Pupil Premium

Pupil premium funding  is in additional to the main school budget. The funding is used for two purposes:

• Raising the attainment of disadvantaged pupils and closing the gap in attainment with their peers
• Supporting children and young people with parents in the regular armed forces.

There are different amounts allocated for pupils who are deemed disadvantaged by the national government.

Schools have freedom to spend this additional funding in the way that they think best in support of the increased attainment of these pupils. 

We are obliged to publish and review our Pupil Premium Strategy and this can be found below.

 

Pupil premium strategy statement

St. Augustine’s CEP School

This statement details our school’s use of pupil premium (and recovery premium) 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 outcomes for disadvantaged pupils last academic year.

School overview

Detail	Data
Number of pupils in school	100
Proportion (%) of pupil premium eligible pupils	13%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year)	2024/25 - 2027/28
Date this statement was published	November 2025
Date on which it will be reviewed	November 2026
Statement authorised by	Ben Cornford
Pupil premium lead	Ben Cornford
Governor / Trustee lead	Lynn Hainge

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£22725
Recovery premium funding allocation this academic year Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024.	£0
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£0
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	£22725

Part A: Pupil premium strategy plan

Statement of intent

At St Augustine’s CE Primary School we want every child to flourish academically, socially and emotionally. Our Christian vision calls us to ensure that all pupils are able to believe in themselves, live well together and experience life in all its fullness.

Our pupil premium strategy is rooted in the belief that background should never limit opportunity. While the funding is allocated for pupils who are formally eligible for pupil premium, our approach also recognises that disadvantage can take many forms. We therefore adopt a wider understanding of disadvantage, enabling us to respond flexibly to pupils whose learning may be affected by social, emotional or family circumstances.

Our strategy is guided by the Education Endowment Foundation’s evidence-informed tiered model, recognising that the most effective support for disadvantaged pupils combines:

High quality teaching

Targeted academic support

Wider strategies that remove barriers to learning

At St Augustine’s, high quality teaching sits at the centre of our work. Alongside this, targeted interventions and strong pastoral support ensure pupils receive the help they need to succeed.

A significant proportion of our pupil premium funding supports the role of our Inclusion Assistant, Mrs Mee, who works closely with families to improve attendance, strengthen relationships with school and provide pastoral support for pupils. Miss Falzon leads a number of targeted interventions and outreach support for families both in school and beyond the school day.

Through this approach we aim to ensure that disadvantaged pupils:

achieve well academically

attend school regularly

feel confident and valued members of our community

participate fully in the wider life of the school.

Challenges

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

Challenge number	Detail of challenge
1	Some disadvantaged pupils historically have lower attendance rates, which can affect progress and engagement.
2	Some pupils require additional support to close gaps in literacy and mathematics.
3	A number of pupils require additional pastoral support to build resilience and confidence as learners.
4	Some disadvantaged pupils also have SEND, requiring carefully tailored interventions and support.
5	Some pupils benefit from additional support to access extracurricular activities, clubs and wider enrichment opportunities.

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 attendance for disadvantaged pupils	Attendance for disadvantaged pupils improves and the gap between disadvantaged pupils and others reduces. Persistent absence decreases.
Strong academic progress	Disadvantaged pupils make good progress from their starting points in reading, writing and mathematics.
Narrowing attainment gap	The attainment gap between disadvantaged pupils and their peers continues to reduce.
Improved wellbeing and engagement	Pupils demonstrate increased confidence, resilience and engagement with learning.
Full participation in school life	Disadvantaged pupils access extracurricular activities, trips and wider opportunities.

 

 

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: £ 5640

High quality teaching is the most important factor in improving outcomes for disadvantaged pupils.

Our approach includes:

Developing strong teaching and assessment practices across the school.

Delivering a broad, balanced and knowledge-rich curriculum that meets the needs of all learners.

Providing professional development for teachers and teaching assistants.

Using mentoring and coaching to support high quality classroom practice.

Supporting the recruitment and retention of strong teaching staff.

Using technology and high-quality resources to support teaching and learning.

Using high quality diagnostic assessment tools to identify gaps in learning.

Activity	Evidence that supports this approach	Challenge number(s) addressed
Purchase NFER assessment materials	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:	1,2,3,4
Professional development and coaching for teachers	EEF: High quality teaching has the greatest impact on pupil outcomes	1,2,3,4
Curriculum development	Knowledge-rich curriculum supports strong outcomes	1,2,3,4

 

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

Budgeted cost: £ 3510

Some pupils require additional support alongside classroom teaching.

Our targeted support includes:

One-to-one and small group tuition

Peer tutoring opportunities

Interventions to support literacy and numeracy

Targeted support for disadvantaged pupils with SEND

Effective deployment of teaching assistants

Opportunities for extended learning time

Teaching assistants lead a number of these targeted interventions, ensuring that support is responsive to individual needs.

Activity	Evidence that supports this approach	Challenge number(s) addressed
Small group tuition	EEF: Small group tuition has a moderate impact on attainment	1,2,3,4
Targeted literacy and numeracy support	EEF: Targeted interventions can accelerate progress	1,2,3,4
Teaching assistant deployment	Effective TA use can support pupil progress	1,2,3,4

 

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

Budgeted cost: £ 13575

Wider strategies help remove barriers to learning and support pupils’ wellbeing.

Our wider strategies include:

Supporting pupils’ social, emotional and behavioural needs

Targeted work to improve attendance

Providing access to extracurricular activities

Supporting breakfast club and meal provision

Strengthening communication and partnership with parents

Much of this work is coordinated by our Inclusion Assistant, Mrs Mee, who works closely with pupils and families.

Activity	Evidence that supports this approach	Challenge number(s) addressed
Fund for a member of staff to lead Forest School	Forest Schools offer a unique educational experience using the outdoor environment as a classroom. It supports confidence, social skills, communication, motivation and physical skills.   https://www.forestresearch.gov.uk/research/forest-schools-impact-on-young-children-in-england-and-wales/	1,2,3,4,5
Attendance support and family engagement	EEF: Attendance is strongly linked to attainment	1,2,3,4,5
Pastoral and wellbeing support	Social and emotional support improves engagement	1,2,3,4,5
Extracurricular access	Participation builds confidence and belonging	1,2,3,4,5

 

Total budgeted cost: £ 22725

 

 

 

 

Part B: Review of the previous academic year

Outcomes for disadvantaged pupils

We have analysed the performance of our school’s disadvantaged pupils during the 2024/25 academic year using key stage 1 and 2 performance data, phonics check results and our own internal assessments. Data from tests and assessments demonstrate that disadvantaged children are making accelerated progress in their spelling and are achieving equivalent outcomes to their peers in maths and reading The attainment gap between our disadvantaged pupils and non-disadvantaged pupils has continued to narrow and this is reflective of the impact that we have made based on our plan. Support from our specialist Inclusion Assistant to support disadvantaged children has been exemplary and we will continue to develop this role in the coming year. Absence among disadvantaged pupils has reduced considerably over the past year and we are working hard to continue that data trend. Data with such small cohorts can be affected severely and it should be remembered that all children are individual and that they should be treated as such. These results have meant that we achieved the outcomes that we set out to achieve by 2024/25.  We have reviewed our strategy plan and made changes to how we intend to use some of our budget this academic year, as set out in the Activity in This Academic Year section above as part of our new three year cycle.