Pupil Premium Grant

Extract from Government website defining the Pupil Premium: 

‘The Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils and close the attainment gap between them and their peers.  The Pupil Premium rose to £1.875 billion in 2013-14.

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months and children of service personnel.

Schools also receive funding for children who have been looked after continuously for more than six months and children of service personnel.’

For more information, visit https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings

Objectives and Outcome of PPG spending

At St Joseph’s we are committed to ensuring that teaching and learning opportunities meet the needs of all pupils, in particular those of vulnerable or socially disadvantaged pupils.  The Pupil Premium Grant (PPG) is used to ensure that all PPG pupils (FSM children and LAC children) are supported in making progress.  This progress is carefully and regularly tracked and there is an expectation that over the Key Stage, the majority of pupils will make a minimum of two levels of progress in English and Maths. We do this by relentlessly focussing on improving the quality of teaching and learning and additional adult support for these vulnerable groups of children. We aim to:

  1. To close the gap in attainment for PPG pupils in core subjects.
  2. To maintain high expectations and standards for pupils on PPG.
  3. To ensure that all pupils are given the same opportunities to develop their potential and participate in extra-curricular activities in and outside of school.

 

Pupil Premium Strategy

2016-2017

 

Summary Information

 

Total PPG Budget £69,060 Date for next strategy review July 2017
Number of pupils eligible for PP 43 Total number of pupils on roll 225

 

Current Attainment and Progress

 

Standard Pupils eligible for PPG at St Joseph’s Pupils not eligible for PPG (National Average)
Expected standard or above in Reading / Writing / Maths 80% 53%
Average progress in Reading / Writing / Maths 3.3 0
Average scaled score in Reading / Writing / Maths 106 103
High Score in Reading / Maths and Greater Depth in Writing 10% 7%

 

 

Possible Barriers Faced By Eligible Pupils
Access Access to a range of resources that would aid learning (books / tuition / study guides / educational visits etc)
Oracy Opportunities to develop age appropriate speaking and listening skills
Extracurricular Activities Having opportunities to engage in quality extracurricular activities (Trips / residentials / sports / music)
Attendance and Punctuality Less time in learning due to lower levels of attendance and punctuality
Self-esteem and Confidence Lower levels of confidence which can affect attainment and progress

 

 

Desired Outcomes Success Criteria
1. PPG pupils combined attainment is at least the same as non-PPG pupils 85%+ of PPG pupils to achieve at least expected standard in Reading / Writing / Maths combined.
2. PPG pupils progress is at least the same as non-PPG pupils. PPG pupils to progress at similar / higher rate than non-PPG pupils.

Target in 2016-2017 of Value Added score of 2+ for.

3. PPG pupils attendance is 95%+ PPG pupils to have at least 95%+ attendance figure.

Any persistent absentees, engaged with successfully.

4. PPG pupils are represented in extra-curricular clubs and trips. PPG pupils take up places in extra-curricular

 

 

Planned Expenditure
Academic Year 2016-2017
The three heading below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.
1. Quality of Teaching for All
Desired outcome? Chosen approach / action? Evidence for this strategy? How will you ensure that it is implemented well? Staff lead? When will you review this?
PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA.

PPG pupils are monitored and tracked carefully throughout the year during Pupil Progress Meetings (PPM).

 

Challenging targets for all pupils set.

During previous years, this level of focus, tracking and targeting has had positive results. Discussion of every pupil during termly PPMs and half termly action checks.

 

Discussion of whether pupils are on track to meet / exceed targets.

KW / JS / US

 

 

Half termly.

 

 

 

PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

Class teachers to carefully differentiate planning to cater for needs of pupils (SEN, LA, MA,HA, More Able). Clear and regular differentiation provides the support and challenge that enables pupils to make good progress. Subject leaders to monitor planning to ensure appropriate differentiation in place.

 

During short, half termly formal observations, SLT to focus on differentiation in planning and activities.

KW/ JS / US / Subject Leaders

 

Half termly.

 

 

 

PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

 

Staff to use school marking code to give regular quality marking feedback, especially in the use of focused Green Pen Questions (GPQs). EEF – Sutton Trust Teaching and Learning Toolkit promotes the positive impact of effective feedback Half termly book scrutinies and discussion with pupils.

 

Observation evidence.

