their child for starting school etc.
  • We feel that, whilst the funding should be focused on learning, children in receipt of Pupil Premium should be given the opportunity to experience a wide range of out of school activities. We help with the funding of school trips, after school clubs, residential visits, uniform, swimming and we offer the opportunity to play a musical instrument.


How we measure the impact of the Pupil Premium Grant

  • All teaching staff are aware of who is eligible for Pupil Premium and this informs their planning. Regular assessments allow them to give pupils effective feedback. 
  • Pre and post assessment data from reading tests, spelling tests and Maths assessments etc. are used to provide a baseline to track the impact of interventions. These are monitored every 6 weeks with input from pupils, the lead adult and the SENCO.
  • Pupil voice questionnaires and ‘feelings sheets’ are used to give an indication of pupils’ sense of well-being.
  • Pupil Premium pupils have an action plan, a tracking and/or profile sheet with advice on Quality First Teaching strategies, interventions/support provided, medical needs, outside agencies involvement and desired outcomes. Progress is monitored each term, at a designated staff meeting. 


The Pupil Premium strategy is reviewed termly and will be updated in September 2021.                                                                                                                                                                                        

For the previous academic year 2019/2020 - the Pupil Premium Grant allocation was £20,780.

This was mainly used to provide additional adult support, resources and staff training to enhance the learning of Pupil Premium children.

Until January 2020, we funded a Young People’s Worker to offer 1:1 and small group support to improve social interaction and emotional well-being.

Professional development has focussed on reviewing the Foundation Subjects and mental health awareness.

Funding for school trips, clubs etc. ensured all Pupil Premium pupils were fully included in the opportunities offered by the school.


Impact Summary – SATs have not taken place this year but teacher assessments in March 2020 indicate that:


KS1 – The Pupil Premium child in Year 2 would have been unlikely to meet the National Standard in Reading, Writing and Maths.

KS2 – Practice tests in March indicate that 100% of Pupil Premium children in Year 6 would have met or exceeded the National Standard in Reading and 50% would have met or exceeded the National Standard in SPaG, Writing and Maths.


Years 1, 3, 4 and 5 – Two Pupil Premium children are working at age related expectations and those working below age expectations have progressed from their individual starting points. Results from the Salford Sentence Revised Reading Test and the Parallel Spelling Test indicate that all Pupil Premium pupils have improved their reading and spelling scores during the year.


We took part in the trial of 2 new online programmes to enhance reading skills – ‘Engaging Eyes’ and ‘Fluency Builder’. The ensuing results have encouraged us to buy into the programmes for the next academic year. The Indirect Dyslexia Learning programme continues to be a success and is renewed annually.

There remains a gap between the attainment of Pupil Premium pupils and their peers. Some pupils have specific difficulties which impact on their learning. We have also identified a lack of independence skills which improves significantly as pupils move through the school. We have access to regular advice and support from the Educational Psychology Service and the Cheshire East Autism Team, through their consultation process. Advice from other outside agencies such as the Speech and Language Service, Paediatric Occupational and Physiotherapy Service, Child and Adolescent Mental Health Service and the School Nursing Service is used to meet the needs of our pupils.

Access to the emotional well-being training has been beneficial in helping pupils to identify how they feel. They are encouraged to use strategies to reduce anxiety and self-regulate their emotions. This has led to an increased sense of well-being and self-confidence.

All Pupil Premium children had access to school trips and clubs, weekly swimming lessons, Forest Schools and the opportunity to learn a musical instrument.


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