01223 714300    office@queenemma.cambs.sch.uk

Pupil Premium

Pupil Premium Strategy and Spending Plan

Pupil Premium is an additional government grant which is added to the main funding that schools receive in their annual budget. Pupil Premium funding is allocated to pupils who are currently registered for free school meals or who have received free school meals at any time in the last six years (known as ‘Ever 6 FSM). The funding for these children is £1320 per year. Any ‘Looked After’ children are allocated £2300 per year.

The aim of the Pupil Premium funding is to support eligible children who may be vulnerable to underachievement and address any attainment gaps so that they achieve at least as well as their peers. As well as focusing on academic endeavours, it may also be appropriate to provide support to nurture their well-being and to provide these children with access to a variety of enriching experiences. This is based on research showing that children from low income families perform less well at school than their peers. Often, children who are entitled to Pupil Premium funding face challenges such as poor language and communication skills, less family support, lack of confidence and issues with attendance. Pupil Premium funding is intended to directly benefit the children who are eligible, helping to narrow the gap between them and their peers.

Financial YearFundingNo. of Pupils Eligible% Of School
2020 - 2021£106,6587416%

No. / % of PP children in each Year Group

NRY1Y2Y3Y4Y5Y6
06 / 11%8 / 15%9 / 17%12 / 20%12 / 21%16/ 27%11 / 19%

Most Recent Attainment – July 2019 ( no data available for July 2020 due to Covid19)

Total % of PupilsPupils Eligible For PP %Pupils Not Eligible For PP %
End of KS2 Assessment Results Reading / Writing / Mathematics74%, 72%, 72%22%, 11%, 22%80%, 83%, 80%
End of KS1 Assessment Results Reading / Writing / Mathematics78%, 64%, 76%44%, 22%, 22%81%, 71%, 81%
Year 1 Phonic Check Results77%62%80%
EYFS GLD – achieved a Good Level of Development78%40%78%

Barriers to Future Attainment

For 2020 – 2021, we have identified the following areas as barriers to future attainment for our most vulnerable children:

  • Pupils may require additional support to make the expected progress and reach the expected standards of attainment. 
  • The multiple disadvantages of some pupils who are eligible for Pupil Premium funding affects academic progress and in some cases, prevents them from achieving age related expectations. Emotional and social issues, low self-confidence, high levels of anxiety and difficulty in regulating emotions, lack of resilience and problem solving skills, poor school attendance, complex home issues and / or limited parental support and engagement can all act as barriers to educational success.
  •  Lower exposure to a wide range of life experiences impact on the children’s range of vocabulary and use of spoken and written language.
  • Lack of motivation or support to read regularly.
  • Poor times table and number bond knowledge limits progress in fluency and leads to difficulties in application of knowledge in mathematics.
  • Some disadvantaged pupils have limited opportunities for social, cultural or educational experiences beyond their immediate environment e.g. extra-curricular clubs, activities, trips and visits which help enhance and develop knowledge.

Our school offers many layers of support for children. ‘Pupil Premium’ funding contributes towards some of the cost of the support that we offer children and their families. The support recognises our desire to accelerate the progress of all children and to ensure we meet the emotional needs of our most vulnerable children. We believe that some of our children do not have the life experiences that ensure they are well motivated and can engage with education and develop the vocabulary of their peers. We aim to give all our children in receipt of Pupil Premium funding the opportunity to attend residential trips, curriculum enrichment activities and to take part in one sporting or extra-curricular club across the year.

AimActionIntended OutcomeCost
To improve outcomes for Pupil Premium pupils and to narrow the gap between them and their peers. To implement and monitor intervention strategies for underperforming Pupil Premium pupils. PP Lead to create provision map, ensuring appropriate interventions for PP children, collecting and analysing data of PP children and leading on ensuring the progress of PP children across the school. This will include National Tutoring Programme Catch Up provision. Increase in the % of pupils achieving age related expectations£5K – PP Lead
Targeted teaching by teachers and teaching assistants – to include use of ‘Pre / Post Teach,’ ‘Rapid Response, Same Day’ interventions and focus group opportunities. Accelerated progress of PP pupil£30K – TA Time
Children at risk of falling behind identified and provided with targeted support through ‘Pupil Progress’ meetings and subsequent actions / catch-up provision. Difference between attainment of PP and non-PP children diminishes£15K – Teacher Time
Children at risk of falling behind identified and provided with targeted support through ‘Pupil Progress’ meetings and subsequent actions / catch-up provision. Barriers to learning reduced for PP pupils £15K - Catch-Up Provision
Further promote reading through improvements in classroom reading areas, introduction of whole class guided reading, targeted teaching of reading skills and provision of online reading resources. Improved engagement in learning£5K – Reading Resources
To support social, emotional development.Use of Family Worker to support both parents and children who require advice, guidance, early intervention and classroom support.Parents successfully signposted and supported in receiving outside agency support£20K
Level 3 Teaching Assistant employed to support children with challenging social, emotional and behavioural needs. Early help will be offered where necessary and targeted intervention will be given in school£10K
Provision of breakfast, before and after school club or holiday club places for individual children to support emotional well-being, school attendance and ensuring children start their day ‘ready to learn.’Pupil’s attitude to learning and confidence improved, increased sense of resilience and self-esteem. Improved attendance£500
To provide access to a broad and balanced curriculum which includes a wide variety of ‘real life experiences’ and curriculum enrichment activities.Financial support so that pupils are able to participate in a range of clubs, extra-curricular and enrichment activities such as theatre groups, concerts, sports events and residential experiences.Attitude to learning and confidence improved£5K
Financial support to purchase curriculum resources to extend the range of practical activities and opportunities for pupils e.g. cooking, gardening and outdoor activities.Increased sense of resilience and self-esteem. Improved vocabulary and communication skills£1K
In the event of a school or bubble closure, ensure pupils have all the necessary resources to engage fully in remote learning. Development of important life skills£500

