St Mary's C of E

Primary School

Pupil Premium

How St Mary’s allocates and measures the impact of Pupil Premium spending

Pupil Premium was introduced by the government in April 2011 as a scheme for providing schools with additional funding to support disadvantaged students. This is in the form of an additional amount of money given to schools in order to help close the achievement gap between those children from disadvantaged families and their peers. Each pupil who is eligible for Free School Meals automatically qualifies for Pupil Premium funding.

St Mary’s CE Primary School is committed to ensuring that those pupils who receive Pupil Premium funding are supported throughout their educational career. We have very high aspirations for all of our pupils regardless of their starting place and closing the gap for those who need extra support is one of key objectives as a school.

If you would like to request any type of support for your child, whether it be to directly support their progress or to help with learning, funding for specific extra curricular activities or help with the curriculum, then please contact us.

The extra funding is allocated directly to schools who may spend the money as they see fit in order to benefit those who qualify. There is a requirement for schools to publish summary reports outlining how the Pupil Premium funding has been spent and the impact this has had on student attainment.

 

St Mary’s CE Primary School

Pupil premium strategy statement   2020-2021   

School overview

Metric

Data

 School name

St Mary’s CE Primary School and Nursery

Pupils in school

198

Proportion of disadvantaged pupils

3%

Pupil premium allocation this academic year

8,070.00

Academic year or years covered by statement

2020/21

Publish date

September 2020

Review date

July 2021

Statement authorised by

Lynne Osborne – Head Teacher

Pupil premium lead

Lynne Osborne – Head Teacher

Governor lead

David White

Disadvantaged pupil progress scores for last academic year

Measure

Score

Reading

Due to COVID 19 no standard assessments were undertaken so no progress score available.

Writing

Due to COVID 19 no standard assessments were undertaken so no progress score available.

Maths

Due to COVID 19 no standard assessments were undertaken so no progress score available.

Strategy aims for disadvantaged pupils

Measure

Score

Meeting expected standard at KS2

83%.

Achieving high standard at KS2

50%

 

 

Teaching priorities for current academic year

Aim

Target

Target date

Progress in Reading

Achieve national average progress scores by end of KS1 or KS2.

July 2021

Progress in Writing

Achieve national average progress scores by end of KS1 or KS2.

July 2021

Progress in Mathematics

Achieve national average progress scores by end of KS1 or KS2.

July 2021

Phonics

Exceed national average in Phonics Screening Check

June 2021

Other

Support in place to improve attendance of any disadvantaged whose attendance below 95%

July 2021


Targeted academic support for current academic year

Measure

Activity

Priority 1

  • High expectations for all PPG children supported by Quality First Teaching, targeted HLTA  intervention programmes, pre-teaching, ‘spot’ interventions and SLT support

Priority 2

  • Implementation of whole school approach to maths focusing on Concrete, Pictorial, Abstract, Approach and using HFL Essentials Maths resources

Barriers to learning these priorities address

  • Lack of parental support
  • Limited vocabulary/higher order vocabulary
  • Lack of self-belief and poor Growth Mindset

Projected spending

  • HFL Advisory support to develop consistent approach to maths delivery - £500
  • Additional funding for TAs to provided targeted interventions in maths and reading - £3,000

 

Wider strategies for current academic year

Measure

Activity

Priority 1

  • Support funding ICT devices to support home/school learning especially in light of COVID-19

Priority 2

  • Children with social emotional needs are supported to become more resilient through whole school approach to mental health and wellbeing and through additional personal identified targeted support including but not limited to: Protective behaviour interventions , outside professional agency support , inhouse Learning Mentor

 

  •  Strong partnership working with home/ school including working with outside professionals including Parent support work (DSSN) to support parents with home life pressures ways to support child with home learning emotional wellbeing support

 

Priority 3

  • Improved physical and emotional health in line with the revised D Fe RSE guidance

Priority 4

  • Children experience a range of enrichment activities and cultural capital experiences including attending school trips, residentials, extra-curricular music/clubs

Barriers to learning these priorities address

  • Children not able to recognise and manage their feelings and equipped with self-regulation strategies which affects behaviour for learning
  • Children not equipped with social skills to support them when dealing with conflict / resolution with peers
  • Parents are supported with presenting home life challenges which negatively impact on child’s emotional well-being and focus to learn
  • Parents own understanding / limited skills to support with child’s home learning
  • Parents not being able to financially support their child to take part in enrichment learning experiences – negatively impacts on them not having first hand experiences to draw upon within their learning
  • Children not having equal opportunities as their peers
  • Low self-esteem / self –worth / resilience
  • Poor attendance due to Covid concerns

 

Projected spending

  • Learning Mentor Support £1,500
  • IT Device expenditure £1,000
  • Sports TA to work with identified children on resilience, team sports and self-belief – £1,500
  • Trips and activities that develop ‘cultural capital ‘ £600

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Children struggling to regulate emotions due to personal social and emotional contributing factors impacting on them from events in playground/home life

 

 

 

 

 

 

 

 

 

Children struggling to access learning due to EAL status

Personal meet greet by teaching staff – building trusting relationships , opportunities available for child to talk at start of day if required –setting up to be in a positive place to learn Teaching Assistant support in all year groups in the mornings to support teaching of English and Maths Children accessing of Core subjects in the morning – implement pre-teaching / same day catch up Monitoring impact through Learning walks/ Book scrutiny / Pupil / Parent voice / Half termly Pupil Progress

 

Pre-teaching of core vocabulary and over-learning of concepts

Targeted support

Interventions take place in class or at an appropriate time so that children are not taken out of core class teaching.

Awareness that interventions must not be allowed to impact on children’s self-esteem and cannot obviously ‘target’ particular group

SENDCo and HT prioritise and schedule targeted TA interventions

 

Growth Mindset work within year groups.

Specific and timely intervention programme reviewed half-termly.

JIGSAW PHSE resource bought and implemented

Wider strategies

Build positive relationships with Parents and enable them to access a wider range of support services

Parenting support to develop their capacity to cope with home life challenges

Diverse role models within school to develop these children’s ambitions for the future and enlighten them as to the range of possibilities

Member of SLT always on playground to be accessible to parents

HT Open Door policy

Targeted sharing of DSPL resources

Whole school curriculum review and development to reflect diversity of life within modern Britain

Review: last year’s aims and outcomes

Aim

Outcome

Progress in Reading and Writing

Evidence from a range of in school sources appeared to indicate progress in line with their peers for this group of students. No formal assessment data available in 2020.

Progress in Mathematics

Evidence from a range of in school sources appeared to indicate progress in line with their peers for this group of students. No formal assessment data available in 2020.

Phonics

Evidence from a range of in school sources appeared to indicate progress in line with peers for this student. No formal assessment data available in 2020.

Other

Pupil well-being was a focus with learning mentor and Sports TA being used to good effect. Increased evidence and recognition of positive behaviour.