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Pupil Premium 2018 - 2019

St. Catherine’s R.C. Primary School

Pupil Premium Strategy: 2018-2019

 

What is Pupil Premium?

The Pupil Premium Grant is additional funding provided to the school, over and above that provided for other children, to support the achievement and inclusion of children who are currently in receipt of free school meals, or who have been in the past. It is vital that any parent whose child is eligible for pupil premium applies, even if they do not choose to claim the free meals, as the grant enables us to provide extra resources for your child. Additional funding is also provided for children who are, or who have been, in the care of the Local Authority. This money is allocated to initiatives to ensure pupils reach their full potential, both academically and socially.

 

What we do with this funding?

The government allows us to spend this money in a variety of ways. We make sure that it impacts the children positively by improving their literacy and mathematical skills, as well as their social and emotional wellbeing. We aim to close the gap between the outcomes for those in receipt of Pupil Premium funding and other children, in line with national figures.

 

What are the Pupil Premium Priorities for 2018-2019?

We have looked at the needs of the children within St Catherine’s who are in receipt of Pupil Premium funding and the barriers to educational achievement for those children and found them to be as follows:

  • Development of good reading habits from an early age
  • Knowledge of key writing skills
  • Lack of knowledge and confidence in applying Maths skills
  • Low levels of social and emotional resilience which impact on learning
  • Attendance and punctuality
  • Access to extra-curricular activities and educational enrichment experiences such as educational visits, music tuition

 

How do we review the impact of this money?

Each term we look at how individual children and groups are making progress. We do this at our 'Pupil Progress Meeting' with each teacher and their Phase Leader. Mrs Richardson looks specifically at the progress of children who are in receipt of Pupil Premium funding. The Pupil Premium Governor meets at least termly with Mrs Richardson to discuss the progress of our Pupil Premium children. A report is collated which is presented to our Governing Body Curriculum Committee. The committee makes sure we are spending the money efficiently so that it is helping children to get better outcomes in their learning. It is also reviewed by the Finance committee who check regularly on how we spend our budget.

 

 

Pupil Premium Profile

School Context

Total Number eligible for PP

Number of eligible boys

Number of eligible girls

Number of pupils eligible for free school meals in the last six years - Ever 6 Free School Meals

Number of looked after children (LAC)

Number of post LAC

41

20

21

33

3

5

 

Total Amount of Funding: £53,060

 

 

Barrier to learning

Rationale

Actions

Cost

Intended outcomes

Low standards in English including poor reading levels

 

Specific intervention to address this:

  • Fischer Family Trust Intervention

Fischer Family Trust Intervention is a Wave 3 Highly Structured Reading intervention Programme which helps to develop a deeper understanding of the learning needs of pupils who

experience literacy difficulties

Training for 1 TA in the delivery of Fischer Family Trust intervention

 

To select children who would benefit from the programme.

 

Assessments of starting point to be identified

 

To plan and timetable the deployment of TA support working 1:1 for 20-30 mins 5x weekly for a period of 10-20 weeks

 

 

 

 

 

 

 

 

 

 

 

£3,378

It is expected that a minimum of 5 children will receive this intervention over the course of this year.

 

Children will make accelerated progress with their reading, narrowing the gap between current attainment and age related expectations.

Impact Evaluation:

 

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Low standards in English including poor reading levels

 

Specific intervention to address this:

  • Boosting Reading

Boosting Reading is an intervention which can see children making over 12 months progress in 3 months

The involves:

  • Practising independent reading skills on familiar texts
  • Developing pace and fluency in reading
  • Ongoing assessment
  • Working on unfamiliar text leading to independence and

understanding

Training for 2 further TAs internally to deliver the programme

 

To select children who would benefit from the programme

 

Assessment of starting point to be identified

 

To plan and timetable the deployment of TAs to support working 1:1 for 20-30 mins 3x weekly over a 10 Week period

 

 

 

 

 

 

 

 

 

 

 

 

£1,419

It is expected that a minimum of 7 children will receive this intervention over the year.

 

Children will make accelerated progress with their reading, narrowing the gap between current attainment and age related expectations.

 

Children will transfer these skills to class work, demonstrating higher standards in Guided Reading, comprehension and writing.

 

Impact Evaluation:

 

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Children who are struggling to meet the age related expectation in maths

 

Targeting Year 5 and 6

Success@arithmetichas an average Number Age gain of 13.5 months in 3.5 months – four times the expected

rate of progress.

81% of learners achieved national expectations at the end of the year, despite not being

originally predicted to do so.

