The pupil premium is additional funding allocated to schools to help support disadvantaged pupils, closing the attainment gap between them and their peers. At Rosa Street Primary School Pupil Premium is funding allocated to pupils who are currently eligible for free school meals and who have been eligible for free school meals at any point in the last six years. This equates to 43% of our school population. The funding has contributed to a wide range of resources designed to maximise pupil potential in every possible way, e.g. extra teachers and intervention in core subjects, strong inclusion team (Inclusion Support Advisor and education psychologists), therapeutic provision and opportunities for extended school activities (boosters/clubs).
All members of staff and governors accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring environment. As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is valued, respected and entitled to develop his/her full potential, irrespective of need
The pupil premium targets extra funding for pupils from deprived backgrounds. Research shows these students underachieve compared to their non-deprived peers. The premium is provided in order to support these pupils to reach their potential.
The Government have used pupils entitled to free school meals, children of service personnel and children looked after as an indicator for deprivation and have deployed a fixed amount of money to schools per pupil, based upon the number registered for FSM. At Rosa Street Primary, we will be using the indicator of those eligible for FSM as our target children to ‘narrow the gap’ regarding attainment and progress.
The Government have not dictated to schools how to spend this money, but are clear that schools will need to employ strategies that they know will support these students to increase their attainment and narrow the gap.All schools are required to report on the amount of funding received in the current financial year and details of how it is intended that the allocation will be spent. Schools are also required to report on details of how the previous academic year’s allocation was spent, and the effect of this expenditure on the educational attainment of those pupils at the school in respect of whom grant funding was allocated.
Summary of barriers to educational achievement faced by eligible pupils at the school
The majority of pupil premium children come into school below national expectations in most areas of the curriculum especially in the areas of understanding, speaking, self-confidence and awareness, reading, numbers, the world, technology and expressive arts and design. This low base line leads to the importance of additional support throughout the school to narrow the gap. Many of our pupil premium children also lack confidence and resilience.
We measure the impact of pupil premium by closely monitoring our intervention programmes, through learning walks, pupil progress meetings, data and work scrutiny. We monitor the progress of these children and provide support if it is required. These children have priority access to these interventions and the impact of this will be reviewed termly. Pupils attainment and progress will be discussed with governors and the overall impact will be evaluated in the summer / autumn term 2017.
Pupil Premium Strategy Final 2022-23
Pupil Premium Impact Report
Pupil Premium Expenditure Impact Review 17-18
Pupil Premium Strategy Statement 17-18
Reviewed Pupil Premium Strategy 18-19
Previous details of our Pupil Premium allocation and the impact and effect of its expenditure can be viewed below.
The government initiative began in 2013/14 to enhance PE provision throughout schools. Historically, we received approximately £8000 a year. In 2017 the amount given to schools was doubled. The purpose of the funding is to improve staff skills so that following the initiative all staff will be able to deliver high quality PE confidently across a range of activities and this should be sustainable.
As a school we entered into a contract with the Sedgefield School Sports Partnership who has tailored a package of support to meet our requirements. We have regular training sessions covering various sports/activities and targeted at different phases (i.e. Early Years Foundation Stage, Key Stage 1 and Key Stage 2). In addition the CPD has been followed up by in-school support from specialist coaches. The coaches work alongside our teachers to further develop their skills and help them put the training into practice.
During each half term festivals are held to enable competition between schools (e.g. Tag Rugby, Netball etc.) or celebration of achievement (e.g. dance, gymnastics). The festivals act as gateways to clubs so that interests/ talents can be followed outside school and to higher levels.
The funding has been used to:
- Audit our current provision and identify areas of development.
- Provide additional training and purchase specialist coaching to develop staff expertise across a wide range of sports/activities.
- Enable our pupils to take part in a greater range of competitive sporting activities and encourage participation in after school sports clubs.
- Raise the profile of PE and sport throughout the school and develop pupils’ understanding of how to lead an active and healthy lifestyle.
You can view or download our Sports Premium allocation information for the current academic year and find out how this has been used at our school.
Sports Premium Predicted Spend 2023-24
PE Sport Premium 2022-23 and Sustainability
Sports Premium Predicted Spend 2021 22
PE Sport Premium 2020-21 and Sustainability
Sports Premium Predicted Spend 2020-21
PE Sport Premium 2019-20 and Impact
Sports Premium Predicted Spend 2019-20
Sports Premium Spend 17-18
Sports Premium Spend 18-19
Attainment in PE
At Rosa Street children attend swimming lessons at Spennymoor Leisure Centre in Years 3 and 4. Catch up sessions are offered in Autumn Term to Years 5 and 6. During 2020-21 swimming sessions were severely disrupted due to Covid-19 and school pool closures. Schools are now expected to share how many children leave primary school meeting the National Curriculum outcomes for swimming
Each pupil is required to be able to do the following:
- Perform safe self-rescue in different water based situations
- Swim competently, confidently and proficiently over a distance of at least 25 metres
- Use a range of strokes effectively, for example, front crawl, backstroke and breaststroke.
Underneath there is a table of historical data which is not in the right format – could you please delete that.
In its place could you put the following statistics:
Perform safe self rescue in different water-based situations – 69%
Swim competently, confidently and proficiently over a distance of at least 25 metres – 75%
Use a range of strokes effectively, for example, front crawl, backstroke and breaststroke – 79%
Perform safe self rescue in different water-based situations – 66%
Swim competently, confidently and proficiently over a distance of at least 25 metres – 69%
Use a range of strokes effectively, for example, front crawl, backstroke and breaststroke – 76%
Impact of Sports Premium
The impact of Sports Premium for 21/22
The impact of the Sports Premium for 2021:
The impact of the Sports Premium for 2019/2020:
The impact of the Sports Premium for 2018/2019:
The impact of the Sports Premium for 2017/18:
Catch Up Premium
Schools should use this funding for specific activities to support their pupils to catch up for lost teaching over the previous months, in line with the curriculum expectations for the next academic year in actions for schools during the coronavirus outbreak.
While schools can use their funding in a way that suits their cohort and circumstances, they are expected to use this funding for specific activities which will help pupils catch up on missed education.
To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students.
To support schools to implement their catch-up plans effectively, EEF has published the school planning guide: 2020 to 2021. This will provide further guidance on how schools should implement catch-up strategies and supporting case studies to highlight effective practice.