Our Lady St Gerard's RC Primary School

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12th December 19
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Pupil Premium

What is Pupil Premium?

 

The pupil premium is additional funding given to schools to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The Government believes that the pupil premium is the best way to address current underlying inequalities between children eligible for free school meals (FSM) and their non FSM peers, by ensuring the funding to tackle disadvantage reaches the pupils who need it most. The government uses eligibility for free school meals as the main measure of deprivation at pupil level. 

 

Common barriers for disadvantaged pupils can be; weak language and communication skills, lack of confidence, more frequent behavioural difficulties, attendance and punctuality issues and less support at home.  There may also be complex family situations that can have an impact on children’s learning and progress.  The challenges are complex and varied, therefore, it is important that individual needs are identified and catered for as we are very clear that negative, outside influences are not an excuse for underachievement. 

 

At Our Lady and St. Gerard’s RC Primary School, there is a school-wide commitment to raising achievement for ALL pupils and a key objective for the use of the pupil premium grant is to close the gap between pupil groups. 

 

In 2019-2020 the school will recieve £ of funding.

 

Aims and Strategies for 2019-2020

 

Quality of Teaching Aims Quality of Teaching Strategies
  • To ensure that all staff have the necessary skills and knowledge to deliver the curriculum, adhering to the school curriculum aims
  • To ensure that all teachers deliver quality first teaching across the curriculum
  • To provide high quality resources to support teaching and learning
  • To provide learning experiences to enhance the curriculum and embed learning
  • To ensure that there is progression across year groups
  • To ensure that pupils are supported according to their needs
  • To ensure that pupil attainment and progress is tracked and monitored
  • Staff development - courses/training according to individual needs/school/pupil needs
  • Planning and delivery support for less experienced staff/focus year groups
  • Resources to support the new curriculum and curriculum aims (Practical resources for different areas of the curriculum)
  • Curriculum enrichments - visitors to school/workshops/enrichment days/trips
  • Additional experienced teacher in KS2
  • Single aged classes across all year groups
  • Teaching assistant support across all year groups
  • Use of online tracking software
Personal, Social & Emotional Support Aims Personal, Social and Emotional Support Strategies
  • To provide personal, social and emotional support for pupils to maximise learning potential and to support development
  • To ensure that support for pupils with personal, social and emotional difficulties is pupil-centred and has a positive impact on their needs and development
  • To ensure that staff have the necessary skills and knowledge to support pupils with additional needs
  • Full-time Learning Mentor to support pupils on a daily basis (ad hoc or planned/blocked support)
  • Use of additional resources to support individual pupils/groups - Boxall Profile subscription, PSHE resources (bereavement, 21st century families, ASD, anger management, anxiety)
  • Staff development - training for staff to support individuals with particular needs in the classroom (Behaviour management, de-escalation, SEND)
  • Use of behaviour recording tools/chronologies
Targeted Support Aims Targeted Support Strategies
  • To ensure that target pupils are identified and that appropriate support is in place in a timely manner
  • To ensure that safeguarding of pupils is a high priority and that support is in place for all levels on the continuum of need
  • To ensure that staff have necessary skills to support target pupils
  • To provide resources which support the identification of/provision of additional needs/learning difficulties
  • Small group and individual support for target pupils (to support key skills development)
  • Pastoral/Sageguarding Team to liaise with families and external agencies 
  • Teaching Assistant support and TA training and development
  • Professional development for teachers - specific to needs
  • Use of online resources to help identify needs/narrow the gap - IDL, Boxall, Dyslexia Screener
Removing Barriers to Learning Aims Removing Barriers to Learning Strategies
  • To improve parental knowledge of the curriculum and ways to support children at home
  • To ensure that potential barriers to learning (such as poverty, difficult family circumstances and attendance) are identified and addressed via family support
  • To ensure that attendance and punctuality concerns are addressed in a timely manner 
  • To ensure that families in need are supported to reduce any negative impact on pupils
  • To ensure that pupils have access to a wide variety of extra-curricular activities
  • Family courses - Phonics, Reading
  • Family support - Learning Mentor/Safeguarding Team to provide direct support and attend meetings to support the needs of families
  • Attendance and Punctuality support from Learning Mentor
  • Breakfast Club - additional staffing for increasing numbers of pupils.  Subsidised places.
  • Subsidised trips and experiences for families in need
  • Subsidised uniform and PE kits for families in need
  • Targeted clubs - to raise participation 

 

In 2018-2019 the school received £79,516 for pupil premium funding.

 

Impact of Funding in 2018-2019

• WellComm support in Nursery has enabled 78% of pupils to reach age related expectations on WellComm (36% were ARE at the start of the year).  In Reception, WellComm support has enabled progression from 38% age related on WellComm on entry to 81% in June.

• 87.5% of children were at expected standard for Communication & Language in ELGs (an increase on last year – 85%).

• 73% of IDL users improved reading age by more than 6months.  82% of users improved spelling age by more than 6 months, with 18% improving by more than 1 year.

• Staff training has included Reading, Phonics, Assessment, Provision for SEN

• Learning Mentor in post: Pastoral sessions/intervention sessions (1:1 and group sessions) 31% of Disadvantaged children received regular Pastoral support for their needs

• PP children uptake in sports clubs: Y1 =86%, Y2 =67%, Y3/4 = 50%, Y5 = 71%, Y6 = 70%

• New reading scheme in place and used across the school.  Positive comments from parents and children on the books.  At KS1 76% of pupils met or exceeded the Expected Standard with 34% achieving Greater Depth Standard.  100% of PP pupils reached expected standard for Reading in KS1, 66% of PP children achieved expected standard in writing and 83% of PP children achieved expected standard in Maths.

• At KS2 74% (Above National) achieved Expected Standard, with 20% achieving the Higher Standard.  50% of PP children reached expected or above standard in reading.  50% achieved standard in writing and 50% in Maths.

• Parent workshops completed and very well attended – phonics Y1, DT

• Subsidised trips/experiences: China exchange – KS2, London Y6, Robinwood Y5, Class trips, Theatre company workshops

• Uniform support for families in need

• Family issues/Safeguarding issues are supported by the DSL and Pastoral Team.  This includes support for parents and their wider family on many occasions.

 

If you think your child may be eligible for Pupil Premium funding, click this link to visit the Lancashire County Council Information Pages.

 

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