St Joseph’s Catholic Primary School
Pupil Premium Reporting to
Governors and Website
It is for the schools to decide how the Pupil Premium, allocated to schools per Free School Meal pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
(Source DfE website)
“The Church has been intimately involved in education ever since the Lord commanded his disciples to go forth and teach. For Catholic schools, teaching cannot just simply be the imparting of information or training, no matter how worthy or important, because the human person cannot be reduced to facts and figures; rather, as Pope Benedict put it, education is formation: it is ‘about forming the human person, equipping him or her to live life to the full – in short it is about imparting wisdom’.”
(Bishop Malcolm McMahon the future of Catholic education.)
At St Joseph’s Catholic Primary School we aim:
– to provide a Catholic Christian education based on the life and teaching of Jesus Christ, in which the values of the Gospel underpin all aspects of school life;
– to provide an environment in which the dignity of each person as a child of God is recognised and developed; and
– to promote the full potential of each child through a curriculum which develops spiritual, academic, social and emotional growth.
Pupil Premium Grant (P.P.G.) Allocation for 2015-16 financial year was: £29,100
School Information 2015-16
|Number on Roll||226|
|Total number of children eligible for Pupil Premium||17|
|Number of children entitled to FSMs*||14|
|Number of “Ever 6” children*||3|
|Number of Looked After Children (LAC)||2|
|Number of Pupil Premium children on SEN register (as % of whole group)||4 (24%)|
|% of pupils in whole school on SEN register||11%|
|Number of Pupil Premium children with English as an additional language||1|
|Amount of pupil premium grant per child||£1300|
|Total pupil premium grant received (grant based on 2014-15 30 children entitled to PPG)||£29,100|
2015-16 Key actions in place to raise the attainment of PP children
|Item/Initiative||Cost||Aims of Spending||Outcomes/Impact|
|Education Visits||£623||To ensure trips are able to take place- with payments from PP funding PP children when necessary||Educational trips take place- enriching and enhancing all children’s experience of school|
|Additional SEND resources for PP children- over and above what would usually be available||£370||To ensure we are able to provide as much as possible to support those with SEND needs||PP SEND pupils have a rich array of resources to support their learning- beyond what would usually be provided,|
|SATs revision kits for PP children||£22||To ensure PP children have as much support as possible in their revision||Impact as progress made by the four children in maths, and three in English.|
|HLTA support in nurture for PP children||£17544||For over a year a PP child was in full time nurture due to emotional needs. Nurture also provided for 3 other PP children.||Without this provision PP child would not have remained at school meanwhile other PP children received emotional and social support.|
|SENCo- giving term of additional afternoons just to PP children to support reading, writing and maths||£1619||Term of targeted support to all KS2 PP pupils- reading, spelling or maths.||SENCo was able to develop skills and knowledge with these children while building confidence and self-esteem.|
|ELSA time||£1262||To meet the educational, emotional and social needs of identified and targeted PP pupils. (7 PP pupils accessed this resource)||Continued development of Nurture and ELSA.|
|Year 6 Teacher- pupil 1:1 coaching(Spring/summer terms) One afternoon a week – with supply in classachingional afternoons just to PP children to support reading, writing and maths||£1050||Improving feedback: Assertive mentoring:*setting clear targets for pupils*having individual mentoring sessions with pupils to discuss their learning, provide quality feedback and develop clear, next steps for improvement *Engaging parents more fully in learning*Informing whole, small, group, one to one teaching based on detailed gap analysis||Children understand clearly what they are trying to learn, and what is expected of them. Children take ownership of their own learning and are fully involved in deciding what needs to be done next|
|Teaching Assistant timetable two afternoons a week||£556||TA time was used to target specific children in order to raise confidence and self-esteem alongside targeting the development of specific skills.||Children are taught and coached one to one with|
|Investment in nurture environment||£200||Resources, including portable cooker||Children are able to use high quality resources, accompanied by high expectations. Children able to learn cooking skills (skills for life)|
|Support for LAC child||£535 per term||One to one and small group work||To support child in settling into school routine and develop academically and socially|
On-going actions throughout the year include
All staff are aware of the names of any relevant pupils in their teaching group
- SLT, subject leaders, teachers and teaching assistants assess and track the progress of pupils known to be eligible for free school meals (FSM/ PP). The school’s Pupil Inclusion Leader (SENCo) met regularly (intervention talks) with class teachers and teaching assistants to discuss attainment and progress of pupils in vulnerable groups, including disadvantaged pupils. Data relating to vulnerable groups was rigorously checked and analysed on a half termly basis by the school’s Inclusion Leader (SENCo). Any pupils, including disadvantaged pupils, who were not making sufficient progress, were discussed and appropriate additional support put in place.
- Attainment and progress of disadvantaged pupils was also tracked through regular and rigorous monitoring activities, including, formal class observations, discussions with pupils, and work scrutinies (School Self-Evaluation cycle)
- PP group was cross referenced with other vulnerable groups, for example, children with special needs, E.A.L. and those identified as having poor attendance
- We ensure the school has a well-trained team of teachers and teaching assistants who are familiar with a range of approaches and intervention strategies to employ with children who are making insufficient progress. Relevant CPD is identified on an evidence based need, and cascaded to all staff for maximum impact; SSE monitors and evaluates progress accordingly.