 

KW / JS / US / Subject Leaders On-going

 

 

 

 

Total Budgeted Cost                                                                                          £1,850

 

 

2. Targeted Support
Desired outcome? Chosen approach / action? Evidence for this strategy? How will you ensure that it is implemented well? Staff lead? When will you review this?
PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

 

SENCO to ensure that all PPG children have some additional input (whether in TA target group / More Able group / Booster sessions). Previous years data has shown this careful provision has led to positive results. PPMs.

 

Discussion with SENCO.

 

Discussion with HLTA running interventions.

US

 

FG

Half termly

 

 

PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

 

Class TAs target groups / individuals in Reading / Writing / Maths.

 

Withdrawn intervention groups for Reading / Writing / Maths.

Targeted, focused small group support can help to address gaps in understanding.

 

Small group allows more time to be given to particular pupils.

PPMs.

 

Intervention data tracking (baseline and interval data).

 

Data tracking / progress checking on 3BM sheets and SIMS marksheets.

 

Observation evidence (of whole class and TA observations).

 

Discussion with pupils.

KW / JS / US

 

FG

 

 

 

 

Half termly

 

 

 

 

 

 

 

PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

 

Booster Groups (e.g. Reading Comprehension / 1:1 Reading / Spelling groups /  Maths groups / Writing Journals) to support those at risk of underachieving.

 

Groups run by Intervention Teacher / Head Teacher / Deputy Head Teacher / SENCO / HLTA.

 

Booster Groups for the More Able to aim for above expected attainment.

 

 

Small group, focused teaching allows pupils more time with a member of staff to revise and practise.

 

Data from previous years has shown positive benefit of these groups.

PPMs.

 

Data tracking / progress checking on 3BM sheets and SIMS marksheets.

 

KW / JS / US / FL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Half termly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For PPG pupils to develop good self-esteem and for support to be provided for those deemed vulnerable (socially / emotionally). Mentoring sessions offered after discussion with family to work on specific targets (social skills / behaviour targets)

 

 

 

Success of mentoring programmes in previous years led to an additional Learning Mentor being trained Record of mentoring sessions / assessed progress towards targets.

PPMs.

 

Discussions with pupils and families.

 

KW / JS / US

 

 

 

Half termly

 

 

For target PPG pupils to develop good self-esteem and for support to be provided for those deemed vulnerable (socially / emotionally). Ollie Therapy – 1:1 sessions with pupils who have significant barriers to learning. Engaging with families to offer support. Benefit of 1:1 focused sessions and engagement with families. Record of mentoring sessions.

 

Discussion with pupils and families.

KW / US Half termly

 

 

For target PPG pupils to develop age appropriate speaking and listening skills and grow in confidence when communicating. Trained Speech and Language Therapist takes children for targeted interventions focused on developing pupils ability to communicate effectively; improve Reading and Writing attainment. Previous experience with S&LT had positive benefit on pupils.

 

 

SENCO to liaise with staff member to review interventions.

 

Intervention data tracking (baseline and interval data).

 

US / AB Half termly

 

 

For target PPG pupils to develop age appropriate speaking and listening skills and grow in confidence when communicating. Member of staff with responsibility for EAL targets individuals and groups focusing on language development, Reading, Writing  and confidence-building.

 

Interventions successful in previous years. Pupils enabled to grow in confidence and develop spoken and written English. SENCO to liaise with EAL leader to review intervention timetable and effectiveness.

 

PPMs.

 

Intervention data tracking (baseline and interval data).

 

Tracking data on 3BM and SIMs.

 

Discussion with pupils and families.

 

US / TM Half termly

 

 

 

Total Budgeted Cost                                                                                          £40,160

 

 

 

 

 

 

3. Other Approaches
Desired outcome? Chosen approach / action? Evidence for this strategy? How will you ensure that it is implemented well? Staff lead? When will you review this?
PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

Purchase of study guides / resources that children can borrow in the run up to SATs. In previous years, pupils engaging in extra home learning attained well and made good progress. Discussion with pupils about home learning routine.

 

Discussion with parents at parents’ meetings.

 

Tracking data on 3BM and SIMs.

 

AE / JS Half termly

 

 

PPG pupils to take part in all areas of school life. Financial support / subsidies available for pupils in relation to uniforms / after school clubs / sports clubs / breakfast clubs / music tuition / school trips / school residential trips. Inclusiveness builds confidence and positive self-esteem.

