St. Paul’s C.E. Primary School
Pupil Premium Grant Expenditure:
Report to Governors 2012/13
Overview of the school
Number of pupils and pupil premium grant (PPG) received
Total number of pupils on roll
211
Total number of pupils eligible for PPG
112
Amount of PPG received per pupil
£623
Total amount of PPG received
£69,600
1
( 181 YR – Y6)
Previous performance of disadvantaged pupils - information from RAISEonline
(pupils eligible for free school meals or in local authority care for at least six months at end of KS2)
2011
2013
(unvalidated data)
2012
FSM
Non FSM
% of pupils making expected progress in Reading
92%
(13 pupils)
100%
(4 pupils)
% of pupils making expected progress in Writing
100 %
(13 pupils)
100%
(4 pupils)
% of pupils making expected progress in English
% of pupils making expected progress in mathematics
% of pupils achieving L4+ in English and mathematics
FSM
Non FSM
FSM
Non FSM
100%
(7 pupils)
100%
(8 pupils)
100%
(17 pupils)
100%
(9 pupils)
88%
(7 pupils)
100%
(8 pupils)
80%
(17 pupils)
100%
(9 pupils)
92%
(13 pupils)
100%
(4 pupils)
88%
(7 pupils)
88%
(8 pupils)
71%
(17 pupils)
100%
(9 pupils)
85%
(13 pupils)
100%
(4 pupils)
(The numbers in brackets indicate number of pupils in the cohort)
Attainment KS1
In Year 2 in 2013 all our pupils eligible for pupil premium funding were pupils known to be eligible for free school meals. Therefore we can compare the
attainment of these pupil groups with the attainment of similar pupils nationally.
All NC Core Subjects
School
Cohort
APS
FSM
Non FSM
18
10
14.0
15.5
National
APS
14.3
16.3
Cohort
Reading
School
APS
National
APS
18
10
14.3
15.2
14.8
16.8
Cohort
Writing
School
APS
National
APS
18
10
14.0
16
13.5
15.5
Mathematics
School
National
Cohort
APS
APS
18
10
13.6
15.4
14.8
16.5
2
In Reading and Writing our children achieved in line with FSM children nationally, whilst our non FSM children achieved below the national average. All
children achieved below the national average in maths. Governors may wish to note that this cohort was particularly high in SEN ( 29% including 2
Statements), LAC and/or CPP ( 28%).
Attainment KS2
Where school figures are highlighted in green, the average points scores (APS) achieved by pupils in our school are higher than the APS achieved by similar
pupils nationally.
Average point Score
All NC Core Subjects
School
Cohort
APS
All pupils
17
27.7
CLA or
FSM
Not CLA
or FSM
National
APS
28.3
Cohort
17
Reading
School
APS
27.7
National
APS
28.5
Cohort
17
Writing
School
APS
27.0
National
APS
27.5
Mathematics
School
National
Cohort
APS
APS
17
28.1
28.7
13
27.2
26.7
13
27.0
26.9
13
26.1
25.9
13
27.9
27.0
4
29.3
29.1
4
30.0
29.2
4
30
28.2
4
28.5
29.5
The pupils in our school eligible for pupil premium funding achieved lower average points’ scores (APS) to the rest of the pupils in the class. However, their
APS in all subjects were above those achieved by similar pupils nationally.
Percentages of Pupils Achieving each Level in Key Stage 2
Level 4+
All NC Core Subjects
School
Cohort
APS
All pupils
17
88
CLA or
FSM
13
85
National
APS
75
64
Cohort
17
Reading
School
APS
88
National
APS
86
13
85
78
Cohort
17
Writing
School
APS
88
National
APS
83
13
85
74
Mathematics
School
National
Cohort
APS
APS
17
94
85
13
92
77
3
Not CLA
or FSM
4
100
81
4
100
89
4
100
87
4
100
88
All our children, whether eligible for Pupil Premium or not, achieved better than similar children nationally. However in all subjects our non FSM children
achieved better than the FSM children. ( N.B. note small numbers involved)
Level 5
All NC Core Subjects
School
Cohort
APS
All pupils
17
12
CLA or
FSM
Not CLA
or FSM
National
APS
21
Cohort
17
Reading
School
APS
24
National
APS
44
Cohort
17
Writing
School
APS
18
National
APS
30
Mathematics
School
National
Cohort
APS
APS
17
24
41
13
8
10
13
15
30
13
8
17
13
23
27
4
25
26
4
50
51
4
50
36
4
25
47
All our children, whether eligible for Pupil Premium or not, achieved less well at Level 5 than similar children nationally, with the exception of Non FSM
Writing ( note small numbers). Children eligible for Pupil premium achieved less well that other children in the class.
