St. Mary's Catholic Primary School & Nursery

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Strategy Statement

Pupil premium strategy statement 2020/21

St Mary’s Catholic Primary School & Nursery overview

Metric

Data

 School name

St Mary’s Catholic Primary School & Nursery

Pupils in school and nursery

239 (school 213, nursery 26)

Proportion of disadvantaged pupils

School 6.6%  nursery 0%

Pupil premium allocation this academic year

£17,450

Academic year or years covered by statement

2020/2021

Publish date

03.02.2021

Review date

February 2022

Statement authorised by

Mr P Smyth

Pupil premium lead

Mr P Smyth

Governor lead

Mrs A St John

Disadvantaged pupil progress scores for last academic year 2019/2020 (1 child)

Measure

Score

Reading

n/a

Writing

n/a

Maths

n/a

 

Measure

Score

Meeting expected standard at KS2 2019/2020

 

 

 

Reading

Writing

Maths

Grammar, Punctuation and Spelling

Reading, Writing and Maths combined

1 child was anticipated to have attained at least expected standard – borderline greater depth

 

 

100%

100%

100%

100%

100%

Achieving high standard at KS2

Potentially 100%

 

Measure

Activity

Projected spending £

narrow gaps in achievement with their peers.

Provide one to one tuition or small group tuition by a teacher. Use this to top-up NTP tuition.

500

to support wellbeing of identified disadvantaged children. 

 

Provide pupil counselling opportunities with a fully qualified pupil counsellor.

3000

to provide small group interventions and programmes by teaching assistants to accelerate progress

Provide additional teaching assistant (TA) support to deliver personalised teaching programmes.  For example, teachers and teaching assistants will deliver small phonics and spelling groups and small mathematics and English intervention groups.

8000

to support disadvantaged and other learners in class

Provide additional teaching assistant support for interventions etc.

Also use to support summer term interventions funded by catch-up-premium

4500

support pupils with worries or emotional/ behavioural issues at lunchtimes

Provide additional staffing and activities at lunchtimes

4600

pupils have their social and pastoral needs met e.g. extra-curricular activities for children in school and in school holidays and contributions to the cost of school trips etc

Fund appropriate enrichment opportunities for eligible pupils e.g.

Trips (including Y6 residential)

Music lessons

Milk

 

500

 

 

 

 

ensure pupils have breakfast and arrive in school on time.

Fund attendance at Breakfast Club

100

The overall total is greater than £17,450. This is because a number of measures will also impact positively on non-disadvantaged children so additional costs are met by the school budget.

Barriers to learning these priorities address

 

in some cases, there is a gap in attainment between disadvantaged pupils and their peers early on in their education.

in some cases, disadvantaged pupils have additional or special educational needs. 

in some cases, disadvantaged pupils have worries or concerns, which may get in the way of their learning or might impact on their behaviour.

in some cases, financial pressures may limit pupil participation in school activities e.g. trips.

in some cases, family or financial pressures impact on a pupil's punctuality and attendance

 

Pupil premium strategy aims for disadvantaged pupils 2020/ 2021

Aim

Target

Target date

(4 pupils in Y6 - end of KS2)

Progress in Reading

Given internal autumn baseline assessments – make 3 school terms progress by July 2021 – reviewed in pupil progress meetings

July 2021

(4 pupils in Y6 - end of KS2)

Progress in Writing

 

Given internal autumn baseline assessments – make 3 school terms progress by July 2021 – reviewed in pupil progress meetings

July 2021

4 pupils in Y6 - end of KS2)

Progress in Mathematics

 

Given internal autumn baseline assessments – make 3 school terms progress by July 2021 – reviewed in pupil progress meetings

July 2021

(2 pupils in Y2 – end of KS1)

Progress & attainment at end of KS1

One pupil with EHCP to meet own targets in R/W/M according to annual review.

Other pupil to attain age related expectations in each of reading, writing and maths.