This spending plan will be monitored termly and reviewed in July 2021.

Pupil Premium Strategy and Spending Review 2019-2020

Financial YearFundingNo. of Pupils Eligible% of School
2019-2020£90,0007217%
NRY1Y2Y3Y4Y5Y6
1/ 3%3/ 6%6/ 13%12/ 21%10/ 17%12/ 20%11/ 19%17/ 29%

In July 2020 there are 430 children on roll from Reception to Year 6 and 35 children in Nursery. Across the whole school, 72 children are eligible for Pupil Premium funding. This represents 17% of our school population. 12 / 34 children receive ‘funded two’s’ places in our Cubs room. These children do not receive any additional funding.
These numbers include 1 LAC (Y6) and 4 Post-LAC (R, Y2, Y4 and Y6).

Our school offers many layers of support for children. ‘Pupil Premium’ funding contributes towards the cost of the wide range of support that we offer children and their families. The support recognises both our desire to accelerate the progress of all children and to ensure we meet the emotional needs of our most vulnerable children who, due to cuts in services both in health and education, frequently cannot access the services they need.
We believe that some of our children do not have the life experiences that ensure they are well motivated and can engage with education and develop the vocabulary of their peers. We aim to give all our children in receipt of Pupil Premium funding the opportunity to take part in a wide variety of sporting activities and clubs, attend residential trips and regularly have inspirational opportunities such as attending concerts and theatre groups in school. We also want all our children to feel fully included in school life, which includes wearing school uniform and having all the equipment that they need.

For 2019 – 2020, we identified the following areas as barriers to future attainment for our most vulnerable children:

  •  Pupils may require additional support to make the expected progress and reach the expected standards of attainment.
  • The multiple disadvantages of some pupils who are eligible for Pupil Premium funding affects academic progress and in some cases, prevents them from achieving age related expectations. Emotional and social issues, low self-confidence, high levels of anxiety and difficulty in regulating emotions, poor school attendance, complex home issues and / or limited parental support and engagement can all act as barriers to educational success.
  • Lower exposure to a wide range of life experiences impact on the children’s range of vocabulary and use of spoken and written language.
  • Some disadvantaged pupils have limited opportunities for social, cultural or educational experiences beyond their immediate environment e.g. extra-curricular clubs, activities, trips and visits which help enhance and develop knowledge.

Due to restrictions placed upon Queen Emma Primary School by Covid19, the aims set out in the 2019 – 2020 Pupil Premium spending plan will continue to be a focus of 2020 – 2021. Please see the Pupil Premium Spending Plan 2020 – 2021 for further details.

The data below is for July 2019 and before. No school or national data is available for July 2020 due to Covid19.

End of EYFS Results

QEm PPNational PPQEm OverallNational Overall
201940%TBC78%TBC
201750%57%82%71%
201850%TBA67%71%

Year 1 Phonics Results

QEm PPNational PPQEm OverallNational Overall
201962%TBC77%TBC
201850%71%93%83%
201790%68%88%81%

KS1 Results

2019ReadingWritingMaths
QEm PP 44%0%22%0%22%11%
National PPTBCTBCTBCTBCTBCTBC
QEm Overall78%17%64%7%76%17%
National Overall75%TBC69%TBC76%TBC
Working at ExpectedGreater DepthWorking at ExpectedGreater DepthWorking at ExpectedGreater Depth

KS2 Results

2019ReadingWritingMaths
Working at ExpectedGreater DepthWorking at ExpectedGreater DepthWorking at ExpectedGreater Depth
QEm PP 22%0%11%0%22%0%
National PP62%17%68%11%67%16%
QEm Overall74%31%72%15%72%22%
National Overall73%27%78%20%79%27%

KS2 Internal Teacher Assessments

Due to small numbers of children, our internal data on our PP children can vary significantly year on year. Expected progress across Year 2 to Year 6 is 6 points per year and expected progress in Year 1 is 4 points across the year. Given the very low starting points of some of our disadvantaged children, we are very pleased with the good progress many of our PP children make.

PP progress in 2018-19ReadingWritingMaths
PPAllPPAllPPAll
Year 66.96.76.87.38.16.7
Year 5 5.75.95.45.55.96.0
Year 4 6.06.16.46.06.36.1
Year 3 6.06.15.65.75.96.3
Year 24.35.74.55.65.35.8
Year 14.44.14.34.54.04.4