When pupils and families feel included, they often are more committed to all of school life.

Opportunities that clubs / trips bring can have positive impact on educational attainment and progress; as well as developing key life skills (independence / keeping safe etc).

Checking after school club registers.

 

Reviewing Breakfast Club access.

 

Reviewing music tuition registers.

 

Discussion with pupils and families.

KW / JS / CL / HW

 

 

 

 

Half termly

 

 

 

To

ensure PPG pupils attendance is over 95%+

 

Any persistent absentees engaged with successfully.

Funding for Attendance Officer role to follow up daily attendance issues. Liaise with families / staff / Early Help. National data shows trend between poor attendance and underachieving.

Improving attendance has positive impact on attainment / progress.

Checking attendance registers daily.

 

Checking attendance reports and patterns.

 

Discussions with families and pupils.

 

Close partnership with Early Help and School Nurse as appropriate.

KW / FG / US

 

 

 

 

 

Regular review meetings between AO and Head Teacher

 

 

 

Total Budgeted Cost                                                                                    £27,050
Grand Total Budgeted Cost 2016-2017                                                                                    £69.060

 

 

 

 

 

 

Review of Expenditure
Academic Year 2015-2016
1. Quality of Teaching for All
Desired outcome? Chosen approach / action? Impact? Lessons Learned? Cost?
PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

 

Aspirational target setting and thorough tracking of pupil data; areas of strength and areas for development identified. Focus on PPG pupils.

 

Differentiated planning and tasks.

 

Discussion of pupils during PPMs.

·         EYFS GLD All pupils 70% / PPG 86% (7 PPG pupils).

·         Year 1 Phonics – 83% Pass Rate / PPG 83% (6 PPG pupils).

·         KS1 – Reading 93% EXS / PPG 75% (4 PPG pupils) – Writing 86% / PPG 75% (4 PPG pupils) – Maths 89% / PPG 100% (4 PPG pupils).

·         KS2 – 77% R/W/M combined / PPG 80% (10 PPG pupils). NA 53% / Non PPG combined NA 60%.

·         KS2 – 13% R/W/M High ‘attainment’ / PPG 10% (10 PPG pupils). NA 5% / Non PPG combined NA 7%.

·         Scaled Score average Non PPG – 105.7 / PPG 105.9 (10 PPG pupils). NA 103.

 

·         VA progress – Reading All pupils 4.26 / PPG 4.34 (9 PPG pupils) (NA All pupils 0).

·         Writing All pupils 2.38 / PPG 1.74 (9 PPG pupils) (NA All pupils 0).

·         Maths All pupils 3.96 / PPG 3.81 (9 PPG pupils) (NA All pupils 0).

 

+ Even greater focus on starting points for all pupils.  Focusing carefully on transition from EYFS, to Year 1 to end of KS1. Update class maps termly with starting point information and other contextual information.

+ Targeting more pupils who were EXP in Reading at end of EYFS to convert to Greater Depth at end of Year 2.

+ HLTA focus group in EYFS showed positive results.

+ Continue with writing journal intervention for pupils in Y5 and Y6.  Also consider this intervention for Year 2 target pupils.

+ Continue with 1:1 reading interventions with target Year 6 pupils.

+ Focus marking on ‘explain’ ‘demonstrate’ especially in Maths for pupils to develop their thinking.

 

 

 

 

 

 

      Cost £2000

 

2. Targeted Support
Desired outcome? Chosen approach / action? Impact? Lessons Learned? Cost?
PPG pupils attain at least in line with non-PPG group in Reading / Writing / Maths.

 

PPG pupils to make Value Added progress at / above NA (for non-PPG pupils).

 

For vulnerable PPG pupils to receive social and emotional support as appropriate.

 

SENCO to timetable and target support for PPG pupils with range of staff: EAL Co, HLTA, Learning Mentor, TAs, Speech and Language TA, SEN support as appropriate.

Booster classes after school and in school led by DHT and intervention teachers (WB / EK).

DHT / AE oversee lunchtime peer coaching interventions.

SLT interventions (reading / writing journals).

Ivy Education tutoring of target pupils for 2 terms in Reading and Writing. 2 pupils per session / 10 sessions.

See above for data breakdown.

 

In school data shows no significant differences in progress (measured in ‘steps’) across Y1-6 in summer 2016.

