Pupil Premium Statement

Why Pupil Premium?

We have high aspirations and ambitions for our children and we believe that no child should be left behind.

We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure, and we are determined to ensure that our children are given every chance to realise their full potential.


Background to Pupil Premium Funding

The pupil premium is a government initiative that targets extra money at pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non-deprived peers. The premium is provided to enable these pupils to be supported, in order to reach their potential. The Government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and have provided a fixed amount of money for schools, per pupil, based on the number of pupils registered for FSM over a rolling six year period. At Yoxall St Peter’s, we will be using the indicator of those eligible for FSM as well as identified vulnerable groups as our target children to ‘close the gap’ regarding attainment.

If you think that you entitled to apply for the Pupil Premium Grant please call in to the office to collect a form.


Our Approach

Money has been ring-fenced and used to benefit all pupil premium pupils. We have established clear lines of responsibility with a member of the senior leadership team and a link governor taking responsibility for Pupil Premium.

At Yoxall St Peter’s we have a low percentage of eligible pupil premium children. However, we have planned our spending carefully to ensure that it has been spent to maximum effect. This has meant making informed decisions about our spending such as:

Ensuring that spending is directly linked to gaps in attainment;

Making use of our own data to expand existing interventions;

Making sure there is at least good teaching in a day to day basis;

Making use of research when evaluating interventions and considering the implementation of new interventions.

All staff are aware of areas for development in the school in terms of subjects, year groups and they know which children are focus children.

Money is used to benefit all pupil premium children and supports higher as well as lower ability children by extending the provision on offer.

We have introduced an evidence-based approach to strategy, employing evidence from the Education Endowment Foundation and others.  This strategy is starting to take effect, although the results are slower than we would have hoped for, there is progress being made. This is expected to accelerate over the Summer term.

We have based our strategy to improve outcomes for Pupil Premium children on the following areas (the + figures are the Education Endwoment Foundation’s (EEF) evaluation of impact):


Pupil Passports

Every Pupil Premium child has a personalised learning plan that includes SMART targets. These targets are reviewed every three weeks to provide rapid progress.

These targets are used to inform intervention and quality first teaching (see below).


Quality First Teaching

Quality first teaching has the greatest impact on pupil outcomes. According to the Sutton Trust, “The effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds: over a school year, these pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers. In other words, for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning.” Improving the impact of teachers on pupil achievement in the UK, September 2011.

We have a thorough cycle of review and monitoring that includes planning scrutiny, work scrutiny, observations and drop-ins to ensure that teaching is consistently good or better across the school. At present, teaching is consistently good or outstanding. Although we are not currently hitting our goal of 1.5 years’ progress in a year, we are making progress towards that.

To ensure that SLT can track that Pupil Premium children receive a richer diet of QFT, teachers use pink pens to annotate children’s learning. We have introduced a non-negotiable commitment that PP children receive input from the teacher in every lesson, based on their SMART targets. This is beginning to be evidenced in books. The aim is to provide the child with a boost to their learning in every session (see feedback below).


Feedback +8

Detailed and actionable feedback is essential for all learners. PP children receive a greater amount of verbal feedback from the class teacher, evidenced by the annotation ‘VF’ in their books.


Collaborative Learning +5

Collaborative learning has been shown to provide a great support and stimulus for pupils. We have introduced Active Maths, paid for by the PP Premium. This enables collaborative learning and teamwork, with children having layered challenges in an active environment.

The children also take part in Peer Assessment; they will read each other’s writing and make comments, based on the learning challenges being set.

In reading, the school uses its in-house developed Reciprocal Reading programme from Year 3 upwards. This enables children to work as an independent group to investigate a text based on the key strands of Prediction, Clarification, Questioning and Summarising.


Mastery Learning +5

The school has adopted the Mastery approach to Maths, following the foundations laid by the White Rose hub.


Reading Comprehension Strategies +6

Understanding how to answer comprehension questions and how to clarify the meaning of new words is taught via the Reciprocal Reading scheme and during group work with teachers and LSAs. The school has invested in the Benchmark reading scheme which is being rolled out in the Summer term.



Intervention takes place every afternoon. Sessions are short and targeted and enable the children to make rapid progress. In EYFS, we have an extra qualified teacher working every Wednesday to try to ensure the PP children make good progress.

If a child moves from average to average, they have been labelled average, that would be normal 12 months progress. If they have made more than 12 months progress, ie moving from average to exceeding, then they are labelled as having made ‘good’ progress. If a child has made 18+ months progress, they would be labelled ‘outstanding.’

For detailed information about our current Pupil Premium allocations (2019-20) and a review of our Pupil Premium spend last year (2018-19), please click on the link below.

Pupil Premium Strategy Statement


Can’t find what you’re looking for?

If you can’t find what you’re looking for, please contact us, and we’ll be more than happy to help assist you in your requirements. Click the link below…


01543 472 236


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St Peter's Yoxall C of E Primary School
King Street
DE13 8NF


Partner School in the John Taylor MAT