01204 333692

Norris Street

Little Lever, Bolton BL3 1BQ

Pupil Premium 2017-2018




The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. There are three categories of children that qualify for pupil premium:

  • Free school meals (FSM),
  • Children who have been on FSM within the last 6 years (Ever 6)
  • Looked after children (LAC)
  • Children whose parent(s) have served in the armed forces.


The Government believes that schools should decide how the Pupil Premium is allocated and spent, since it is felt that they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. At St Matthew’s, we work hard to ensure that the maximum number of pupils benefit from this funding. Different students have different needs regardless of why they are eligible for this funding and we aim to ensure support is created and utilised dependent upon what each student requires to achieve.

Number of pupils and pupil premium grant (PPG) anticipated for academic year 2017-2018
Total number of pupils eligible for PPG

(including Lac and Service Children )

Amount of PPG received per pupil £ 1320(PPG)

£ 1900(PPG LAC)

Total amount of PPG anticipated 2017-2018 £43,560 ( top-up due)
Total amount of PPG  received 2016-2017 £43,560


Identified barriers for Pupil Premium Children
Social/ Pastoral needs

Confidence in their own learning, which impacts on academic attainment – particularly in writing.

Attendance – for KS2 boys

The purpose of this funding is to support these groups of children in their education to ensure their attainment and progress does not fall behind that of their peers. At St Matthew’s Primary School, we use this funding in a number of ways to ensure children are overcoming any potential barriers to learning. It is used to raise achievement, to promote social skills and develop learning and behaviours for learning in order to increase the progress of eligible pupils. We have a clear, strategic approach to the use of specific Pupil Premium funding and plans are integrated into wider school support and improvement systems.

Strong leadership and a designated Pupil Premium Governor ensure that Pupil Premium funding has the necessary impact in improving outcomes for Pupil Premium children.

Our pastoral care and rigorous monitoring and tracking of all pupils helps us to identify any pupils who are at risk of not making sufficient progress and have helped us to plan and implement good intervention strategies that maximise progress.

Strategies used for PP children
At St Matthew’s we support the progress of all of our pupils. We do this by providing high quality classroom teaching supplemented by interventions to support vulnerable learners in small groups, focusing on numeracy, literacy and social skills. The progress of children eligible for pupil premium and all other children is regularly reviewed by the Senior Leadership Team and Governing Body.

The school uses this funding in the following ways :

·      High quality interventions to enable pupils to maintain and accelerate their achievements.

·      Specific, individual interventions that enable pupils to catch up and close the gap with their peers.

·      Targeted support to enable pupils to achieve the expected standard or above at the end of each Key Stage.

·         Raising aspirations and developing life skills needed in the workplace.

·         Improving attendance for boys, particularly at KS2.

·         Learning Mentor to provide timely pastoral support –for individuals and their families to enable pupils to be ready to access learning.

·         SENCO to ensure that specific needs of pupils identifies as SEN are met.

·         Fund additional curricular and extra curriculum opportunities in order that pupils develop new skills and grow in confidence.

How we provided support 2016-2017
•      A Pupil Premium lead from the Senior Leadership Team acts as an advocate and champion for pupils who are eligible for Pupil Premium by working to remove barriers to learning for these pupils through focused support of their personal and academic development.

•      Effective monitoring and timely action ensures that each child is challenged to achieve the highest standard they can and that provision is carefully targeted to meet individual needs.

•      Deploying staff with appropriate skills to support Pupil Premium children has been successful in supporting individual children’s learning, social and behavioural needs allowing them to make good progress and achieve their full potential.

•      A strong emphasis on developing children’s Personal, Social and Emotional skills to give them the best opportunity for success in all areas of learning and create a strong foundation for future school achievement has been key in the Reception Class to enable children to make good progress in all areas of learning and reach a good level of development.

•      Individual profiles for pupil premium children have been successful in identifying any barriers to learning and tracking children’s progress and attainment and monitoring the effectiveness of any interventions they receive to ensure they are challenged to achieve and make good or better progress.

•      An extensive variety of small group and one to one interventions delivered by the teachers and skilled teaching assistants have had a significant impact on the outcomes in maths, reading, writing. A clear focus on filling gaps in the learning for pupils at risk of underachieving and reaching their full potential has been successful.

•       More able disadvantaged children also receive interventions, particularly at Upper Key Stage 2 to continue to challenge them and increase progress further.

•      Pupil Premium Champion monitors provision and outcomes regularly and meets with staff to discuss individual children where progress may not be as expected.

•      A whole school focus on increasing confidence and resilience and developing a focus on learning skills has impacted on children developing a more positive approach to learning.

•      Our Learning Mentor has provided support and guidance for children and their families to help them overcome social, emotional, and behavioural problems which act as barriers to learning. This has been achieved through the Learning Mentor providing specific academic and pastoral support personal to individual children and their families and this has been successful in children becoming more engaged in learning.  This may involve home visits or tailored parenting support and guidance.

•      The Learning Mentor also provides language development support and had delivered programmes such as Rhodes to Language to help improve vocabulary and Precision Teaching to develop spelling and word recognition.