 

As a result of mentoring and targeted intervention, there were no fixed term exclusions for behaviour.

+ Speech and language input very valuable in terms of pupil confidence and self-esteem.

+ EAL Co input had very positive results.

+ Intervention teacher to work across Y5 and Y6 with target pupils. Continue with regular strategy meetings.

+ Ensure those who need longer Learning Mentor sessions carry on.

+ Continue after school

Maths booster – good impact.

+ 1:1 reading / writing journal interventions proved valuable – continue.

+ Peer coaching interventions enjoyed by children and positive impact on confidence.

 

 

 

 

 

 

 

    Cost  £63,300

 

3. Other Approaches
Desired outcome? Chosen approach / action? Impact? Lessons Learned? Cost?
For financial limitations not to be a barrier to PPG involvement / participation in all areas of school life.

 

 

Provide subsidies and resources where appropriate to give pupils opportunities. Families who required financial support for residential schools journeys were given this so pupils could attend.

Pupils supported in Breakfast club, wrap around club and for music tuition.

(??) Nursery places were partially or fully funded for PPG pupils.

+ Continue this inclusive approach.  Families and pupils benefitted from access to the range of opportunities.

 

 

 
For PPG pupils’ attendance to be 95%+ Attendance Officer to check registers daily and patterns weekly. Liaise with families and signpost support where appropriate (Early Help etc).

Rewards given to children with improved punctuality and attendance.

Whole School attendance figure for 2016 was 96.1% in line with the NA and above LA average of 95.9%. + Continue with this positive intervention.

+ Meeting early to flag up attendance issues had positive impact.

 
      Cost £7300
      Total Cost 2015-16 £72,600

 

 

 

25th March 2015: St Joseph’s School wins KS2 High Aspiration Award in the 2015 Pupil Premium Awards!  To find out more, please visit the Pupil Premium Awards website at www.pupilpremiumawards.co.uk.

 

 

St Joseph’s School has also been selected to join the Mayor of London’s Education Programme, The London Schools’ Gold Club 2014-2015. Please visit  www.londonschoolsgoldclub.org.uk/mayors-education-programme to read more about why and how schools have been awarded this membership.

London Gold Award

The Chair of Governors and Head Teacher receiving The London School’s Gold Club membership award

Pupil Premium Grant (PPG) Report – September 2015

This financial year (2015-16) St Joseph’s School has been awarded £74,481 Pupil Premium Grant, resulting from an increased award of £1,300 per eligible pupil.

Funding: April 2015 – March 2016 = £74,481

Closing the Gap 2014-2015 Pupil Premium Grant Headlines

please click here

Planned PPG Expenditure for 2015-16:

Tutoring
During 2015-16 academic year, St Joseph’s has bought into an exciting tutoring programme with Ivy Education.  This is a professional organisation with excellent tutors and advisors who work with targeted pupils on a personal programme of intervention.  This will focus on PPG pupils in Key Stage 2 and will help with preparation for secondary transition as well as enabling pupils to develop their knowledge and understanding of the English and Maths curriculum areas.

Speaking and Listening
An English as an Additional Language specialist teacher has been employed (one day a week) to work with pupils across the whole school who have limited fluency in the English language.  This focuses on children’s speaking and listening skills, reading and writing as well as developing their self-esteem and confidence.  The EAL specialist teacher has developed a Mother Tongue Assessment currently for Portuguese and Spanish EAL pupils and it is envisaged that this will be extended to Tagalog, Italian, Polish and Icelandic languages.

Supporting Vulnerable Groups
Provision and extra resources have been put in place for the SENCo to work with individuals and groups of vulnerable children by liaising with other outside agencies such as the Educational Psychologist, Occupational Therapist and Speech and Language Therapist, offering support to families through outreach workshops for parents.

Targeted Interventions
A full time teacher has been supporting targeted groups of PPG pupils as well as an HLTA to provide targeted interventions in reading, writing and maths for identified pupils behind their benchmarks eligible for PPG. This intervention also extends to working with more able pupils to accelerate their progress.

The Deputy Head Teacher works with groups of more able pupils across the school (particularly PPG pupils) focusing on accelerating progress in Mathematics. He also has established a link with the local secondary school for the more able PPG pupils to be challenged and extended and to acquire knowledge and experience within a secondary curriculum.