Key Stage 1 to Key Stage 2 value added: Free School Meals* / Children Looked After 2013
Overall
All
pupils
CLA or
FSM
Not CLA
or FSM
Mathematics
Cohort for
VA
VA School
score
95%
Confidence
Interval
VA
National
Score
Cohort for
VA
VA School
score
95%
Confidence
Interval
VA
National
Score
17
99.9
1.0
100
17
99.7
1.3
100
13
100
1.5
99.8
13
100.1
1.9
99.8
4
99.4
2.6
100
4
98.4
3.4
100.1
4
Reading
All
pupils
CLA or
FSM
Not CLA
or FSM
Writing
Cohort for
VA
VA School
score
95%
Confidence
Interval
VA
National
Score
Cohort for
VA
VA School
score
95%
Confidence
Interval
VA
National
Score
17
100.2
1.2
100
17
100
1.2
100
13
100.4
1.8
99.7
13
99.7
1.7
99.8
4
99.8
3.2
100
4
101
3.1
100
This information shows the value added for all of our pupils in the 2013 Year 6 cohort and demonstrates that that the value added for these pupils in our
school was in line with or a little above that for similar pupils nationally. Children eligible for Pupil Premium had a slightly higher VA than other children, except
in Writing.
Phonic Screening Results
School Results – percentage reaching the
required standard
69%
National Results – percentage reaching the
required standard
69%
Pupils known to be eligible for free school
meals (21 pupils )
76%
57%
Non FSM (8 pupils)
50%
73%
Phonics Screening 2013
All pupils (29 pupils)
The table above shows that in this school a greater percentage of pupils known to be eligible for free school meals (who are in receipt of the pupil premium
funding) achieved the required standard than did so nationally.
5
Record of Pupil premium spending 2012/13
Item/Project Cost
Objective
Outcome
Place2Be
£25,000
To provide counselling and emotional support for children
undergoing trauma in their lives e.g. child protection issues,
witnessing domestic violence, bereavement etc.
The service also provides ‘drop in’ support for children on two lunch
times a week.
13 Children received 1 :1 counselling and over 50 children
accessed the drop in service ( Time to Talk) over the year.
The Project Manger also facilitated some Circle times and
group work.
Children clearly value the option of speaking to someone
confidentially.
The benefits of Place2be for children will be more long
term than can be measured at this point. The counselling
they receive now will, hopefully, benefit their mental health
and hence their wellbeing and academic achievement in
the years to come.
50% Inclusion
Assistant
£7,000
To provide support for the Inclusion Manager in monitoring and
following up attendance.
Attendance for 2101/3 is, unofficially. Our best ever.
Attendance is about 95.2% for the year, up from 94.4% in
2011/12.
Monitoring and follow up of attendance has been more
rigorous and more home visits have been undertaken.
Speech and
Language
£5,640

All Nursery and Reception children have been screened
and take part in regular S and L sessions.
82.8% of Reception children were at at least the expected
level for Listening and Attention.
75.9% for Understanding and
58.6% for Speaking.
To provide in school Speech and Language support for 18 days
a year. Many of our children arrive in school well below
expected levels in speech and language. Early identification
and intervention is essential if they are to make progress in
school.
The 18 days are therefore used :
-to screen Nursery children and to put programmes in place
to support their S and L development.
-To provide support for older children referred for SALT
whose parents do not take them to appointments.

To fund participation in the Communication Friendly Schools
Project
Three staff have undertaken training in Communication,
Speech and language which has been disseminated to all
staff.
The school has achieved Communication Friendly
Schools Status.
6
SEN
£6,000
The school has bought in additional Ed. Psych. Services to ensure
that all children requiring Ed. Psych. input are able to receive it.
Resources to enable children to undertake Sound Foundations
interventions ( individual work books) have been purchased.
Beanstalk
Reading
Volunteers
£900
To provide two half hour sessions of 1 : 1 support a week for
children who are behind with reading going into Year 2. Nine
children were supported in 2012/13.
Subsidies for
trips/visits
£11,000
To ensure no child misses out on trips/visits due to their parents
inability/unwillingness to support them.
To ensure that trips/visits which would widen children’s horizon’s
and enrich their learning are not ruled out by cost.
Music lessons
£10,000
Science Club
£2,000
To ensure that all children have the opportunity to learn a musical
instrument. All Year 4 children learn a brass instrument through the
Wider Opportunities scheme. They may continue with brass lessons
in Years 5 and 6 if they wish. Year 5 children may learn the guitar.
One talented child is supported through the Pupil Premium to
continue with individual violin lessons.
Year 4 children had the opportunity to perform on stage at The
Lowry in June. All musicians performed for the whole school and
parents in July .
To give children additional experience of science in a fun way to
provoke their interest and give them new experiences. All children
benefit from a Mad science assembly. Mad Science Club is offered
initially to Year 4/5 children.
The SENCO has developed a good relationship with the
Ed. Psych . who is extremely helpful in supporting children
who are struggling in school.
Two applications for Statements were submitted in
2012/13.One child has since moved to a Specialist
Speech and Language unit at another school. The other
child has now moved to high school.
All children in Year 2 using Sound Foundations, except a
Statemented child, all achieved at least a 2C in Reading
in July 2013.
All children receiving support made outstanding progress
in Reading ( average 6.6.points) . All but one child
diagnosed during the year as dyslexic , achieved at least
2C in Reading in July 2103.3 achieved 2A.