•      Other skilled teaching assistants deliver bespoke programmes such as the IDL ‘cloud’ which focuses on touch typing and overcoming reading difficulties.

•      This year there has been a specific focus on developing positive partnerships with parents to increase engagement in parent information sessions and activities such as responding to the parent questionnaire. Events where parents can find out more about what their child is learning such as ‘Meet the Teacher’ and Parents Evenings are part of this. To further enhance this, the school have organised individual meetings with the ‘new’ class teacher at the time of transition for some parents where necessary. In school activities such as ‘Stay and Play’ in the Reception Class and Key Stage 1 Reading Workshops have provided information for parents on supporting their children

•      Sessions focused on reading at home proved useful especially in the Reception Class with more parents listening to their children read at home.

•      Homework club runs at lunchtimes and is available for those who may not have access to a computer or tablet at home. The Pupil Premium Champion monitors engagement in homework. .

•      Providing professional development for both teachers and teaching assistants in maths and phonics has been successful in ensuring consistent high quality support to pupils in maths and phonics.

•      Use of Boxall Profiles to ensure that neither behaviours nor emotional difficulties prevent good learning.

•      Subsidising costs for enrichment activities such as non-residential visits and residential visits provides children with a whole new range of experiences- which in turn support learning and preparation for the next stages of learning.

•      Subsidising instrumental music tuition has been successful in boosting specific children’s self-confidence.

•      Subsidising morning snacks and juice ensures children’s basic needs are met to enable them to concentrate and focus on learning.

•      School also providing equipment such as a Bike for ‘Bikeability’, a swimming kit and additional uniform should it be needed.

•      Our office staff provide confidential support for parents where they can be of help with regard to completing ‘official’ forms, responding to letters from health professionals and seeking advice.

•      Monitoring by Governor responsible for PPG and LAC pupils.

How we will build on this in 2017-2018
•      Improved progress in maths reasoning skills across all year groups.

•      Develop information provided to governors.

•      Consider the outcomes and provision for more able pupils in receipt of Pupil Premium Funding with to ensuring those that are able to do so achieve a Higher Standard.


Measuring the Impact of spending to July 2017
In July 2017 we evaluated the impact of our actions on pupil outcomes. The data for 2016-2017 is shown below.

At the start of 2016-2017 the attendance of PPG boys – whilst above national – particularly at Key Stage 2 was much lower that the girls.

The 15/16 gap between PPG and non PPG children has been reduced to 1% ( from 1.6%)

Significantly the 1.3% gap between the poorer attending PPG boys and the PPG girls has been closed . At the end of the academic year 2016-2017 the PPG boys outperformed the PPG girls 96.6% to 96.3%

Each table % is given for ‘all pupils’ and then for % of PPG children out of the total PPG children in that cohort. (PPG  includes pupils with SEN)


Foundation Stage Good Level of Development
All Pupils 66%
PPG Pupils 60%


Year 1 Working at the level of the Phonics Screening Check
All Pupils 81%
PPG Pupils 86%


End of Key Stage 1 (June 2017)

2 PPG children

Reading Writing Maths
Below /Pre the standards 0% 0% 0% 0% 0% 0%
Foundations for the expected standard 0% 0% 10% 0% 3% 0%
Working towards the standard 27% 0% 23% 50% 17% 0%
Working at the expected standard 73% 100% 67% 50% 80% 100%
Working at greater depth within the expected standard 30% 0% 17% 0% 27% 50%



End of Key Stage 1 (June 2017)

2 PPG children

Reading, Writing and Maths Combined
Working at the expected standard 60% 50%%
Working at greater depth within the expected standard 30% 0%



End of Key Stage 2 (June 2017)

8 PPG children

Reading Writing SPAG Maths
Scaled scores All PPG All PPG All PPG All PPG
100 and above 72% 75% 84% 75% 69% 0%
103and above 47% 38% 66% 75% 63% 63%
Teacher assessment writing only
Below /Pre the standards 9% 25% 3% 9% 25%
Has not met the standard 13% 16%
Working towards the standard 19% 38% 13%
Working at the expected standard 78% 75% 78% 63% 75% 63%
Working at greater depth within the expected standard n/a n/a 22% 0% n/a n/a n/a/ n/a



End of Key Stage 2 (June 2017)

8 PPG children

Reading, Writing and Maths Combined
Working at the expected standard 59% 63%



Achieved at least 85% of end of year objectives Reading, Writing and Maths Combined Reading Writing Maths
Year 1 76% 71% 64% 71% 81% 71%
Year 3 66% 33% 50% 33% 59% 50%
Year 4 70% 33% 62% 33% 70% 33%
Year 5 75% 71% 84% 71% 75% 71% 78% 71%



Review of PP spending 2017-18
•      Pupil Premium spending is reviewed each year and will be reviewed in July 2018. All Pupil Premium children’s progress and attainment is assessed, monitored and analysed each half term and children in receipt of Pupil Premium are identified and tracked as a discrete group. This analysis is then used to inform children’s progress to enable the early identification of need, support and appropriate intervention.