Success@arithmetic: 1 TA

to be internally trained to deliver the programme

 

Baseline Assessment to provide measure

Diagnostic Assessment by the Teacher to identify gaps and design an individual learning plan

 

TA to deliver 3x 60 min sessions per week. For approx. 15 weeks

 

End of intervention assessment to provide measure

 

 

 

 

 

 

 

 

 

 

 

£4,495

Over the course of 2018-2019 it is expected that 7 children will participate in the programme which will:

Support them to understand calculation

and develop fluency with formal written methods

 

This will result in accelerated progress in Maths:

  • narrowing the gap to ARE.
  • bringing attainment line with age related expectations

 

Children will transfer these skills to class work, demonstrating higher standards in Maths.

 

 

Impact Evaluation:

 

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Children who are struggling to meet the age related expectation in maths

 

Targeting Year 3 and 4

Over 8,000 pupils in Years 4 to 11 have been supported by Success@Arithmetic in 1,500 schools.

•They made an average Number Age gain of 14.0 months in 4.5 months – almost 4 times the expected progress

•92% of pupils achieved national expectations at the end of their school year, despite not being originally predicted to do so.

Success@Arithmetic

Number Sense further training internally of 1 more TA

 

Baseline Assessment to provide measure

Diagnostic Assessment by the Teacher to identify gaps and design an individual learning plan

 

TA to deliver 3x 45 min sessions per week. For approx. 15 weeks

 

End of intervention assessment to provide measure

 

 

 

 

 

 

 

 

 

 

 

 

£1,445

It is expected that a minimum of 3 children will participate in the programme which will:

Support them to understand the number system and develop fluency with

number facts

 

Number intervention for a further 2 children whose levels are too low currently to access the intervention.

 

Children will make accelerated progress with number, narrowing the gap between current attainment and age related expectations.

 

Children will transfer these skills to class work, demonstrating higher attainment in Maths

 

Impact Evaluation:

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Low aspirations of Pupil Premium children who have the potential to achieve more than the expected progress and therefore achieve the higher standard.

 

Children who are currently meeting the end of year expectations require additional support and motivation to help them achieve greater depth

 

1 x TA working with specific children within their year group targeting specific greater depth objectives planned by the Class Teacher

25 hours per week targeted TA support

£20,541

It is expected that 17 children will access this support covering Reading, Writing and Maths.

 

A higher proportion of Pupil Premium children making accelerated progress, achieving a higher proportion of greater depth objectives.

 

Impact Evaluation:

 

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Low levels of confidence, self-esteem and working co-operatively with others

 

Specific intervention to address this:

  • Forest School

Pupils need to develop self-belief in order to reach their full potential

 

Forest School’s ethos is to allow children to experience learning in an outdoor environment. This is a long term project and it is expected that children who take part do so for at least 2 full terms

Ongoing training as and when needed to keep Mr Rodriguez and Mr Preece up-to-date with Forest School initiatives

 

Materials for Forest School

 

2 TA to deliver Forest School Sessions 2x afternoons, weekly.

 

 

£2000

 

 

 

 

 

£500

 

£11,058

Over the course of 2018-2019 it is expected that all Key Stage 2 children will have access to Forest School Programme which will support children in:

Social interaction, team building, decision making, confidence building

 

Measures show positive impact of Forest School on social and emotional area of learning and attitudes to learning, promoting attainment and progress.

 

 

 

 

Impact Evaluation:

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Personal family issues which can impact on the child’s learning

 

Specific intervention to address this:

  • Caritas Social Worker

 

 

Caritas provide expert advice from a qualified social worker who will work with the children and family to support in times of crisis. This will give children the best chance to achieve their potential

 

Caritas Social Worker

1 day per week focusing on:

  • support children on a 1:1 basis
  • training to whole classes on PANTS (the underwear rule) about keeping children safe from sexual abuse.
  • whole class sessions on Expect Respect
  • courses in Relaxed Kids targeting children with social and emotional needs

 

£11,000

 

 

 

 

 

 

 

 

 

 

 

Family feedback identifies the impact of support

Children feel supported by school Emotional health and well-being is given a high priority

 

 

Impact Evaluation:

 

 

 

 

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Poor attendance which impacts on progress and attainment.

 

High attendance results in greater progress and attainment.

HLTA within each phase to monitor the attendance of the Pupil Premium children, providing intervention as necessary and reports to Phase Leaders/Pupil Premium Lead.

£2,226

 

 

 

 

Children’s attendance will improve resulting in increased access to learning and therefore greater progress and higher attainment.

Impact Evaluation:

 

 

 

 

Barrier to learning

Rationale

Actions

Cost

Intended Outcomes

Low attitudes to learning as a result of less access to educational visits and opportunities to enhance learning.

Educational visits, music tuition and other extra curricular activities enhance the children’s learning but also their engagement and attitude to school

School to support Year 6 Pupil Premium children with a £100 contribution to the over all cost.

School to fund educational visits, where needed for Pupil Premium children.

£1500

 

Pupils learning and love of learning is enhanced.

Engagement and attendance improve

Evidence of increased: Social interaction, team building, decision making, and confidence building

Impact Evaluation:

 

Total spent £59,562

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