HLTA/Learning Mentor continues working with PPG pupils on Intensive Reading Initiative (IRI) and working on behaviour issues and building children’s self-esteem and confidence.  Staff have been developed to take on a full time Learning Mentor role from the Autumn term to reinforce work already being undertaken to support pupil well-being.

In addition, the Head Teacher and Deputy Head Teacher are working to develop children’s writing by introducing daily writing journals for target groups.

SATs Preparation
Deputy Head Teacher continues to run targeted interventions for pupils in Year 6 including PPG pupils in order to achieve age related expectations or above for Key Stage 2 assessments.

Senior Leadership Team to continue with booster classes in Mathematics/English held after school for Year 6 pupils including PPG pupils.

Resources purchased (Rising Stars and Oxford University Press revision guides in Mathematics and English) to boost pupils’ levels of attainment in conjunction with the above interventions.

Supporting Curricular and Extra-curricular activities
Continue to subsidise both curricular and extra-curricular activities for pupils eligible for PPG to ensure equality of access to activities such as before and after school clubs, trips and residential journeys, visitors to the school.

Wrap-around-Care
The Senior Leadership Team have introduced a wrap-around-care service with subsidies for PPG pupils.  This will provide exciting options for children to engage in creative activities to enhance their learning.

Improving Pupils’ Attendance
Consolidating the role of Attendance Officer to monitor all pupils’ attendance and punctuality (including PPG pupils), promoting high attendance and positive attitudes to learning and the impact of non-attendance on attainment. Liaises with families and Education Welfare Officers.

~*~*~*~*~*~*~*~*~*~

Pupil Premium Grant (PPG) Report – September 2014

This financial year (2014-15) St Joseph’s School has been awarded £59,800 Pupil Premium Grant, resulting from an increased award of £1,300 per eligible pupil.

Funding: April 2014 – March 2015 = £59,800

Objectives and Outcome of PPG spending

At St Joseph’s we are committed to ensuring that teaching and learning opportunities meet the needs of all pupils, in particular those of vulnerable or socially disadvantaged pupils.  The Pupil Premium Grant (PPG) is used to ensure that all PPG pupils (FSM children and LAC children) are supported in making progress.  This progress is carefully and regularly tracked and there is an expectation that over the Key Stage, the majority of pupils will make a minimum of two levels of progress in English and Maths. We do this by relentlessly focussing on improving the quality of teaching and learning and additional adult support for these vulnerable groups of children. We aim to:

  1. To close the gap in attainment for PPG pupils in core subjects.
  2. To maintain high expectations and standards for pupils on PPG.
  3. To ensure that all pupils are given the same opportunities to develop their potential and participate in extra-curricular activities in and outside of school.

Closing the Gap 2013-2014 Pupil Premium Grant Headlines
please download PDF report here

Planned PPG Expenditure for 2014-15:

Speaking and Listening
An English as an Additional Language specialist teacher has been employed (one day a week) to work with pupils across the whole school who have limited fluency in the English language.  This focuses on children’s speaking and listening skills, reading and writing as well as developing their self-esteem and confidence.  The EAL specialist teacher has developed a Mother Tongue Assessment currently for Portuguese and Spanish EAL pupils and it is envisaged that this will be extended to Tagalog, Italian, Polish and Icelandic languages.

Supporting Vulnerable Groups
Provision and extra resources have been put in place for the SENCo to work with individuals and groups of vulnerable children by liaising with other outside agencies such as the Educational Psychologist, Occupational Therapist and Speech and Language Therapist, offering support to families through outreach workshops for parents.

Targeted Interventions
An HLTA to provide targeted interventions in reading, writing and maths for identified pupils behind their benchmarks eligible for PPG. This intervention also extends to working with more able pupils to accelerate their progress.

The HLTA works on using finer levels of assessment (e.g. letter sound checks, key word lists, Salford reading test) to highlight smaller steps in progress made by our younger pupils (Years 1 and 2) to accelerate their learning to bring them up to their age related expectations.

The Deputy Head Teacher works with groups of more able pupils across the school (including PPG pupils) focusing on accelerating progress in mathematics.

HLTA/Learning Mentor continues working with PPG pupils on Intensive Reading Initiative (IRI) and working on behaviour issues and building children’s self-esteem and confidence.

