St Swithun’s Catholic Primary School
Impact of Pupil Premium 2019-20 and strategy for use of the grant 2020-21
The Pupil Premium was introduced in April 2011 to address the inequalities between disadvantaged pupils and their peers. Schools decide how to use the Premium with the aim of improving educational attainment of children from less privileged backgrounds. From September 2012 schools are obliged to publish online information about how they have used the Premium. This ensures that parents and others are fully aware of the attainment of pupils covered by the Premium and the extra support they receive.
The Pupil Premium is allocated to the school and is generated by children:
- who are currently known to be eligible for Free School Meals (FSM) or have been registered for FSM at any point in the last six years
- who are or have been ‘looked after’ continuously by a Local Authority for more than 6 months;
- who are from service families.
We believe that every child should be encouraged and supported to achieve the best standards of which he or she is capable, and through the careful spending of our pupil premium funding and additional support put in place by the Governors, we can provide the very best learning possible.
In 2020-21 the level of the premium is £1,345 per pupil known to be eligible for FSM, £2,345 for currently or previously in local authority care, and £310 for those children whose parents serve in the armed forces.
Use of Pupil Premium 2019-20
The school received a total of £69,480 Pupil Premium funding. The planned allocation below may well be reviewed as the year progresses due to the Covid 19 restrictions:
|Pupil Conferences, half termly||1,140||Every eligible pupil has conference with class teacher every half term|
|Speech and language support||3,000||Assessment, training and delivery of relevant programmes|
|Specific intervention programmes, incl reading projects||14,081||Delivery of specific intervention programmes|
|Emotional Support Assistant||9,503||Targeted small group support in core curriculum areas to narrow gaps in attainment.|
|Contribution towards out of class Inclusion Manager||16,938||Early identification of vulnerable pupils and targeted, personalised support.|
|Additional Staff||13,819||To narrow the gap in phonics, spelling, reading and maths|
|Clubs / tuition subsidy||500||Broaden experiences for targeted pupils|
|Extra lunchtime supervisor / play worker at lunchtime||3,189||Ensure inclusion of vulnerable pupils at lunchtimes|
|EMAS adviser||3000||Vocabulary development, spelling strategies|
|Pompey Pirates programme for 9 pupils||2700||Accelerated progress for identified pupils|
|Service family visits||250||Portsmouth Military Pupils group visits|
The Pupil Premium has been used to support our most vulnerable children across the school by funding staff for a number of programmes; reading intervention, emotional support, social groups, play leader focused on pupils’ emotional needs and further support in the classroom to ensure vulnerable pupils make progress.
How have we used the Pupil Premium funding?
**No school results, internal or publically available data for 2019-20 as available as the school was closed from March 2020 due to the coronavirus epidemic. The analysis below is from 2018-19.
The school analysed the progress data of children eligible for funding in July 2018 to identify pupils who would benefit from intervention programmes. Much of the support is for reading and writing as literacy skills are vital to good progress and outcomes at school. Therefore the impact measures analyse progress in reading and writing. In 2019, the KS2 test outcomes in reading, writing and mathematics were above the national average.
We know from a number of sources that a significant number of pupils were experiencing emotional difficulties so the role of the Emotional Literacy Support Assistant has developed and grown through the year as more pupils require her support. Some of the funding contributed to her salary. In addition, funding was also directed to improving lunchtimes – TA hours were restructured to cover lunchtime, so vulnerable pupils were known and proactively supported. A play leader / social skills leader was also appointed. The impact of their work has contributed to a number of children making good progress.
Teaching staff have noted the impact of the additional reading provision. It is imperative that children in receipt of free school meals do as well as their peers and continue to make good progress. Below is a table demonstrating the impact the Pupil Premium funding has had on reading levels:
The test outcome for all pupils in 2019 was unchanged, but the gap between the PP and all pupils narrowed. Many of the pupils eligible for the Premium have made good progress during KS2.
The table below shows there is still a significant difference in performance in reading between year groups, largely driven by the number of pupils eligible for PP who have SEN. Overall, 31% of the PP cohort have SEN; less than 10% of the non-PP cohort are on the SEN register.
In the plan for next year, there will be a major focus on years 3 and 4 to narrow the gap as it is greatest in these year groups.
|In July 2019||89%||83%||6pp|
|In July 2018||89%||73%||16pp|
|In July 2017||92%||82%||10pp|
Table showing KS2 reading test results in the last 3 years
|Year group||% of pupils at ARE||% of PP pupils at ARE||Gap – ppts||Number of PP pupils||
Teaching staff and teaching assistants have also recognised the impact of the emotional support pupils have received on attitudes to learning. We will look to ensure PP pupils have positive attitudes to reading and the opportunity to read regularly with staff and our volunteers.
|Average – 77||Average – 60||-17||Total – 68|
Table showing the performance in reading of all pupils and pupils eligible for PP grant
Pupil Premium Strategy Statement – 2020-21
|Academic Year||2020-21||Total PP budget||£94,500||Date of most recent PP Review||July 2019|
|Total number of pupils||315||Number of pupils eligible for PP||94 (2020-21)||Date for next internal review of this strategy||July 2021|
|Attainment 2018-19 – end of KS2……… no data available for 2019-20|
|School – PP (6 pupils)||School – non-PP (39 pupils)||National – all pupils|
|% achieving expected standard or above in reading, writing and maths||83%||88%|
|% achieving expected standard or above in reading||83%||88%||73%|
|% achieving expected standard or above in writing||83%||97%||78%|
|% achieving expected standard or above in maths||83%||100%||79%|
|Background and barriers to future attainment and progress|
Year on year, it is difficult to confirm clear trends in data as there are small numbers of pupils eligible for the premium in each year group. However, overall, natioanlly and at St swithun’s pupils eligible for the premium do not do as well as other pupils. There were no data available for 2020, so th comments belwo refer to the nationally reported tests in July 2019:
· the end of KS2 data suggested there was no significant gap between PP and non-PP pupils. In 2019, the cohort of 6 pupils performed well. Progress data was unavailable at the time of writing, but is not expected to show significant differences between the PP and non-PP cohorts.
