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Pupil Premium Strategy

The Pupil Premium was first introduced in April 2011. It is funding allocated to schools for children from low-income families who are known to be eligible for free school meals in both mainstream and non-mainstream settings, and children who had been looked after continuously for more than six months. This has now been extended to all children who have been eligible for free school meals at any point in the last six years.

Schools are free to spend the Pupil Premium as they feel is appropriate. However they are responsible for how they use the additional funding to support pupils from low-income families and the other target groups. Those from disadvantaged backgrounds often do not do as well as their more advantaged peers and the funds are aimed at helping to bridge the gap. This money is allocated to initiatives to ensure pupils reach their full potential, both academically and socially.

Key Principles For The Use Of Pupil Premium at St.John's Middle School

  • We recognise that Pupil Premium pupils are not necessarily low ability and focus on supporting all disadvantaged pupils to achieve the highest levels
  • We recognise that not all pupils are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil who we have legitimately identified as being socially didsdvsntaged.
  • The school thoroughly analyses which pupils are underachieving and why, particularly in English and Maths
  • The school makes use of available evidence from both it's own experience and that of others, including research based evidence from the EEF, when allocating funding that is most likely to have an impact on improving pupils' achievement
  • Achievement data is reviewed regularly and robustly to monitor whether interventions or programmes are working effectively.  The school does not simply use data retrosectively to see if something has been successful
  • The school ensures that a designated senior leader, an Assistant Headteacher, plus the Headteacher and governors, have a clear overview of how funding is allocated.  They review the difference it is making to the outcomes of pupils on a half-termly basis
  • Class and subject teachers know which pupils are eligible for the pupil premium to enable them to assume responsibility for accelerating progress of those individuals
  • Pupil premium funding is used successfully to deal with a range of issues, for example: attendance, behaviour, confidence, reading, factors outside of school, professional training for staff on elping disadvantages pupils, effective teaching and learning, targeted support, further enrichment etc.
Funding Received  
2013 - 2014 £89,117
2014 - 2015 £124,385
2015 - 2016 £135,190
2016 - 2017 £142,285
2017 - 2018 £143,220
2018 - 2019 £134,970
2019 - 2020 £119,515

How the Pupil Premium has been spent

The Pupil Premium has been spent, during previous academic years and during this academic year in the following ways:

  • Providing 1:1 tuition and support for small groups
  • Funding a full time member of teaching staff to enable smaller teaching groups
  • Funding additional Teaching Assistant support in English and Maths set across the school
  • Funding staff training
  • Appointment of Social Inclusion and Family Support Manager
  • Providing additional behaviour and mentoring support to pupils
  • Purchasing additional resources to support English and Maths for Pupil Premium pupils
  • Supporting the purchase of P.E. kit and other school equipment
  • Supporting the funding of school trips, visits, music lessons and after school activities for Pupil Premium pupils
  • Paying for Transition Projects for Pupil Premium pupils
  • Taking part in University research into effective interventions with Pupil premium pupils (Growth Mindset interventions) with other Pyramid schools
  • Creating a Pupil Premium Mentor role
  • Projects to support Yr4/5 pupils whose circumstances make them vulnerable, including an invitation to St John's summer school, ensuring a smooth transition to Middle school.  Working with High school staff through meetings/projects and transference of information to support Yr8 through their final year and onto High school.

Progress for Disadvantaged Pupils over time at SJMS (2019 exit data) 

  Mathematics English
  Whole cohort Disadvantaged learners Whole cohort Disadvantaged learners
%  at National expectations on Entry 49% 13% 67% 40%
% at National expectations on Exit 89% 74% 86% 67%
% making expected progress over 4 years 99% 100% 85% 83%
% making accelerated progress over 4 years 89% 92% 68% 67%



The Schools Data shows that the gap between Pupil Premium pupils and their peers is diminishing within the school. There has been a significant improvement in attendance, attitude and behaviour of pupils who have received support from the Social Inclusion Support Manager. Pupils who have received financial assistance with residential visits and trips have been able to access a more enriched curriculum, resulting in improved attitude and performance. Furthermore, from monitoring effectiveness of interventions, it is evident that there has been a positive impact on not only pupil's achievements, but also their confidence and self-esteem.

The Governing Body continues to monitor the funding and its impact on the progress of Pupil Premium pupils. Mrs S. Keepax is the governor for Pupil Premium and Mrs A. Elwell, Head of School and Mr. Geraint Roberts, Head Teacher are the people in school responsible for Pupil Premium. 

St. John’s Middle School Pupil Premium Strategy Statement PDF attached below.