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Our Lady & St. Gerard's

R.C. Primary School

Placing God in our hearts we will love, live and learn.

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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. Funding is also available for those children with parents serving in the Armed Forces.  Children who are under Local Authority Care or who have been previously Looked After, are also eligible for funding.  Conditions of Pupil Premium funding grant can be found at https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2020-to-2021/pupil-premium-conditions-of-grant-2020-to-2021 

 

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. 

 

2021-2022

In February 2021, the government announced a one-off recovery premium as part of its package of funding to support education recovery.  The recovery premium provides additional funding for state-funded schools in the 2021 to 2022 academic year. Building on the pupil premium, this funding will help schools to deliver evidence-based approaches for supporting disadvantaged pupils.  The disproportionately high impact of COVID-19 on the education of disadvantaged pupils makes this more important than ever.

 

To ensure that we have a longer term approach to raising attainment of disadvantaged pupils, we have moved to the recommended 3 year strategy.  The strategy will be reviewed annually, updated and published here.

Pupil Premium and Recovery Premium Strategy 2021-2024

Pupil Premium Strategy 2020-2021

Impact of Pupil Premium Funding 2020-2021

Aim

Target

Target Date

Review/Impact

Improve phonics teaching to ensure that there is an increase in % pupils reaching expected standard in Y1 Phonics

At least 82% of pupils will reach expected phonics standard (in Y1 phonics screen)

 

July 2021

Year 1 phonics screening was delayed until November 2020 (Y2) due to pandemic.  Data shows that 58% of Y2 children started the year (September assessment) with a phonics score above 32 marks.  Interventions were quickly put in place and the phonics screening was completed (By SL) at the end of November with a pass rate of 88%.

 

Improve Maths teaching to ensure there is an increase in the % of pupils reaching expected standard in Maths at end of KS2.

At least 78% of pupils will reach EXS in Maths at end of KS2.

July 2021

71% of children reached EXS in Maths at end of KS2.  Internal data was used, along with testing in collaboration with feeder high schools.  This is equal to the 2019 statutory assessment results (71%).  In 2019, 8% of pupils achieved higher maths standard compared with 27% this year (in line with national figure in 2019).

In KS2, an increased % of pupils will reach expected standard in GPS

At least 77% of children will reach expected standard in GPS

July 2021

No GPS assessment in 2021.

In KS2, an increased % of children will reach expected standard in reading, writing and maths (combined)

At least 60% of children will reach expected standard in reading, writing & maths combined

July 2021

59% of children reached expected standard in reading, writing and maths (combined) based on internal data.  This is an increased figure from 55% in the 2019 statutory assessments.

Please click the link below for full review.

Pupil Premium Review 2020-2021

Aims and Strategies for 2019-2020

In 2019-2020 the school received £75,340 of funding.

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 

Impact of Funding 2019-2020

 

 

In 2019-2020 attendance and punctuality figures were affected due to the Covid pandemic.

There were no statutory tests completed.

The school was closed to the majority of pupils from March-September.  The school was open to key workers/vulnerable pupils.

 

 Due to the changes to educational provision caused by the COVID-19 pandemic the detail in the Pupil Premium strategy 2019-2020 was subject to review since April 2020. Our use of the funding was adapted to meet students’ needs whilst maintaining where possible the principles outlined in the strategy document.  

 

During the pandemic the following key steps were taken to ensure that ‘disadvantaged’ pupils’ barriers to learning continued to be overcome wherever possible:

  • Step 1: Ensure that basic needs are met through signposting to food banks, support services etc. Weekly check-in phone calls/emails etc. Family support work completed via base phone (24/7 availability for parents). Support/advice/signposting and liaison with external agencies to provide additional support where required. Additional Senco contact for those with SEN. Socially distanced home visits as appropriate. 
  • Step 2: Ensure that children have equal opportunities to complete home learning. Home learning set weekly with additional creative challenges to provide a wider opportunity for involvement. Additional resources such as stationery packs/learning packs etc. made available when required. Contact with class teachers weekly to discuss any issues/concerns and to support wellbeing. Parental support with particular topics e.g. strategies in maths. Engagement with ‘Laptop for disadvantaged pupils scheme’ (where appropriate). Home delivery of additional resources when required. Oak learning materials used to ensure a consistent approach. Website updated weekly with home learning – as a celebration as well as a means of communication. Additional resources available to support parents during the pandemic. Where pupils attended school, consideration was given to the social and emotional impacts of the pandemic.  Additional resourcing was provided for wellbeing activities and outdoor learning.
  • Step 3: Ensure that a recovery curriculum is in place which addresses emotional needs and wellbeing whilst still having a tight focus on addressing any ‘dips’ in learning. Resources in place to ensure a quality first curriculum and to facilitate interventions where appropriate. Resources also in place to address class/group/individual issues relating to the pandemic e.g. bereavement, loss, separation etc.

 

Future versions of the strategy will reflect the changes that are currently being made.

School leaders with responsibility for administering the PPG have drawn on these helpful publications from the Children’s Commissioner and the Education Endowment Foundation:

https://www.childrenscommissioner.gov.uk/wp-content/uploads/2020/04/cco-tackling-the-disadvantage-gap-during-the-covid-19-crisis.pdf

https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-impact-of-school-closures-on-the-attainment-gap/

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.

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