Pupil Premium

At St Andrew’s the vast majority of pupil premium comes from pupils whose parents work for the Armed Forces. The school receives Service Pupil Premium as a result of these children attending St Andrew’s. The number of pupils, who receive pupil premium because their parents are on a low income or the child is a ‘looked after child’, is very low. Therefore, we have not included these children in this report in case we disclose their identity.

Service Pupil Premium

• SPP is money that is paid directly to state schools, free Schools and academies across England for supporting Service children. The amount is £300 per child in Years R-11.
• The Premium was introduced by the Department for Education (DfE) as part of the commitment to delivering the Armed Forces Covenant. The premium enables schools to provide extra, mainly pastoral, support for children with parents in the Armed Forces.
• This premium is for children of currently serving Service Personnel, for those who have had a Service parent who has died in Service and also those who have left including through injury for up to a maximum of six years.
• Scotland, Northern Ireland and Wales have their own administrations and therefore have different arrangements. The premium in Northern Ireland is sourced differently and is applied for in October each year. This premium is also not for independent schools or for Service Children’s Education (SCE) schools.
• SPP is different from the Pupil Premium. Very few Service children are eligible for the Pupil Premium.
• Schools decide how the money is to be spent on Service children mainly on pastoral support. Unlike the Pupil Premium, SPP is not for attainment; however, mobile Service children may need targeted help in a new school to catch up with their class.
• School need to show how this money is spent, and OFSTED will check up on this. Different schools can and will spend the money in different ways;
• A child must live with their Service parent to be eligible for SPP. A child where the Service parent is the main carer, even if they are not biologically theirs, is also eligible.
• If you home educate your child, you agree to take on the financial responsibility of them and therefore are not eligible for SPP.
• SPP is different from the Education Support Fund (ESF). The funding comes directly from the Department for Education (DfE) and the ESF is funded by the MOD. The ESF can be applied for by all state schools across the whole of the UK.
• If you have spoken to the Head Teacher because you have a concern about how the money is being spent and haven’t received a satisfactory answer, then the best thing to do is to write to the Board of Governors.
• SPP cannot be claimed retrospectively.
• If your child was never registered for SPP whilst the parent was serving, and the Service person has now left the services, then they will not be able to register your child now for the school to claim SPP.
• Schools cannot claim SPP for children of MPGS or Reservists. However, if they were previously serving as a member of the Armed Forces from 2011, and their child was recorded as Service child in a January school census from 2011 onwards prior to the parent leaving the forces, these children will be counted under the ‘ever measure’.

Plans for the Academic Year 2019 – 2020

Total Pupil Premium income for 2019 – 2020 is £18,360.

The plan is to use this funding in the following ways:

  • Dedicated TA support – 1-2-1, nurture groups, interventions
  • Resources – ICT resources eg IXL Maths, My Lexia reading support
  • Additional TA support
  • 1-2-1 teaching support

Review of the Academic Year 2018 – 2019

For the year 2018 – 2019 St Andrew’s Church of England Primary School received a total of £17,512 pupil premium funding. The fund was spent in the following way:

Dedicated teaching assistant (TA) support – TA support was employed to support pupil premium children throughout school. The support included nurture groups, 1-2-1 sessions, small group work and social and emotional sessions to support transition to high school.

Resources – Online subscriptions, designed to assist learning in reading and maths, were purchased.

Significant additional SENCo time was required to support pupil premium children this year.

The impact was as follows:

  • All Pupil Premium Year 6 pupils transitioned well to their high schools.
  • 91% of children receiving pupil premium, at the end of KS2 in 2019, achieved the expected standards in reading, writing and maths.
  • Attendance of pupil premium pupils increased from 97.29% for the year 2017-2018 to 98.49% for the year 2018-2019.


Three out of the 4 pupils who received pupil premium achieved a Good Level of Development (GLD 75%)


All 5 pupils who received pupil premium passed the Year 1 phonics screening check.

(Actual) 100%



Year Group Curriculum Area % working towards expected standard % working at expected standard + % working at greater depth within expected standard



Reading 0% 100% 40%
GPS/Writing 0% 100% 40%
Maths 0% 100% 40%



Reading 28% 71% 0%
GPS/Writing 28% 71% 0%
Maths 43% 57% 0%



Year Group Curriculum Area % currently working towards expected standard % currently working at expected standard % currently working at greater depth within expected standard



Reading 0% 100% 33%
GPS/Writing 33% 66% 33%
Maths 33% 66% 33%



Reading 25% 75% 25%
GPS/Writing 50% 50% 25%
Maths 38% 63% 25%



Reading 0% 100% 57%
GPS/Writing 0% 100% 57%
Maths 0% 100% 57%



Reading 9% 91% 36%
GPS/Writing 9% 91% 82%
Maths 9% 91% 45%

Plans for the Academic Year 2018 – 2019

The budget for the year 2018 – 2019 is approximately £17,000. A teaching assistant will be employed 5 mornings a week to offer targeted support to children across the school. Nurture groups (Breakfast Clubs) will be created to provide pupils with the opportunity to express their feelings and to build self-esteem.

Review of the Academic Year 2017 – 2018

A total budget of £21,240 was allocated for the year 2017 – 2018. The budget was spent in the following ways.
• £6040.00 was spent on SEN (Special Educational Needs) support. This ranged from specialised external support to cover time to allow the school SENCO to write up reports. Nurture groups were established to support children who lacked self-esteem because they were new to the school.
• £1800.00 was budgeted to provide additional teaching assistant support to targeted children.
• £2500.00 was allocated to purchasing IT licenses. MyLexia and IXL provided online reading and mathematics support to children both at school and at home.
• £4544.81 was put towards the development of the Key Stage 1 play area. The social and emotional development of children is paramount to their overall successes. It was noted that the previous play area had little opportunity for social interaction and so the area was resurfaced and a programme of adding activities has begun.
• £194.50 was allocated to train a member of staff in counselling children.
• £6160.69 paid for an additional teacher to provide catch-up programmes for pupils in Key Stage 2.


• All Pupil Premium children in EYFS made a Good Level of Development.
• The number of accidents in the Key Stage 1 play area has dramatically decreased. The new area allows greater opportunities for pupils to play games, interact and socialise.
• 96.7% of the children in Year 1 passed the phonics screening test. 83.3% of Pupil Premium children passed the phonics screening test.
• Key Stage 1 data (reading, writing and maths) in line with or above national averages.
• Improved self-esteem amongst a number of targeted children. Children more able to engage in conversation with their peers and adults in school.
• Pupil Premium children make progress in line with or above that of their peers.
• Every Pupil Premium child passed their end of KS2 reading and maths tests. 75% of Pupil Premium children in Year 6 passed their Grammar, Punctuation and Spelling test.

In June 2014 OFSTED said,
“There were too few Year 6 pupils in 2013 eligible for pupil premium funding to comment on their achievement without potentially identifying them. The school’s assessment data show that, across the school, these pupils’ attainment and rates of progress are similar to those of their classmates.”
“Pupil premium funding has been used effectively, for example to accelerate eligible pupils’ progress in mathematics. Support programmes for other pupils who need or who would benefit from extra help are now established in reading and in mathematics, but are less well developed in writing.”
“They [The Governors] have spent pupil premium funding wisely to ensure that it has the required impact on raising the achievement of eligible pupils.”