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  St Joseph’s Catholic Primary         Pupil Premium Strategy Statement 2019-20

 

1. Summary information

School

St Joseph’s Catholic Primary School

Academic Year

2019-2020

Total PP budget

£21,420 (financial year 2019-20)

Date of most recent PP Review

June 2019

Total number of pupils

285

Number of pupils eligible for PP

14

Date for next internal review of this strategy

Spring 2020

 

 

2. Current attainment

 

Pupils eligible for PP

(whole school)

Pupils eligible for PP

(national EoKS2)

Pupils not eligible for PP (national EoKS2)

% achieving in reading, writing and maths

67%

51%

71%

% making progress in reading

75%

 

 

% making progress in writing

67%

 

 

% making progress in maths

75%

 

 

         

 

3. Barriers to future attainment (for pupils eligible for PP, including high ability)

As numbers of PP children in school are low, we have looked at individual barriers to learning in order to inform our actions.

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

A

B

C

D

E

F

G

Teaching quality

Curriculum

Resources

Academic confidence and resilience

Behaviour

Lower levels of spoken communication skills

Gaps in basic skills development – reading, writing and mathematics

Possible External barriers (issues which also require action outside school, such as low attendance rates)

H

I

J

Attendance / punctuality

Family disengagement in learning processes – reduced opportunities for home learning and curriculum enrichment

Low self- esteem and self–regulation, need to develop engagement and more positive attitudes to learning

 

4. Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

D

To raise self-esteem with regards to academic confidence and resilience.

To be measured by engagement in challenging activities in class and school. 

Increased involvement in challenging activities.

Improved self-esteem when in conversation with teachers and PP lead. 

E

To be able to make appropriate choices for behaviour in and out of class.

To be able to engage fully in learning through appropriate behaviour for learning.   

Improved behaviour in and out of class. 

Significantly less reports of poor behaviour via behaviour logs. 

An improved desire to engage appropriately in school life. 

F

To raise standards of speaking skills and language development at least in line with similar pupils locally and nationally.

To be measured by national standardised test. Teacher observations and assessment.

To achieve at least expected levels of progress.

To develop more articulate and confident speakers.

To enable pupils to more fully access appropriate curriculum opportunities through improved language skills. Lower attaining pupils more willing to talk and articulate their thinking.

School ethos promotes mutual respect and values all contributions irrespective of attainment group.

G

That pupils make greater than expected progress from identified lower levels of key skills assessments in reading, writing and mathematics

That pupils progress above local and national averages for similar pupils

 

To be measured by national standardised tests and the school’s internal progress tracking measures

That levels of progress are measured as above those for similar pupils locally and nationally.

That pupils are observed as more engaged and confident independent learners.

Quality and quantity of feedback enhanced. Intensive oral feedback on misconceptions to reduce attainment gap.

I

To increase parental engagement and involvement in their children’s learning. To improve home learning opportunities. 

Significant increase in parental attendance at all meetings and school events. 

J

To increase curriculum enrichment, access to music ,art, digital learning and wider cultural experiences

These will be measured by progress against baseline measures of numbers involved in range of school events

Enhanced experiences in school and after school to improve aspirations. Nurtured confident, resilient learners who enjoy pursuing their own path and demonstrate a genuine love of learning.

Recognition of making learning a reality beyond academic studies.

To significantly improve levels of pupil self–esteem, engagement and self-regulation. To be measured by pupil questionnaire and interview and teacher observations

  Significant increase in number of pupils accessing enrichment opportunities. 

Evidence of increased pupil self-awareness and confidence. Greater levels of engagement and pupil progress.

 

 

5. Planned expenditure

Academic year

2019-20

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 of 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?

To improve levels of pupil progress in basic skills in Reading writing and Mathematics and to address gaps in knowledge and skills.

Barrier G

Booster classes, targeted intervention work, led by teacher and TA support.

 

Quality first teaching. Evidence of previous years’ support.

Analysis of progress data. Staff research and analysis. 

Weekly progress meetings. Progress data analysis Reports from teacher and PP lead.

Class teacher, PP lead

 

£14,355

£1,103

Half termly formal review.

To improve pupils oral skills, and ability to participate more fully in all aspects of the curriculum

Barrier F

 

Class presentations

Discussion with class teachers following settling in time. 

Reflection on pupil abilities to partake.

Discussions with parents.

 

Regular monitoring of progress from established baselines.

Reports from middle and senior leaders.

Pupil questionnaire and interview, Pupil progress meetings.

Class teacher, PP lead

 

£0

Half termly monitoring leading to termly formal review and report.

To raise self-esteem with regards to academic confidence and resilience.

Barrier D

PP children on Friends lists.

 

Previous data.

Pupil voice

PP lead/teacher reflection

Staff research (PP Champions work with Ged Murphy)

Pupil voice

Monitor engagement in school life

Class teacher, PP lead, subject leads 

 

£0

Half termly monitoring leading to termly formal review and report.

Total budgeted cost

£15,458

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?

To increase curriculum enrichment, access to music, art, digital learning and wider cultural experiences.

Barrier J

Using engaging activities.

Personal invitation to PP children.

Residential and school trips (significantly reduced costs).

Improving wellbeing

opportunities and outdoor learning

  Dressing up days and visits

Pupil voice

Staff research (PP Champions work with Ged Murphy)

 

 

Monitor engagement in school life

Class teacher, PP lead, Afterschool leads

 

£831

Half termly monitoring leading to termly formal review and report.

To raise self-esteem with regards to academic confidence and resilience.

Barrier D

Nurture group

Research with small group PSHE activities

Monitor engagement and behaviour

Nurture lead 

 

£477

Half termly

Total budgeted cost

£1,308

 

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?

To be able to make appropriate choices for behaviour in and out of class.

 

Barrier E

 

Support from class teacher, PP lead and nurture lead.

Clear rewards and sanctions. 

Research about self-regulation and decision making.

Consistent approaches by all staff to behaviour expectations

SLT

 

£0

 

  Termly reviews

StaySafe reviews

To increase parental engagement and involvement in their children’s learning. To improve home learning opportunities. 

Barrier I

EY stay & play Performances

Parent workshops

Involvement in trips, Parental support in whole school activities (eg PFA)

 

Uniform support

 

Research

Parental conversations

 

Support for uniform costs

Level of take up, surveys and interviews.

Development of positive engagement.

 

SLT

 

£500

 

Total budgeted cost

£500

 

 

 

Grand Total

£17,266

               

 

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