July 2021

Phonics

1 child in Y2 also with EHC

To score 5+ in phonics screening check –this would represent very good progress given starting point.

TBC

1 child in Y1

To score 10+ in phonics screening check this would represent very good progress given starting point.

TBC

EYFS

1 child to attain age related expectations across all areas of EYFS broadly equivalent to attaining early learning goals in all areas if in typical year

1 child shielding due to health advice – making good progress against EHCP targets

July 2021

Attendance

97.1% in line with or better than whole school average

July 2021

Monitoring and Implementation

School strategy lead

P Smyth

Lead governor

A St John

How monitored and evaluated

In termly meetings of the governors’ standards and effectiveness committee.

Review: last year’s aims and outcomes 2019/2020

Aim

Outcome

The Pupil Premium Grant Allocation for St Mary’s in 2019/2020 was £ 17,460

 

It was targeted to:

Provide one to one tuition/ small group tuition by a teacher to enable disadvantaged pupils to narrow gaps in achievement with their peers. (this did not happen as was scheduled for summer term 2020).

Provide pupil counselling opportunities with a fully qualified pupil counsellor to support wellbeing of identified disadvantaged children. (this carried on via Zoom).

Provide additional teaching assistant (TA) support to deliver personalised teaching programmes.  For example, teachers and teaching assistants deliver small phonics and spelling groups and small mathematics and English intervention groups - this allows pupils to receive phonics lessons in smaller, more personalised and more effective groupings. (this happened when school was fully open).

Additional TA to support disadvantaged children with additional learning needs in class, to enable pupils those pupils to narrow gaps in achievement with their peers.

Provide additional staffing and activities at lunchtimes to support pupils who may have worries or behavioural difficulties,

Fund appropriate enrichment opportunities for eligible pupils to meet their social and pastoral needs e.g. extra-curricular activities for children in school and in school holidays and contributions to the cost of school trips etc. This was affected by closure e.g. cancellation of Y6 residential visit.

Fund attendance at Breakfast Club to ensure pupils have breakfast and arrive in school on time.

 

In 2019/2020  the effect of the funding on eligible and other pupils was:

 

Positive impact on progress, achievement and well-being of all eligible pupils.

It was not possible to accurately measure the progress of disadvantaged pupils due to the closure of school to most pupils from March to July 2020.

Based on best teacher assessments, across the school, the majority of disadvantaged pupils made expected progress in reading, writing and maths by March 2020 given their starting points.

There was one child identified as disadvantaged at the end of Early Years Foundation Stage (Reception Class).  It is unlikely that his child would have attained a ‘good level of development’ but made good progress given their on-entry attainment.

There were three children identified as disadvantaged in Y1 who undertook the phonics screening check in Autumn 2020 – 2 out of 3 met check standard. One child with EHCP for SEND did not.

In 2019/2020, there was one child was identified as disadvantaged at the end of KS1 (Year 2). This child was on track to attain at least the expected standard in reading, writing and maths.

In 2019/2020 one child was identified as disadvantaged at the end of KS2 (Year 6). This child was on track to attain at least the expected standard in reading, writing and maths and potentially could have attained the higher standard in each.

The attendance of disadvantaged pupils taken as a group was slightly below that of the school average by the end of the Autumn term 2019. This was anticipated to have improved by the end of the Summer term 2020. At the end of the Autumn term 2020 the whole school attendance was 98.1% and that of the disadvantaged pupils taken as a group was 97.7%.

One of the group of disadvantaged pupils was identified as being frequently late; this is an area for continued work.

One of the group of disadvantaged pupils was identified as having high rates of absence. The attendance of this pupil significantly improved in the last term.

There was excellent social and emotional support from staff at lunchtime; there were few serious incidents of misbehaviour.

Pupils were able to access pupil counsellor to for social and emotional support.

Pupils were able to access music lessons, school trips, enrichment visits and did not miss out on wider curriculum opportunities because of disadvantage. This will have improved engagement with school and therefore with learning.