Disadvantaged Pupils' Funding

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Do you think your child is eligible for Pupil Premium?

If so please see the PDF below for more information.


Additional monies are given to schools to by the Government to support Disadvantaged Pupils. This money is linked to eligible pupils and given to the school they attend. It is distributed in addition to the school's budget. Decisions for allocation of this money link to deprivation indicators such as Free School Meals. This money is allocated to initiatives to ensure pupils reach their full potential, both academically and socially.

What level of funding is received by Audlem St James C.E. Primary School?

2011-122012-20132013-142014-152015- 162016-172017-182019-20

*From 2012-13, the criteria for allocating funding changed slightly and included pupils who have been in receipt of free school meals at any point in the last 6 years — increasing our numbers of eligible pupils.

**From 2014 we also receive money for children who are in the care of the local authority of who have been adopted, hence the increase.

How do we use our Disadvantaged Pupils' Money?

At Audlem St James C.E. Primary we strive to meet the individual needs of each pupil. We recognise that some pupils need additional support to achieve their full potential, others need challenge and extension. We tightly track the progress of our disadvantaged children. Based on data analysis, where we feel a child's progress could be further enhanced by one to one support, we ensure this happens. This is sometimes through the allocation of additional teaching hours and sometimes through additional teaching assistant hours, depending on the child's needs.
Funding has been used to:

  • We have continued to use Learning Conferences for targeted children this year. These conferences are half termly one to one sessions with each child's class teacher focusing on what a child is doing well and what their next step targets should be; as well as reflecting on how they will achieve their agreed targets. The impact of these Conferences, introduced in school in 2015/16, has continued to be significant (see analysis below).
  • Deliver high quality intervention and support to raise pupil achievement and narrow the gap between the achievement of vulnerable pupils and their peers; including whole staff training on Emotional Health and Wellbeing and Attachment Friendly classrooms, Restorative Practice and Mental Health 1st Aid Lead Teacher training, use and evaluation of high quality interventions such as Read Write Inc, Resilient Classrooms and Cognitive Behavioural Therapy and support as part of Quality First Teaching.
  • Targeted interventions including the use of Beanstalk Readers, Inference and Read Write Inc programmes have targeted progress in reading whilst bespoke targeted interventions have provided one to one and small group support for children identified as not on track in writing, spelling and maths.
  • We have provided a programme of targeted Forest Schools support to children across school through successive series of six week sessions led by a Forest Schools trained teacher and Resilient classrooms trained TA.
  • We have continued our work with Beanstalk, a national charity that recruits, trains and supports volunteers to work in primary schools with children who have fallen behind with their reading. This year we have worked with 4 volunteers supporting 11 children in total across the year.
  • We have targeted support in Y1 phonics and provided additional phonics and number interventions for targeted children.
  • We have provided teacher led targeted Y6 sessions to provide additional support in reading and maths.
  • We have invested in Emotional Toolkits for each classroom providing children will clearly signposted support for positive learning behaviours. We have also continued to invest in concrete, visual and abstract resources to equip enable tables in all classrooms to maximise Maths teaching and learning.
  • We have also continued to ensure staff, children and families are able to access specialist support as necessary through our Cluster SENCO as part of our membership of the Nantwich Education Partnership.
  • Funding has also been used to subsidise residential visits and trips for Disadvantaged children together with music and Forest Schools clubs to ensure they are able to access these key learning opportunities beyond the classroom.

    Details of Action Taken and Impact:

    Progress has been made in 'narrowing the gap', which is monitored through Standards Meetings every half term and evidenced to parents in reports. We strive to meet the individual needs of each pupil in school. Just as with all our pupils, we recognise that some pupils need additional support to achieve their full potential, others need challenge and extension. Some children are making strong progress without the need for additional support / opportunities. We therefore use our Disadvantaged Pupil's money to enable us to increase our provision, to ensure that each child's needs are fully met.
    At each half termly Standards Meeting, we look at the individual progress of children for whom we are in receipt of Disadvantaged Pupils' money, separately to the progress of other groups of children. Some of these children are making good or outstanding progress compared to their peers. Some children receiving Disadvantaged Funding are making less progress than their peers. In these cases we look at how we can use additional funding to meet their needs and agree actions.

    Progress Analysed for Disadvantaged Pupils

    Progress is measured using a points system. We expect children to make an average of at least 3 points each year, which equates to around 1 point progress on average each term.

    There were 21 children eligible for this funding in 2017/18. Seven children are on our SENd register and currently have an individual Pupil Passport to meet their needs. These children also have specific case studies tracking smaller step progress matched to their needs.
    The average progress in T points for Disadvantaged Pupils from September 2017 to July 2018 was:

    Progress of PP children3.83.23.1
    Progress of cohort3.33.13.3
    Gap in progress+0.5+0.1-0.2

    In Reading and Writing, all gaps are either positive or there is no gap when looked at as a whole school. In Maths, the gap in progress has narrowed but will continue to be a focus of our 2018/19 Strategic School Development plan.

    Impact of Learning Conferences
    22 children were supported through half termly Learning Conferences in 2017/18:

    Progress of Learning Conference target children3.73.23.4
    Progress of cohort3.33.13.3
    Gap in progress+0.4+0.1+0.1

    Please see attached report to Governors for further details of impact for targeted interventions.

    In addition to these children we tracked 37 vulnerable children throughout the year and these children benefited from a range of interventions and support as part of our use of Pupil Premium.

    Progress of tracked vulnerable children3.53.43.5
    Progress of cohort3.12.93.1
    Gap in progress+0.4+0.5+0.4

    Click on the attached pdf document under the picture to read the full HT report to Governors for 2017/18 and our final statement of expenditure for 2017/18 and proposed expenditure in 2018/19.

    Our strategy and use of Disadvantaged Pupil Premium will be reviewed again in Autumn 2019.

    Next steps 2018/19

    We will continue to focus on bespoke interventions and support for our Disadvantaged Pupils in 2018/19. To target this we will:

    • Provide children with Home/School Maths resource toolkits for home school Maths learning.
    • Engage the services of NEP SENCO to access diagnostic testing and resources for SENd children across school.
    • Complete whole school training on Restorative Practice, Metacognition and Mental Health 1st Aid and further develop staff expertise on attachment.
    • Continue to deliver resilience building (including Forest Schools) and Cognitive Behavioural Therapy interventions for targeted children.
    • Further embed and continue to develop our successful Learning Conference work with children across school.
    • Continue to use the Beanstalk Reading programme to target children and further ensure accelerated progress in reading.
    • Continue to subsidise residential visits, trips, music and after school clubs to ensure Disadvantaged Pupils access these learning opportunities beyond the classroom.

    Please see the attached PDF file for more information regarding our spending for 2017/18 and proposed spending for 2018/19.

    If your child does not currently have Free School Meals, but you feel they may be eligible, please contact the school office (in confidence) to register them. Even if you do not wish them to have the meals, the school could still claim Pupil Premium Funding which could be used to help your child.

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    Headteacher: Andrew Perry

    Audlem St. James‘ C.E. Primary School
    Heathfield Road
    Audlem, Cheshire, CW3 0HH

    Telephone: 01270 906283

    Email: Headteacher
    Email: School Bursar
    Email: Admin Team