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 2016-17 financial year was: £20,380
School Information 2016-17
|Number on Roll||225|
|Total number of children eligible for Pupil Premium||23|
|Number of children entitled to FSMs*||22|
|Number of Looked After Children (LAC)||1|
|Number of Pupil Premium children on SEN register (as % of whole group)||3 (13%)|
|% of pupils in whole school on SEN register||14%|
|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)||£20,380
(£18480 PP/ £1900 Post LAC)
2016-17 Key actions in place to raise the attainment of PP children;
|Item/Initiative||Cost||Aims of Spending||Outcomes/Impact|
|Education Visits||£619||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||£1,085||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||£33||To ensure 6 PP children have as much support as possible in their revision||Average scaled score (progress indicator) made by all PP children was 6.5 (Reading/Maths) compared with non PP at 1.5. (a gain of +5 for PP).|
|HLTA support in nurture for PP children
(HLTA 1 day Apr- July 2016 £1947/ Sept- Mar. 2017 £7768)
|£9,715||Nurture provided on daily basis for 2 PP children- with occasional use for another 2.||PP children received emotional and social support, along with making the curriculum more accessible, following class teacher input.|
(Full year Apr 2016- Mar. 2017)
|£1,136||To meet the educational, emotional and social needs of identified and targeted PP pupils. (6 PP pupils regularly accessed this resource)||ELSA has enabled the children to be in a proper mindset for learning – as well as developing emotional literacy.|
|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|
(Set. 2016- Mar. 2017)
|£1,367||To ensure that all children with SALT needs have appropriate intervention.||To ensure that all children with SALT needs have appropriate intervention.|
|Teaching Assistant (LJJ) timetable two afternoons a week
(£3102 – 4 hours pw Apr.- July 2016 £556/ 10 hours pw Sept. 2016-Mar. 2017)
|£452||TA time was used for all PP children in order to target teacher recognised academic needs and raise confidence and self-esteem alongside targeting the development of specific skills.||Originally 4 hours per week but increased to five afternoons, allocating all hours for this TA to PP; ensuring all PP children received additional support- even G&T maths. TA was able to develop skills and knowledge with these children while building confidence and self-esteem.|
|(ED) TA support for phonics and reading in Y1/2(focus on 4 PP)||£595||To enable children to develop their phonics skills and knowledge.||50% of PP children passed phonics screening in Year 1. In the Year 2 re-take the 2 PP children had SEN and so time spent providing SALT and Words First intervention.|
|LTS 1 hour per day – Sept-Mar||£1,275||Chill Room monitoring shows a disproportionate amount of children requiring this pastoral support at lunchtime. Governors recognise importance of staffing his facility.||Disproportionate amount of PP children continue to use Chill Room- allowing them, and others to feel safe and have fulfilling lunchtimes.|
|Support for Y6, and following KS2 SATs going to Year 5 allowing teacher to coach and provide one to one feedback with PP children being the priority each session.||£360||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.Year 6 results were very strong. PP achieved 60% Reading, writing and Maths ARE and progress was 16% above national PP.|
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
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. A good amount 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 three 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 2016/17
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 2017
There were 3 EYFS PP children in this cohort. Two met the Early Learning Goal and one, who is being considered for SEN Code of Practice, did not.
In the end of Year 1phonics assessment One PP child attained the expected standard. One child did not meet the expected standard as he has suspected dyslexia (within family to be tested next year)
At the end of KS1 neither PP children met the Expected Standards in reading, writing and maths as one has significant SEN and the other complex needs.
On leaving the school at the end of KS2, we had 5 PP children. One of the children had complex, special educational needs and had an EHCP (25 hours per week) requiring significant 1:1 support in class.
The other 4 pupils achieved an Average Scale Score of 108, (National 104.1) just below the threshold of greater depth in reading. In writing 3 children met the Expected Standard- the other 2 had SEN difficulties. In grammar the Average Scale Score was 109, meeting national average. Finally in maths all 4 met the Expected Standard, achieving an Average Scale Score of 108 Scale. One pupil exceeded all projected expectations in all assessed curriculum subjects, especially in reading, achieving greater depth.
Attainment and progress of PP pupils across 2016 – 17
At the beginning of the Autumn term there were 21 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 2017. Nine of the 21 PP children have additional needs, either SEN or high level emotional nurture. One of them was LAC and was in receipt of 25 hours 1:1 support during the Spring and Summer terms.
In reading, with 66.7% of PP children attaining ARE expectations (non pp 63.4%), the average rate of progress for them was 3.5 tracking points compared to 3.2 tracking points for non PP children.
In writing, with 62% of PP children attaining ARE expectations (non pp 55.4%), the average rate of progress for them is 3.0 tracking points compared to 3.1 tracking points for non PP children.
In mathematics, with 62% attaining ARE expectations (non PP 65%) the average rate of progress of pupil premium pupils is 4.7 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 (OWLs), 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 – 2017-18
In the current financial year 2017-18 the school will continue with all the actions outlined above. The School Improvement Plan 2017-18, 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 2017-18– Individual objective) and Equality Objective 2017-18 (obj. no.1)
To see our Pupil Premium Strategy for the future, please click on the link. St Joseph’s pupil premium strategy report 2017
So for this academic year;
– Nurture and pastoral support will provide dedicated 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 mornings on specific academic programmes for all children in Year 1 and 3, so releasing the class TAs to continue fulltime support for PP children in the classs.
– One TA provides ½ hour each morning support in EYFS eg. SALT- which includes PP children
– Year 6 teacher continues to have 2 hours HLTA time a week for PP priority pupil coaching
– previous year’s Year 6 teacher provides 3 hours support in Year 6 – with 6 PP children taking priority.
-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.