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.)
“Current information suggests that pupils are continuing to make the same strong progress. Your systems and processes in holding teachers to account include challenging progress meetings and checks. These identify pupils who are at risk of falling behind. You take steps to intervene and work closely with others including parents, to help get pupils back on track.”
(Ofsted, September 2018)
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 2017-18 financial year was: £30,940
School Information 2017-18
|Number on Roll||226|
|Total number of children eligible for Pupil Premium||25|
|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||£1,320|
|Total pupil premium grant received (grant based on 2016-17 30 children entitled to PPG)||£30,940
(£18480 PP/ £1900 Post LAC)
2017-18 Key actions in place to raise the attainment of PP children;
|Item/Initiative||Cost||Aims of Spending||Outcomes/Impact|
|Education Visits||£630||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||£296||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||£66||To ensure 6 PP children have as much support as possible in their revision||Impact as expected and above progress made by the children in maths (5/6), 4/6 in reading and 6/6 in writing.|
|HLTA support in nurture for PP childrenAnd TA||£9,040£3.055||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.|
|LJJ providing support to just PP children to support reading, writing and maths||£3,758||Term of targeted support to Year 3 pupils- reading, spelling or maths||LJJ was able to develop skills and knowledge with these children while building confidence and self-esteem.|
|ELSA time||£986||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.|
|Talk Club||£774||To ensure that all children with SALT needs have appropriate intervention.||Continued development of pupils’ speech and language skills. Some pupils have been signed off by SALT therapist.|
|Specialist Educational Support Service (SENSS) TA||£969||TA works on programmes and interventions developed by SENSS teacher||Children are supported in their learning and become more confident numerically and in literacy.|
|LTS training||£203||To enhance behaviour management at lunchtime to ensure consistency in approach||Staff feedback of greater confidence and staff can deal with whole range of behaviours.|
|Behaviour Support Service||£113||One hour of behaviour support service advice||Family and school are advised on how to support a child’s behaviour.|
|(ED) TA support for Phonics in Year 1||£532||To enable children to develop their phonics skills and knowledge.||Year 1 – 75% achieved the standard|
|LTS 1 hour per day – Sept – March||£2,267||To support key pupil premium children at lunchtime with eating and behaviour during play||Fewer behaviour incidents involving PP children.|
|Various TA hours directly supporting children||£2,659||Additional support for behaviour and learning||Allows flexibility in approach to supporting PP children in their learning.|
|Parenting Course||£288||Two TAs training facilitators for parenting course.||Pupil Premium children’s parents attending gave positive feedback on the 6 week course.|
|Support for Year 5 and 6, and then Year 4 in core subjects||£4,545||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*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|
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 SLT met regularly (progress 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 SLT. 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 two 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 2017/18
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 2018
EYFS: There were x4 PP children (x2 boys and x2 girls) in this cohort, one of whom is a child with a parent in the services. Two of these children (x1 boy and x1 girl) achieved GLD (the whole cohort achieving 70% GLD).
Year 1 Phonics Screening Test: There were x4 PP children (x3 boys and x1 girl) in this cohort. Three of these four children attained the expected standard. The one child who did not meet the expected standard continues to have 1:1 support and is primarily based in nurture (OWLs) on a daily basis. 76% of the cohort met the standard.
Year 2 Phonics Screening Resit Test: The only PP child (boy) who failed to meet the standard from Y1 was successful in achieving it in Y2.
End of KS1: There were x2 PP children (x1 boy and x1 girl) in this cohort. One child achieved the maths standard (boy) and another child achieved the reading standard (girl). Neither PP children met the expected standard in writing.
End of KS2: There were x6 PP children (x2 boys and x4 girls) in this cohort.
- Reading: Four of these children achieved Greater Depth, one met Age Related Expectation and one child fell below the standard, missing the threshold by two marks. This paper was sent away for a marking review but was unsuccessful
- Writing: Two of these children achieved Greater Depth, three met the Age Related Expectation and one child fell below the standard. This was not the same child as the reading.
- Maths: Two of these children achieved Greater Depth with the remaining four children achieving the Age Related Expectation.
- SPaG: Five of these children achieved Greater Depth with the remaining child achieving the Age Related Expectation.
The Average Scale Score for Reading was Reading was 108: for Maths, was 109 and for SPaG, was 117!
Attainment and progress of PP pupils across 2017-18
At the beginning of the Autumn term there were 22 children in this category. By the end of summer term there were another 3 children, therefore 25 in total at the end of the year.
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 2018.
Twelve of the 25 PP children have additional needs, either behaviour, SEND or high level emotional nurture.
Overall progress can be seen across the whole school for the PP children in Reading, Writing and Maths as below:
The progress is positive, especially those children achieving more than expected. Those children who are currently achieving less than expected progress have already been discussed at various pupil progress meetings and steps taken to address concerns to ensure, where practically possible, expected progress can be made.
ARE comparison, Reading End of Year Final, 2017-18
In terms of reading, 78% of PP children attained ARE expectations (non pp 85%), the average rate of progress for them was +3.2 tracking points compared to +3.2 tracking points for non PP children.
ARE Comparison, Writing End of Year Final, 2017-18
In terms of writing, 56% of PP children attained ARE expectations (non pp 82%), the average rate of progress for them is +3.1 tracking points compared to +3.2 tracking points for non PP children.
ARE Comparison, Maths End of Year Final, 2017-18
In mathematics, with 74% attaining ARE expectations (non PP 86%) the average rate of progress of pupil premium pupils is +3.1 tracking points (+3.2) 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 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 – 2018-19
In the current financial year 2018-19 the school will continue with all the actions outlined above. The School Improvement Plan 2018-19, 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.”
To see our Pupil Premium Strategy for the future, please click on the link. St Joseph’s pupil premium strategy report 2018-19
So for this academic year;
– Nurture and pastoral support will provide 15 hours a week in dedicated HLTA time for pupil premium. This includes five full mornings of nurture provision for four 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 with PP children in class and on support programmes
– Year 6 teacher continues to have 2 hours HLTA time a week for PP pupil coaching
– Year 5 and 6 have 5 additional hours per week with teacher concentrating on supporting the progress of PP children
-Our HLTA Nurture Leader continues to develop her role to support parents and families in a tailor made fashion to address individual needs including offering nationally recognised parenting programmes.