St. Peter's Catholic Primary School Following in Jesus' footsteps, we live, love and learn together as a school family to build a better world.
Start of the new term is Tuesday 6th June 2023

Pupil Premium

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Pupil Premium Strategy Statement 2021-2022

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the impact of last year’s spending on pupil outcomes.

School overview



School name

St Peter’s Catholic Primary School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)


We will continue to review annually to carefully monitor impact

Date this statement was published

January 2022

Date on which it will be reviewed

July 2022

Statement authorised by

Carol Baron


Pupil premium lead

Caroline Osborne-Jones

Governor / Trustee lead

Mgr Liam Slattery

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£16, 064

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year


Part A: Pupil premium strategy plan

Statement of intent

School Context

At St. Peter’s Catholic Primary we are a diverse community and the Catholic foundations, serving three church parishes, means that we have pupils from a wide catchment area.  We strive to ensure that all pupils, irrespective of their background or the challenges that the face, make progress and achieve high standards across all subject areas. 

The pupils come from a diverse range of social and cultural backgrounds.  Currently 37% of our pupils are from minority ethnic backgrounds, which is slightly above the national average.  The school holds strong links with the local community, working alongside the local Parish and Clergy, the Diocese, local nursing homes and charities, Gloucestershire Catholic Schools Partnership, Gloucester Schools Partnership, other local primary schools and our Catholic secondary school, St. Peter’s High School.

Improving the outcomes of disadvantaged children in school, is consistently identified as an area of school priority.  We look at the barriers and challenges faced by our children and when making decisions about how best to spend pupil premium funding we look at what has worked in other schools, what has been identified as being successful on the Education Endowment Fund along with what interventions have been successful in the past.

Ultimate Objectives

We aim to achieve these objectives through



Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils.   


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Our assessments, data analysis and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than that for other pupils.  These findings are supported by national studies.

This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations in Reading, Writing and Maths.


Assessments, observations and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as


Parental engagement in supporting daily reading at home is very low for disadvantaged pupils in all year groups R – Y6. This negatively impacts their development as readers (word recognition and language comprehension) and their view of reading for enjoyment.

Parental engagement in supporting daily reading at home is low for all pupils.


A large percentage of disadvantaged children have limited enrichment experiences of the world beyond the area in which they live and they have limited access to extra-curricular activities in school because parents don’t encourage/support them and outside of school due to the cost element.  This means that talents can go undetected and this can impact on children’s social and emotional wellbeing, confidence and learning.


Long wait times to access support from a range of external agencies including EP, ATS and S&L.  This is delaying EHC assessments and therefore school is funding support for a number of high needs pupils.


Assessments, observations and discussions with children indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils.  These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers.


Restorative Practice skills and techniques

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.


Intended outcome

Success criteria













Improved Reading, Writing and Maths attainment for disadvantaged pupils at the end of KS2

2024/2025 KS2 outcomes show that 88% of disadvantaged pupils will make at least good progress from their starting points in Reading, Writing and Maths.  This will be triangulated with pupil/teacher voice, observations and work scrutiny.


2024/2025 KS2 outcomes show that 88% of disadvantaged pupils will attain at least age-related expectations in Reading, Writing and Maths. 


2024/2025 YARK assessment outcomes for reading fluency and reading comprehension will show that pupils’ reading fluency/reading comp age has increased by at least 1 year.




Improved wellbeing for disadvantaged pupils.

2024/2025 Boxall assessments show improved outcomes for all disadvantaged pupils.


2024/2025 Sustained high levels of wellbeing are evidenced by:


Improved Phonics knowledge enhances word reading and spelling.




Use of ‘Grow The Code’ (from Little Wandles Phonics Programme) to support the whole school strategy for the teaching of spellings (using the No Nonsense Spelling Scheme)

2024/2025 Year 1 Phonics Screening Check outcomes show that 100% of disadvantaged pupils attain the expected outcome.


2024/2025 KS2 Spelling outcomes (SPaG) show that 80% of disadvantaged pupils attain a score of 16+/20


2024/2025 KS1 & 2 Writing outcomes show that 80% of disadvantaged pupils meet the spelling criteria within the writing assessment. 




As a result of attending in-house/online reading workshops:

2024/2025 Parent survey shows that parents value reading, understand why it is important to listen to their child read every day and have confidence in their skills to support reading (word recognition & language comprehension).


Attendance at after school clubs by disadvantaged pupils increases.

Where a disadvantaged pupil is attaining in line with age-related expectations, a proportion of their PP funding can be used to support their attendance at enrichment activities in the community.

All disadvantaged pupils are able to attend school trips and the Y6 Residential as these are heavily subsidised by the school.