All children in Years 4, 5 and 6 were given the opportunity
to go on an outdoor adventurous residential visit. All visits
were subsidized, some parents paid only the deposit, for a
few children the school paid in full.
All year groups have enjoyed trips and visits which have
enhanced their learning and given children a real context
in which to write. The impact of this is hard to measure but
our writing results suggest that a variety of first hand
experiences do improve children’s writing.
Learning a musical instrument teaches children
perseverance and the opportunity to perform in public
gives them self esteem. Benefits from this are long term
but are something that many children from more affluent
homes would benefit from.
Mad Science Club is very popular and encourages
children to take an interest in science.
7
Cultural
education
projects
£2,000
In 2012/13 the school participated in three major cultural projects.:
 The Children’s Shakespeare Festival involved Year 5 children
in work on the Tempest culminating in a performance at The
Lowry involving ten North West schools.
 A poetry project with The Royal Exchange in Manchester
involved Year 5/6 children working with poets to write and
perform their own poetry on stage.
 An arts project with the Chinese Arts Centre in Manchester
involved Year 3 /4 children working with an artist to create an
exhibition at the centre.

Children became familiar with The Tempest and the
language of Shakespeare in a very non threatening
way. The performance at The Lowry enhanced their
self esteem and gave them an interest in drama.
Children wrote and performed poetry in public, raising
their self esteem and giving them a positive view of
poetry as an art form.
Children saw and tool part in the artistic process at
first hand. Seeing their own work in a public gallery
enhance their self esteem.


Whole School progress by cohort for the academic year 2012/13
Key Stage 1 Progress in APS in Reading
Number of pupils
Year 1
% of pupils
Number of pupils
Year 2
% of pupils
69%
Average points
progress
4.2
17
61%
Average points
progress
6.2
Pupil premium
20
Not eligible for
pupil premium
Whole cohort
9
31%
3.9
11
39%
4.8
29
100%
4.1
28
100%
5.1
Number of pupils
Year 2
% of pupils
17
61%
Average points
progress
3.4
Key Stage 1 Progress in APS in Writing
Number of pupils
Year 1
% of pupils
Pupil premium
20
69%
Average points
progress
5.3
Not eligible for
pupil premium
Whole cohort
9
31%
5.0
11
39%
2.9
29
100%
5.2
28
100%
3.1
8
Key Stage 1 Progress in APS in Mathematics
Number of pupils
Year 1
% of pupils
Number of pupils
Year 2
% of pupils
69%
Average points
progress
3.5
17
61%
Average points
progress
4.0
Pupil premium
20
Not eligible for
pupil premium
Whole cohort
9
31%
2.6
11
39%
3.8
29
100%
3.1
28
100%
3.9
Key Stage 2 Progress in APS in Reading
Year 3
Number
% of
of pupils
pupils
Number
of pupils
Year 4
% of
pupils
Number
of pupils
Year 5
% of
pupils
62%
Average
points
progress
2.9
18
Number
of pupils
Year 6
% of
pupils
53%
Average
points
progress
2.6
13
76%
Average
points
progress
3.9
16
Pupil
premium
16
57%
Average
points
progress
4.5
Not
eligible
for pupil
premium
Whole
cohort
12
43%
4.0
11
38%
2.9
14
47%
3.1
4
24%
1.8
28
100%
4.2
29
100%
2.9
30
100%
2.8
17
100%
3.0
9
Key Stage 2 Progress in APS in Writing
Year 3
Number
% of
of pupils
pupils
Number
of pupils
Year 4
% of
pupils
Number
of pupils
Year 5
% of
pupils
62%
Average
points
progress
2.6
18
Number
of pupils
Year 6
% of
pupils
53%
Average
points
progress
2.6
13
76%
Average
points
progress
3.5
16
Pupil
premium
16
57%
Average
points
progress
3.3
Not
eligible
for pupil
premium
Whole
cohort
12
43%
3.1
11
38%
2.6
14
47%
2.3
4
24%
4.4
28
100%
3.2
29
100%
2.6
30
100%
2.4
17
100%
3.9
Number
of pupils
Year 5
% of
pupils
Number
of pupils
Year 6
% of
pupils
16
53%
Average
points
progress
4.1
13
76%
Average
points
progress
3.4
Key Stage 2 Progress in APS in Mathematics
Year 3
Number
% of
of pupils
pupils
Number
of pupils
Year 4
% of
pupils
18
62%
Average
points
progress
2.0
Pupil
premium
16
57%
Average
points
progress
3.3
Not
eligible
for pupil
premium
Whole
cohort
12
43%
2.7
11
38%
1.9
14
47%
6.2
4
24%
1.2
28
100%
3.0
29
100%
1.9
30
100%
5.0
17
100%
2.7
The data shows that in the overwhelming majority of cases children eligible for Pupil Premium made faster progress than other children indicating that the
measures we have taken are benefiting those children and enabling them to close the gap with their more affluent peers.
CMW/October 2013
10