· at end of KS1, only 4 of the 10 PP pupils attained ARE in reading and writing, well below the percentage of the non-PP cohort. The propgress of the six underachievers in literacy will be a priority in 2019-20. 80% of the PP pupils achieved ARE in maths.
· in the Y1 phonics test there was a difference between PP and all pupils; 67% of the group of 9 PP achieved the standard compared with 89% of all pupils
· at the end of EY, there was an attainment gap between the PP and non-PP cohorts; 87% of the non-PP group attained GLD with just 4 of the 8 pupils eligible for PP achieving GLD.
The 2020-21 Y6 cohort has 18 pupils eligible for the premium, 40% of the year group. Of these 7 are pupls with EAL and one is a LAC. Six pupils were not ARE in reading, writing and / or maths at the end of year 4 (last end of year data available).
There is no simple way to improve outcomes for disdavantaged pupils; each cohort and each pupil is unique in the barriers they present. However, there are a number of typical barriers that pupils may present and can lead to underachievement that need to be considered:
· Lack of routine which can lead to poor attendance and punctuality, incomplete or poor quality homework and limited experiences
· Low ambition, poor resilience and perseverance so children give up easily
· Poor reading skills and/or phonics with a negative attitude towards reading
· Pupil opportunities for writing not sufficient enough to allow pupils to develop and apply writing skills effectively
· Low self-esteem leading to friendship issues, poor behaviour and lack of positive relationships with adults.
Planned expenditure for 2020-21
NB – this plan is written assuming Covid disruption is at a minimum. Should significant tie be spent learning at home, some of the plan below will be refocused on ensuring home learning for our children eligible for pupil premium are robustly monitored and supported.
|Pupils improve their motivation and attitude towards their learning.||
· Continue to develop a Growth Mindset culture across the school, improving PPs’ ambition, perseverance and resilience – see SIP
· ELSA supports targeted pupils on a weekly basis (or as need demands)
· School assemblies, when possible, and the St Swithun’s Stars encourage growth mindset.
TJ / JV
When interviewed, PP pupils understand the characteristics of GM and can point to features of their work and attitude when these have been demonstrated.
· ELSA time to focus on individual pupils
· Release of JV to monitor – 6*pm
· More stickers and posters of mindset characters
|Pupils at risk of not reaching ARE make accelerated progress and narrow the gap in reading, writing and maths.||
· Clear identification and support of SEN pupils that is monitored closely
· Support from EMAS adviser on creating a classroom environment that supports language difficulties – see SIP
· Pupil progress meetings each term identify pupils at risk of not reaching ARE and identify strategies in order to do so
· Intervention programmes for targeted groups of pupils
· Staff and volunteers (when possible) focus on supporting vulnerable pupils; e.g. homework sessions outside of lessons; hearing children read who are not heard at home
Weekly tracking sheets show pupils are learning more effectively
PP pupils have made accelerated progress.
· SENCo time for expert advice
· Speech and Language support (Springboard)
· EMAS adviser SLA
· Release time for termly pupil progress meetings
· TA time to implement interventions, including Y1/2 phonics, Y6 booster groups, reading catch-up programme.
|Improve comprehension of PP pupils by extending range of books for KS1 and LKS2 pupils||
|JV||Pupils understand process of RR and can apply to reading of any book||Purchase books||£3,000|
|Progress of PP / vulnerable pupils is closely monitored on a weekly basis.||
· Identified staff discuss progress with specific pupils each half term
· HLTA monitors performance of vulnerable pupils each week.
|SH||Pupils are meeting class objectives regularly with or without support and those that are not have IEPs with individual targets.||
· HLTA time to monitor impact of whole class and intervention strategies
· HLTA time to support service families, when relevant.
|Pupils are able to access home learning so do not fall behind peers when absent from school||Increase number of devices to ensure PP pupils can access home learning and resources at school and dongles for Wi-Fi access||MD||No gap between home learners and those pupils at school||
· Purchase 20 tablets and dongles
· Time to set up to network
|The attendance of PP pupils improves – it is currently just below overall attendance due to a small number of individual pupils||
· HT and SIMS manager to monitor attendance fortnightly
· Parents are contacted when relevant with targets to improve attendance
· In-class strategies to support improved attendance and continuity in learning is ensured, including membership of school run clubs.
|AO||Attendance of PP pupils is in line with non-PP and above national average.||· HT and SIMS manager time||£200|
|Pupils eligible for the premium do no miss out on residential visits, educational visits, learning musical instruments or after-school clubs for financial reasons.||
· Letters make clear a subsidy may be offered
· Approach individual families as appropriate
Greater participation of PP pupils in after-school activities
No PP pupils miss trips and visits for financial reasons
· Admin Assistant time
· Subsidy (25% reduction)
|Pupils from service families (16 pupils) are well supported, particularly when their parent is away from home||
· Know when parents are overseas
· Regular lunchtime clubs
· Links with local schools support group and the Naval Federation
· Further support for individual pupils as and when necessary
|SH||Pupils from service families make good progress, access school support and local activities and events||· HLTA time||£2,000|
|Improvements in literacy levels||Take part in Pompey Pirates – year long intervention after school focused on motivating children to develop vocabulary, reading and writing skills||AO||All participating pupils make excellent progress||
· 36 Programme sessions
· Transport costs
|TOTAL COST £94,500|