Pupil Premium

The Government Pupil Premium funding  initiative has been running since 2012. This money is sent to schools based on the numbers of pupils in the school who are eligible for Free School Meals (FSM) and has been expanded to include all children who have been eligible  for FSM within the last 6 years. There is also a grant made for children who have been in Local Authority Care or adopted, within the last 3 years and for children from Service families as these children face unique challenges because of their mobility.

If your child does not have Free School Meals, but may be eligible because of your family's income level, please contact the office (in confidence) to register them. Even if you do not wish them to have the meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child.

Pupil Premium Strategy Statement

Summary Information - Academic Year 2017-18  

Total number of pupils in school

364 

 

 

Number of pupils eligible for PP

34 

Date of most recent PP review

N/A

Total Pupil Premium Budget

£69,200

Date for next internal review of this strategy

 

 

Jan 18

 

 Current attainment:-

 

Disadvantaged progress

National other 

Average scaled score 

National other ASS 

Disadvantaged expected

National other

 

Disadvantaged higher 

National other higher 

Reading 

-0.32

0.33

 105.4 

89%

 71% 

 22% 

 23% 

Writing

 -1.43

0.12

 

 

89%

79%

 11%

18%

Maths

 0.64

0.024

 107.2

 104.1

78%

75%

 56%

 20%

Reading, Writing and Maths

 

 

 

 

78%

60%

 0%

 7%

       

Barriers to future attainment (for pupils eligible for PP, including higher ability)

In-school barriers (issues to be addressed in school, such as poor language skills)  

A.

Some middle ability Pupil Premium pupils are not performing in line with peers in reading, writing and maths 

B.

A significant proportion of our Pupil Premium children are emotional and vulnerable. This has a detrimental effect on their academic progress

C.

Individuals have a variety of gaps in their learning

External Barriers (issues which also require attention outside school, such as low attendance rates)

D.

 

Desired Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.

Improve the reading, writing and maths skills for middle ability PP

Pupils eligible for PP make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations 

B.

  Children with emotional vulnerabilities are supported and feel secure and ready to learn

Pupils eligible for PP have access to the Learning Mentor and ELSA and their learning behaviours and application improve

 

 Planned expenditure 

Academic year

2017-18 

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality teaching for all 

Desired outcome

Chosen action/ approach

What is the evidence and rationale for this choice? 

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A. Pupils eligible for PP make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations. 

To maintain and expand 'Quality first teaching' strategies in all classrooms and explore continuous provision through daily routines as a way of enhancing outcomes for pupils.

Staff training in the use of continuous provision as a way of enhancing outcomes for pupils.

Our regular Pupil Progress meetings will continue highlight those eligible for PP who are underachieving and actions will be discussed and implemented to help secure better progress. 

Quality First teaching remains the most effective and cost effective way of securing good progress for all pupils. 'Continuous Provision' is a teaching strategy which can be used in conjunction with this. Educators such as Chris Quigley have found it to be an effective tool in improving attainment. As a school we would like to invest in training to develop this across the curriculum.

Pupil Progress meetings are held regularly and data is analysed and discussed for each class and across each year group, looking at different groups of pupils. Pupils' KS1 data is used to project the minimum expectations for each child by the end of KS2 and end of year targets are also set within each year group. These high quality professional discussions have a positive outcome on pupils' progress.

 

Discuss training already received by SLT with English lead.

Use Twilight sessions to explore the use of 'Continuous Provision' with staff. Monitor its implementation through lesson observations.

Pupil Progress meetings will continue to be scheduled into the School calendar. These are held with the Head. 

All staff supported by Head, Deputy Head & English lead

Jan 18

A. Pupils eligible for PP make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations.

To introduce the MindUP programme across the school.

MindUp is a comprehensive, classroom tested, evidence based curriculum framed around lessons that foster social and emotional awareness, enhance psychological well-being and promote academic success. 

INSET training received from the MindUP for all staff.

The lessons will be monitored as part of the usual evaluation and monitoring schedule. This includes lesson observations, pupil and staff questionnaires etc.

All staff, Head and Deputy Head

July 18

Total budgeted cost

N/A

ii. Targeted support

Desired outcome

chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation? 

A. Pupils eligible for PP make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations.

Expand the use of 'Precision teaching' for pupils eligible for PP especially with pupils identified as SEN.

Intervention groups set up based on SMART targets.

1:1 tuition made available to middle ability pupils eligible for PP. 

Some of the students need targeted support to catch up. This is a programme which has been evaluated and shown to be effective in schools.

Interventions over a 6-8 week time scale have been found to be effective when based on SMART targets. 

