Pupil Premium

The Government introduced Pupil Premium in 2011.  It is additional to main school funding and is intended to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The Pupil Premium is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years.

Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

At Bevington Primary School, we believe that education is the gateway to a better life. Our school intends for all pupils to reach their potential through ensuring that we overcome any barriers to learning that they may have. We strive to ensure that our pupils from disadvantaged backgrounds are given the opportunity to learn how to read fluently and widely, expressing their views of different authors and poets. They will be able to express themselves confidently and be resilient problem-solvers. Through our curriculum, we ensure that they leave us at the end of KS2 with a wealth of real-life experiences, ranging from playing musical instruments, participating in sporting activities and creating pieces of art using a range of media.

Our current pupil premium strategy plan helps us achieve this by allowing us opportunity to remove some of the barriers to learning and to provide opportunity for smaller group support which is focussed to target specific areas of need.

The key principles behind our support strategy are as follows:

1. An ethos of high achievement for all pupils. We expect all pupils to reach their potential; we do not stereotype disadvantaged pupils as having less potential or facing similar barriers.
2. Early and targeted support for behaviour and attendance. We recognise that good attendance and positive behaviour for learning form the foundation of a successful school experience.
3. High quality teaching for all pupils. We believe that quality teaching in the classroom is the most effective way to raise standards.
4. Tailored support for individual learning needs. We identify pupils’ needs and provide individualised support if required.
5. Effective staff deployment We use the most skilled staff to work with the pupils who need most support
6. Use of data to monitor impact We are constantly using assessment data to monitor impact of our work and make adjustments as necessary.
7. Clear leadership and recruitment incentives. We aim to recruit and retain the best staff, set extremely high aspirations and hold everyone accountable for raising attainment.

At Bevington we have identified a number of barriers which disadvantaged pupils (those entitled to Pupil Premium) face through their time at Bevington Primary School.  These are barriers which can impact on pupils’ attainment, progress and wellbeing, particularly in comparison to their peers.

The main barriers we have identified are:

• Decreased likelihood of fulfilling complete academic potential – especially higher ability learners.
• Catch-up, Levels of engagement in remote/on school education varied during the pandemic. As a result, there are some pupils who need to catch-up in order to ensure that they are working at age-related expectations.
• Attendance and punctuality: Regular punctual attendance is a challenge for a some of our disadvantaged pupils and we aim for attendance of disadvantaged pupils to be in line with non-disadvantaged pupils.
• Speech, language and communication as well as the Prime Areas of learning in EYFs. Disadvantaged pupils have lower than typical starting points when entering reception.
• Increased risk of social and emotional difficulty
• Fewer opportunities outside of school for enrichment and wider personal development

At Bevington, we target our use of Pupil Premium funding to remove the barriers we have identified and improve standards for eligible pupils.  In 2021-22, Pupil Premium eligible pupils form 37% of the school population.

We do this through three main funding categories:

• Teaching and Learning
• Targeted Academic Support
• Wider Strategies

We track our expenditure carefully through the year, and we are continuously assessing the impact of this funding.

In 2021-22, we received £161,365 of Pupil Premium funding.  We also received £17,255 of Recovery Premium.

In total, we received £178,620.

For a detailed analysis of:

• Challenges
• Intended outcomes
• Our plans for our Pupil Premium funding this year
• The evidence to support our Pupil Premium funding for this year

Please click below:

Pupil Premium Report 21-22

At Bevington, we expect all pupils to achieve their potential, regardless of background or starting point.

As a result, disadvantaged pupils consistently perform equal to, if not above, the standard of their peers by the end of their time in Bevington.

In 2019, 71% of the disadvantaged pupils in our Reception cohort achieved the Good Level of Development.

However, in 2019, 92% of disadvantaged pupils achieved the combined expected standard by the end of KS2.  Nationally, this compares to 71% of non disadvantaged pupils achieving the combined expected standard.

This shows that disadvantaged pupils at Bevington make exceptional progress, and that by the end of their time at our school, any differences between them and their peers are negligible.  It also shows that they out-perform non-disadvantaged pupils nationally by the end of their time at Bevington.

Children achieving the Combined Standard at the end of KS2 2019

For more information on the performance of our disadvantaged pupils, and the impact of our funding, please see our Pupil Premium Report document (above)

We review our Pupil Premium funding in line with the financial year (April-April), however we measure its impact in line with the academic year (September-September).

We are constantly measuring the daily impact of our Pupil Premium expenditure, however this will next be reviewed formally in September 2022.