St Brigid's RC Primary School

Pupil Premium

Pupil Premium


What is it?

The pupil premium is a grant given to schools for each child who currently claims free school meals or has done so in the past. 

How do we spend this money?

We use this money to support individual children and groups to make progress.  We make sure that it impacts on the children positively by improving their literacy and mathematical skills, as well as their social and emotional well-being.

At St Brigid's we use a range of strategies to support children's progress; some of these include

  • Teaching assistants 
  • Interventions
  • Pre and post teaching of skills 
  • Extra-curricular clubs 
  • Speech and Language Therapy 
  • Play Therapy
  • Counselling services 
  • Optiminds brain training 



St Brigid’s Pupil premium strategy statement 2021


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 effect that last year’s spending of pupil premium had within our school.

School overview



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)

3 years

Date this statement was published


Date on which it will be reviewed


Statement authorised by


Pupil premium lead


Governor / Trustee lead

B. Hennessy

Funding overview



Pupil premium funding allocation this academic year

£ 145,318.00

Recovery premium funding allocation this academic year

£ 7540.00

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


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

At St Brigid’s RC Primary School we have high aspirations and want every child to reach their full potential.  We consider reading to be at the heart of this; we want all children to leave primary school as an engaged and confident reader and we prioritise reading to allow pupils to access the full curriculum.  We want children to enjoy their learning and to engage in an exciting and fun curriculum that develops their knowledge and skills and provides them with new opportunities.

We also believe that with the right teaching and learning all children can meet their potential regardless of their background.


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

Challenge number

Detail of challenge


A large number of children enter Nursery well below the expected standard particularly in Communication and Literacy and Personal, Social and Emotional skills.


Weaker phonics and reading attainment in EYFS and KS1 due to direct impact of the pandemic and school closure


Impact of lockdown on widening the gap between PP and non-pupil premium in English and Maths; engagement with remote learning


Limited experiences beyond that of home life or the local community  


Emotional well-being concerns

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

Accelerated progress form entry to the EYFS to the end of KS1

KS1 aspirational targets are achieved

In KS1, Children who have fallen behind receive high quality teaching and learning.  Disadvantaged pupils who have fallen behind make accelerated progress and the gap between them and their peers narrow in reading, wring and maths.   

Narrow the attainment gap in KS1

Progress data

Additional staffing allocated to reading in KS2 ensures that disadvantaged pupils make progress in line with their last statutory data set.

The majority of children are on track in all year groups and have made expected progress when comparing with historic data.

Improved mental calculation and ability to apply mathematical thinking improves progress and attainment in maths across the school.

Maths progress and attainment data

Gap between disadvantaged children and non narrows.

Pupils identified with social and emotional needs are identified and provided with the support that they need.

Interventions impact on engagement with learning

Enhance the curriculum through Arts, visits and trips

Improve engagement and dispositions and attitudes with learning

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: £86,689


Evidence that supports this approach

Challenge number(s) addressed

Teaching assistants in EYFS and KS1 to support the teaching of language, phonics, guided reading and maths

Impact of this approach in the past

EEF – Impact of a systematic phonics programme on learning



Teaching assistant in lower key stage 2 to support english and maths learning so that the teacher focuses upon guided/focused writing and maths

Additional support for Maths UKS2  

Impact of teacher guided instruction

EEF – Feedback 


Deputy Head teacher to support phonics and guided reading through training, ongoing CPD and daily implementation in EYFS, KS1 and Early readers in KS2

Impact of this approach in the past

EEF – Impact of a systematic phonics programme on learning


Headteacher and Deputy Headteacher to support the teaching of reciprocal reading through training and daily implementation in KS2

Impact of reciprocal reading on progress and standards prior to the pandemic

EEF – Oral language interventions




Allocation of funding to support a programme of CPD to develop high quality teaching and learning in English and Maths

Allocation of funding for reading, writing and maths resourcing including website subscriptions and high quality texts for EYFS, KS1 and KS2.

EEF – Reading comprehension strategies 

EEF – Feedback

Mastery maths





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

Budgeted cost: £41,975


Evidence that supports this approach

Challenge number(s) addressed

Deployment of staff to deliver speech and language programme (Welcomm)

EEF – Oral language Interventions


Speech and language therapist service level agreement .5 days a week

Difficulty in referrals to the NHS – early identification of issues and support required.


Service level agreement with Brain training, CBT and Play therapy to support the emotional well-being and mental health of identified children


Funding allocated for staff training on mental health and well-being

See above



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

Budgeted cost: £26,522


Evidence that supports this approach

Challenge number(s) addressed

Funding allocation to purchase external providers to support the delivery of a rich, broad and exciting curriculum

EEF – Arts participation; develops engagement and oral language before written tasks. 


Anecdotal evidence – behaviour, engagement and pupil voice


Subsidised trips and a Y6 residential trip  

Anecdotal evidence – behaviour, engagement and pupil voice


EEF – Arts participation


Funding allocation to attendance – Breakfast club and after school club

Attendance data and engagement




Total budgeted cost: £155,186

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.

Attainment data

EYFS Teacher Assessment (Summer 2021) 56% of pupil achieved GLD 53% PP/ 57% Non PP

Year 2 Phonics 80% achieved pass rate (Autumn 2020) 75% PP/ 83% non PP

KS1 Summer 2021 TA Reading PP 68%/ Non PP 86%

KS1 Summer 2021 TA Writing PP 54%/ Non PP 56%

KS1 Summer 2021 TA Maths PP 46%/ Non PP 44%

KS2 Summer 2021 TA Reading PP 64%/Non PP 86%

KS2 Summer 2021 TA Writing PP 54%/Non PP 78%

KS2 Summer 2021 TA Maths PP 36%/Non PP 78%



Progress data – impact of targeted support with Reading and phonics across the school


EYFS Reading 53% PP on track at beginning of 2nd lockdown – 71% Summer 2021

Year 1 Reading 20% PP on track at beginning of 2nd lockdown – 60% Summer 2021

Year 1 Phonics on track 11% at beginning of 2nd lockdown – 73% Summer 2021

Year 2 Reading 64% PP on track at beginning of 2nd lockdown – 69% Summer 2021

Year 3 Reading 63% PP return from lockdown – 75% Summer 2021

Year 4 Reading 55% PP return from lockdown – 73% Summer 2021

Year 5 Reading 45% PP return from lockdown – 63% Summer 2021

Year 6 Reading 64% PP return from lockdown – 64% Summer 2021




 Please click below to download the full Pupil Premium Strategy