Some of the students need targeted support to catch up. This approach has been found to be effective when pupils are carefully matched with tutors and a gap analysis is carried out. 

Organise the timetable to ensure that staff delivering the provision have sufficient preparation and delivery time.

Liaison with tutors by class teachers and deputy, including providing the gap analysis for the area to be worked on and potential barriers to progress.   

Deputy Head and SENCo

Jan 18

 Total budgeted cost

£51,500

 iii. Other approaches

Desired outcome

chosen action/ approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

 B. Pupils eligible for PP have access to the Learning Mentor and ELSA and their learning behaviours and application improve.

ELSA to work with small groups.

Learning Mentor to work with individuals. 

Children who have concerns or worries do not learn effectively. we have found when children have an outlet for their worries and are able to talk about coping strategies they are better able to learn.

pupils involved will be agreed between the SENCo and Deputy. The timetable will be organised to ensure that staff delivering this provision have sufficient preparation and delivery time. Individual children will be discussed and a programme put together that is tailored to their specific needs. 

SENCo

June 18

 Pupils eligible for PP have equal access to curriculum enrichment opportunities.

Deputy Head to work alongside parents/carers so pupils eligible for PP have access to the same opportunities as their peers.

The School believe that all pupils should have the opportunity to experience residential trips and other curriculum enrichment opportunities which enable them to develop their interpersonal skills and citizenship. 

The Deputy Head will work alongside parents/carers.

Deputy Head

June 18

Total budgeted cost

£17,700

 

Review of expenditure

Previous Academic Year

 

Pupil Premium interventions total year to date(Academic Year) 

£41,690

Learning Mentor and ELSA

£11,303

1:1 tuition 

  £3,353

Learning Mentor/ ELSA resources (April to March)

    £402

Pupil Premium resources/ uniform/ clubs subsidies (April to March) 

    £312

Trip subsidies

  £4,013

i. Quality of teaching for all

Desired outcome

Chosen approach/ action 

Estimated impact: did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned (and whether you will continue with this approach)

Cost

A. Pupils eligible for PP make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations.

To maintain and expand 'Quality first teaching' strategies in all classrooms.

Our regular Pupil Progress meetings will continue. 

Year 3 - children eligible for PP broadly speaking perform at a similar level to those of comparative ability.

Year 4 - the children eligible for PP who are middle ability based on their KS1 scores are underperforming the other ability groups perform at expected levels.

Year 5 - some middle ability pupils did not reach year on year expectations.

Year 6 - some middle ability pupils did not reach year on year expectations. 

 

Quality first teaching is strong in the school. Pupil Progress meetings are rigorous and teachers held to account. Every child is treated as an individual and given many opportunities to make good progress. However, for some their emotional needs remain a barrier or the gaps they are working on are significant so they will need a greater period of time to be closed.

Continuous provision as a teaching strategy will be invested and implemented as a tool to support all pupils but especially those who are middle ability next year. 

 £41,690

ii Targeted support

Desired outcome

 Chosen approach/ action

 Estimated impact: did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

 Lessons learned (and whether you will continue with this approach)

Cost

A. Pupils eligible for PP make rapid progress by the end of the year so that all pupils eligible for PP meet age related expectations.

Intervention groups set up based on SMART targets.

1:1 tuition made available to middle ability pupils eligible for PP. 

As above

1:1 tuition has appositive impact on pupils' confidence but in some cases the gap was too wide. Next year we will target middle ability pupils eligible for PP for 1:1 tuition and expand the use of 'Precision' teaching for pupils identified as lower attainders. 

£3,353

iii. Other approaches

 Desired outcome

 Chosen approach/ action

 Estimated impact: did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate

 Lessons learned (and whether you will continue with this approach)

 Cost

B. Pupils eligible for PP have access to the Learning Mentor and ELSA and their learning behaviours improve.

 Sessions with the Learning Mentor and ELSA

In many cases access to this provision had a significant impact on the pupils' well-being and they achieved their end of year expectations in line with their peers. In some cases their emotional needs are ongoing. However, they all benefitted from this provision.

Transition with the infant schools continues to be an important way of identifying pupils with emotional needs as early as possible. There seems to be a greater need for Learning Mentors and ELSAs as society evolves. We would like to expand this provision so that we can offer it to even more vulnerable pupils earlier.

£11,303

 Additional detail

We continue to treat all our pupils as individuals and look at the 'whole' child. With this in mind we tailor an approach to their academic and social needs which is personal to them.

Our pupils leave St Mary's as well-rounded, independent individuals with a strong sense of community.