2024/2025 Disadvantaged pupil voice evidences that pupils feel that they are encouraged to take part in enrichment activities in school and in the community, they know what their talents are and they access all school trips and the Y6 residential.


SEND disadvantaged pupils’ needs are being met effectively and they are making progress as they are seen by external agencies and professionals who have advised the school on how best to meet their needs.

2024/2025 provision maps show improved outcomes for SEND disadvantaged pupils.


Improved oral language skills and vocabulary among disadvantaged pupils.

2024/2025 Assessments and observations indicate significantly improved oral language among disadvantaged pupils.  This is evident when triangulated with other sources of evidence including engagement in lessons, book scrutiny and ongoing formative assessment.


Improved approach to building positive relationships

2024/2025 Disadvantaged pupils are able to use the restorative practice skills and techniques to address relationship issues in a peaceful and effective way.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £26,519


Evidence that supports this approach

Challenge number(s) addressed

Purchase of standardised diagnostic assessments.

YARCs for Reading

Boxall for Wellbeing


Training for staff to ensure assessments are interpreted and administered correctly.

Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction:

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF

1 a



Purchase of a DfE validated Systematic Synthetic Phonics programme to secure stronger phonics teaching for all pupils.


Purchase of resources R – Y2 and essential resources for Y3 – Y6


Phonics CPD for teachers and support staff improving reasoning and using manipulatives

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF





High-quality CPD for teachers has a signicficant effect on pupils’ learning outcomes – Research carried out by Education Policies Institute


Enhancement of our maths teaching and curriculum planning in line with DfE and EEF guidance.

We will fund teacher release time to embed key elements of guidance in school and to access Maths Hub resources and CPD (including Teaching for Mastery training).

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches:

Maths_guidance_KS_1_and_2.pdf (

The EEF guidance is based on a range of the best available evidence:

Improving Mathematics in Key Stages 2 and 3


MATHS CPD and purchase of GLOW Maths’ ‘Maths On Track’


INSET CPD led by Liz Hopkins, GLOW Maths

Maths CPD (staff meetings) led by Maths Lead


High-quality CPD for teachers has a signicficant effect on pupils’ learning outcomes – Research carried out by Education Policies Institute


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £ 60,000


Evidence that supports this approach

Challenge number(s) addressed

Additional phonics sessions targeted at disadvantaged pupils who require further phonics support.

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks:

Phonics | Toolkit Strand | Education Endowment Foundation | EEF


Engaging with the National Tutoring Pro-gramme to provide Tuition Partners (Third Space Learning) for disadvantaged pupils in Maths, including high attainers.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF


Recruit additional teachers and TAs to deliver in-house intervention programmes to disadvantaged and low attaining pupils

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:

One to one tuition | EEF (

And in small groups:

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF



Release time for one staff member to find out all about Voice 21and subsequently  sign up to become a Voice 21 school to improve oracy teaching and learning across all year groups for pupils with low spoken language skills

Oral language interventions can have a ositive impact on pupils language skills.  Approaches that focus on speaking, listening and a combination of the two show positive impacts on attainment

Oral Language interventions EEF


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £20,000


Evidence that supports this approach

Challenge number(s) addressed

Y6 residential

R – Y6 Educational experiences

Enabling reduced cost for Pupil Premium children – every child has the right to a residential

Enabling reduced cost for all PP children to attend educational experiences




Pastoral support to meet children’s individual wellbeing and health needs – new appointment to be made for this role

EEF – Social and Emotional learning (SEL) interventions seek to improve pupils’ decision making skills, interaction with others and their self-management of emotions rather than focusing directly on the academic or cognitive elements of learning


Play Art or Lego therapy as appropriate to meet the individual needs of disadvantaged children

Improves interaction with others and self management of emotions. Impact on attitudes to learning and social relationships in school, which increases progress in attainment.  EEF - SEL


Give disadvantaged children the opportunity to learn a musical instrument

EEF Arts Participation

Evidence shows that can have a positive impact on academic outcomes in other areas of the curriculum.  Wider benefits such as more positive attitudes to learning and increased wellbeing have also consistently been reported


Total budgeted cost: £ 106,519

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Due to COVID-19, performance measures have not been published for 2020 to 2021, and 2020 to 2021 results will not be used to hold schools to account. Given this, please point to any other pupil evaluations undertaken during the 2020 to 2021 academic year, for example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales.

If last year marked the end of a previous pupil premium strategy plan, what is your assessment of how successfully the intended outcomes of that plan were met?

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England







Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:



How did you spend your service pupil premium allocation last academic year?


What was the impact of that spending on service pupil premium eligible pupils?


Further information (optional)

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding.