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St Matthias

Church of England Primary School

Aspire Believe Achieve

Pupil Premium

Pupil Premium


Who is entitled to the Pupil Premium?

The Pupil Premium is a government initiative that targets money at pupils from deprived backgrounds who research shows, underachieve compared to their non deprived peers. The Government has used pupils entitled to Free School Meals as an indicator for deprivation and deployed a fixed amount of money to schools per pupil based on the number of pupils registered for Free School Meals or those who have been eligible over the last six years. The funding also includes a sum for those children who have been looked after for more than six months.

The funding is provided for the specific purpose of increasing the attainment and progress of these groups of pupils. An additional premium is provided based upon the number of pupils who have a parent working for the armed services. This service premium is designed to address the emotional needs and well-being of these pupils.


Recent Pupil Premium Allocations for St. Matthias CE Primary School

2019-2020 £102,960          (78 pupils)

2018-2019 £105,600          (80 pupils) (adjusted)

2017-2018 £104,280          (68 children)

2016-2017  £108,240         (82 children)

2015-2016 £113,520          (86 children)

2014-2015 £116,152          (93 children)


Our Key Objectives (Desired Outcomes) when spending the PPG;

  • For all disadvantaged pupils to make rapid progress towards achieving at Age Related Expectations (ARE).
  • For all disadvantaged pupils to remain a priority for additional provision to meet their social, emotional, physical, and learning needs.
  • For all disadvantaged pupils to receive a personal or bespoke provision to help address areas of inequality.
  • For high quality communication and liaison between home and school to be the norm.
  • For all disadvantaged children to be able to access a range of wider opportunities than might ordinarily be available to them.
  • To maintain the focus on raising standards and narrowing the gap between highest achievers and more vulnerable groups of learners  


Barriers to Educational Achievement at St. Matthias CE Primary among Pupil Premium Children

The main barriers to educational achievement that impact our vulnerable learners fall into seven main categories. These are;

1. Physical and material disadvantage, including in some instances poor housing and severe poverty

2. Limited aspiration and expectation which can manifest in a lack of parental engagement

3. Reduced social and cultural capital with children who are not exposed to rich and varied life experiences

4. Low value placed on school and learning resulting in low attendance and hard to reach families

5. Low levels of social and emotional well-being

6. Challenging Home Circumstances

7. Low levels of language and communication skills


Our Key PPG Strategy

St. Matthias CE Primary School has developed a carefully planned and comprehensive strategy to use the PPG funding in a number of ways to minimise and, in many cases, overcome these barriers and diminish the difference between children in receipt of the PPG and those who are disadvantaged, the rest of the school and the national cohort. We measure the effect of our Pupil Premium spend by analysing internal and external progress and achievement data for each of our vulnerable children.

The interventions and support put in place at St. Matthias CE Primary School have been carefully chosen, based on our research of successful strategies, our own previous experience or strategies shared by our partner schools as having been particularly effective.

Our Pupil Premium Strategy is reviewed annually during the Autumn term.


The following is a summary of the main strategies adopted.


1. Physical and material disadvantage

Ipads and IT equipment in schools

Funding set aside to get more books into the home

Support with the cost of school uniform

Low cost / funded places at Before and After School Club

Low cost / funded home learning books for Years 5 and 6 pupils


2. Limited aspiration and expectation

Changes in school ethos and vision to include raised aspirations by staff

Small group interventions in Literacy and Maths run by trained teachers

Interventions programmes such as Numbers Count, First Class Number, Success at Arithmetic, Phonics, Reading and Writing.

School focus on SOLO taxonomy to support higher order thinking

School funded Educational Psychologist

Half termly Pupil Progress Meetings between SLT and class teachers

Additional time set aside during Parent Consultation Evenings for parents

Teacher accountabilities set during Appraisal interviews for pupil progress and attainment

Assessment targets set for each child for end of year / key stage


3. Reduced social and cultural capital

Funding for school trips / residential experiences

School funded educational visitors – the History Man, the Animal man, theatre groups, Circus Skills Week (alternate years)  

Funding for additional enrichment activities such as music lessons, theatre visits, high interest days

Curriculum designed to include a cultural focus within each key topic

Comprehensive selection of after school clubs over the course of a year


4. Low value placed on school and learning

Funding for Educational Welfare Officer / Deputy Headteacher with a responsibility for improving attendance

Attendance Policy strictly enforced with parents informed immediately of any attendance concerns

Rewards applied for good attendance

Whole school drive to recognise, promote and reward good learning behaviours

Regular communication with parents

Specific ipad apps funded for use at home to support learning – Lexia and IXL

Reading 5 times a week award

Staff available to collect children in the morning as appropriate


5. Low levels of social and emotional wellbeing

High emphasis placed on key Christian Values

Well being project based on Thrive principles

Positive Behaviour Policy and School choices

Teaching Assistants trained to support social and emotional needs

Time assigned to school Safeguarding lead to provide support for vulnerable families

Direct and regular communication with outside agencies, including Children’s Services

Focus on the Rights Respecting Schools agenda

Thorough hand over meetings to support annual transitions through the school

Good relationship with local High Schools to support smooth, worry free transition procedures


6. Challenging home circumstances

Early Intervention Support Worker

Parent tuition where appropriate

Homework Clubs with parents invited

Close working relationship between school and Children’s Centre


7. Low levels of language and communication skills

School funded Speech and Language Therapist for 1 afternoon per week

Key Teaching Assistants attend regular Speech and Language training

Regular 1:1 / small group Speech and Language intervention sessions for specific children

Roles and Responsibilities

The Senior Leadership Team and Governors have a shared responsibility for the outcomes / reporting of the Pupil Premium Strategy.



To ensure the PPG is effectively used to support raising standards and narrowing the gap for our vulnerable children

To review the Pupil Premium Strategy and Pupil Premium Reports regularly to ensure a high focus is maintained on this priority


Termly reports to the Full Governing Body

Analysis of data for vulnerable groups

Ensuring funding is available to meet the needs of our Pupil Premium children

To ensure the Pupil Premium Strategy is up to date and published on the school website

To provide an annual statement to parents on how the PPG has been used to address the issue of ‘narrowing the gap’

To liaise with High Schools regarding transition procedures for Year 6 pupils

Deputy Headteacher

To fulfil the role of Safeguarding Lead throughout the school and be aware of any cause for concern raised by class teachers / teaching assistants

To liaise with Nursery Manager regarding any Safeguarding concerns for our Nursery / Pre-school children

To review attendance at least fortnightly with School Welfare Officer

To report attendance concerns to the Headteacher

To liaise with Children’s Services, school Social Worker, Early Intervention Family Support Officer when necessary

To make referrals to outside agencies when appropriate

To arrange for the collection of targeted children from home when necessary

To ensure children with social and emotional needs are supported appropriately through the Thrive programme

To liaise with parents regarding the social and emotional welfare of their children when necessary

Achievement Champion

To meet with teachers termly for Pupil Progress Meetings – or more frequently, where appropriate

To arrange Parent / Carers classes where appropriate

To ensure targeted children have the opportunity to take part in Homework Clubs

To facilitate AfA Parent Consultation appointments for targeted children

To ensure PP children have their learning needs met through the provision of specific targeted interventions, where necessary

To ensure teachers / teaching assistants are well trained, competent and confident to deliver planned programmes of additional interventions

To promote raised aspirations and expectations for each child among staff and parents / carers

Click on the links below to find out how this funding has supported children to make accelerated progress at St. Matthias over recent years.


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