- The school funds a qualified special needs teacher (SENSS) to assess and support children who are not making expected progress. This has included 4 children from the disadvantaged group last year.
St Joseph’s recognises the need to support the development of the whole child
A nurture group is available for targeted children who may benefit from this environment. This is staffed by a fully qualified Higher Level Teaching Assistant (HLTA) who is trained in nurture group provision. The majority of her time is spent with children in the Pupil Premium group.
The school has three additional Emotional Literacy Assistant (ELSAs) this year so we now have a total four ELSAs, who provide timetabled sessions at the end of each morning and afternoon. They all continue to receive release time to attend Educational Psychologist supervision within the local schools’ cluster.
At lunchtimes these assistants staff a “Chill Room” to provide a quiet sanctuary for children who find lunchtimes problematic- which includes a significant number of our pupil premium children.
Attainment and Progress –
Impact of the Pupil Premium Grant from 2015/16
Children in Receipt of Free School Meals (now or in the last 6 years)
Attainment and progress in key year groups at end of Summer term 2016
There were no EYFS PP children in this cohort.
In the end of Year 1phonics assessment neither PP child attained the expected standard.
At the end of KS1 both PP children met Expected Standards in reading and writing and one met it in maths.
On leaving the school at the end of KS2, we had 4 PP children. One of the children had complex emotional needs and was receiving significant support in this. The other 3 pupils achieved an Average Scale Score of 108, just below the threshold of greater depth in reading. In writing 2 children met the Expected Standard. In grammar the Average Scale Score was 104, meeting national average. Finally in maths all 4 met the Expected Standard, achieving 102 Scale Score.
Attainment and progress of PP pupils across 2015 – 16
At the beginning of the Autumn term there were 17 children in this category.
The charts below illustrate the comparisons of age related expectation (attainment) of the children in the school in receipt of free school meals/pupil premium at the end of the Summer Term 2016. Nine of the 17 PP children have additional needs, either SEN or high level emotional nurture. Two of them were LAC and one was in receipt of full time 1:1 support until they left the school.
READING – Attainment
In reading, with 53% of PP children attaining ARE expectations (non pp 64%), the average rate of progress for them was 3.1 tracking points compared to 3.1 tracking points for non PP children. This is in the context of the introduction of the National Curriculum 2014 and removal of traditional levels.
WRITING – Attainment
In writing, with 47% of PP children attaining ARE expectations (non pp 53%), the average rate of progress for them is 3.1 tracking points compared to 3.3 tracking points for non PP children. This is in the context of the introduction of the National Curriculum 2014 and removal of traditional levels.
In mathematics, with 53% attaining ARE expectations (non PP 57%) the average rate of progress of pupil premium pupils is 2.9 tracking points (3.5) tracking points for non PP).
At St Joseph’s we value not just academic achievement but also the development of the emotional, social and spiritual self. A significant minority of our children, and a majority of our Pupil Premium children need support in this area – hence our belief in and investment in full time Nurture group provision, ELSAs and Chill Room for lunchtimes.
Pupil premium children, during governor monitoring (October 2016) said;
“Coming into OWLs to do my work helps me concentrate better- and I have extra responsibilities as a bonus.”
(Year 5 child)
“I’m saving my marbles until I’ve got Captain America.”
(Year 2 child)
“I’m not going to give up.”
(Year 2 child)
The children were so happy and proud of themselves when they achieved something. Rewards with marbles really gave them something to aspire to – SEN Governor completing monitoring
The Future – 2016-17
In the current financial year 2016-17 the school will continue with all the actions outlined above. The School Improvement Plan 2016-1, key priority 5 states;
Ensure that the disadvantaged and vulnerable children are achieving their full potential in all areas of development. “Jesus came so we could have life and have it to the full.” John 10:10.
This will also be part of the (Teacher appraisal 2016-17– Individual objective) and Equality Objective 2016-17 (obj. no.1)
To see our Pupil Premium Strategy for the future, please click on the link. St Joseph pupil premium strategy report 2016
So for this academic year;
– Nurture and pastoral support continues to provide 15 hours a week in dedicated HLTA time for pupil premium. This includes five full mornings of nurture provision for two disadvantaged pupils. We are able to support pupils with a range of options that best meet their needs either on a regular basis as well as when required at short notice.
– Two ELSAs are released to provide timetabled ELSA support- still including our PP pupils (2 hours per week for pupil premium).
– One TA works five afternoons on specific academic programmes for all PP children
– Year 6 teacher continues to have 2 hours HLTA time a week for PP pupil coaching
– “Talk Club” happens for an hour a day to ensure all disadvantaged pupils in EYFS and Year One who need speech and language support receive daily input- a recognition that until children can process instructions and information, along with speak clearly and in sentences coherent writing is not going to happen.
-Our HLTA Nurture Leader has begun to develop her role to support parents and families in a tailor made fashion to address individual needs including offering nationally recognised parenting programmes.