In addition, the Head Teacher and Deputy Head Teacher are working to develop children’s writing by introducing daily writing journals for target groups.

SATs Preparation
Deputy Head Teacher continues to run targeted interventions for pupils in Year 6 including PPG pupils in order to achieve age related expectations or above for Key Stage 2 assessments.

Senior Leadership Team to continue with booster classes in Mathematics/English held after school for Year 6 pupils including PPG pupils.

Resources purchased (Rising Stars and Oxford University Press revision guides in Mathematics and English) to boost pupils’ levels of attainment in conjunction with the above interventions.

Supporting Curricular and Extra-curricular activities
Continue to subsidise both curricular and extra-curricular activities for pupils eligible for PPG to ensure equality of access to activities such as before and after school clubs, trips and residential journeys, visitors to the school.

Improving Pupils’ Attendance
Consolidating the role of Attendance Officer to monitor all pupils’ attendance and punctuality (including PPG pupils), promoting high attendance and positive attitudes to learning and the impact of non-attendance on attainment. Liaises with families and Education Welfare Officers.

~*~*~*~*~*~*~*~*~*~

Pupil Premium Grant (PPG) Report – September 2013

April 2012 – March 2013 Financial Year Pupil Premium fund allocated: £36,134

April 2013 – March 2014 Financial Year Pupil Premium fund allocated: £52,200

Objectives and Outcome of PPG spending

At St Joseph’s we are committed to ensuring that teaching and learning opportunities meet the needs of all pupils, in particular those of vulnerable or socially disadvantaged pupils.  The Pupil Premium Grant (PPG) is used to ensure that all PPG pupils (FSM children and LAC children) are supported in making progress.  This progress is carefully and regularly tracked and there is an expectation that over the Key Stage, the majority of pupils will make a minimum of two levels of progress in English and Maths.  We do this by relentlessly focussing on improving the quality of teaching and learning and additional adult support for these vulnerable groups of children.  We aim:

1. To close the gap in attainment for PPG pupils in core subjects.

2. To maintain high expectations and standards for pupils on PPG.

3. To ensure that all pupils are given the same opportunities to develop their potential and participate in extra-curricular activities in and outside of school.

Closing the Gap 2012-2013 Pupil Premium Grant Headlines
click here for PDF Report

Planned PPG Expenditure for 2013-14:

Speaking and Listening
Artis drama specialist employed (one day a week) to work with classes across the whole school, and to run an after school club.  This focuses on children’s speaking and listening skills and developing their self-esteem and confidence.

Supporting Vulnerable Groups
Provision from the Play Therapist from the Catholic Children’s Society (one day a week) to work with individuals and groups of vulnerable children by liaising with the school’s SENCo and other outside agencies offering support to families through outreach workshops for parents.

Targeted Interventions
Five day a week supply teacher and HLTA work to provide targeted interventions in reading, writing and maths for identified pupils behind their benchmarks eligible for PPG.  This intervention also extends to working with more able pupils to accelerate their progress.

The HLTA works on using finer levels of assessment (e.g. letter sound checks, key word lists, Salford reading test) to highlight smaller steps in progress made by our younger pupils (Years 1 and 2) to accelerate their learning to bring them up to their age related expectations.

The Deputy Head Teacher works with groups of more able pupils across the school (including PPG pupils) focusing on accelerating progress in mathematics.

HLTA/Learning Mentor continues working with PPG pupils on Intensive Reading Initiative (IRI) and working on behaviour issues and building children’s self-esteem and confidence.

SATs Preparation
Deputy Head Teacher continues to run targeted interventions for pupils in Year 6 including PPG pupils in order to achieve age related expectations or above for Key Stage 2 assessments.

Senior Leadership Team to continue with booster classes in maths/literacy held after school for Year 6 pupils including PPG pupils.

Resources purchased (Rising Stars revision guides in maths and literacy) to boost pupils’ levels of attainment in conjunction with the above interventions.

Supporting Curricular and Extra-curricular activities
Continue to subsidise both curricular and extra-curricular activities for pupils eligible for PPG to ensure equality of access to activities such as before and after school clubs, trips and residential journeys, visitors to the school.

Improving Pupils’ Attendance
Introduced the role of Attendance Officer to monitor all pupils’ attendance and punctuality (including PPG pupils), promoting high attendance and positive attitudes to learning and the impact of non-attendance on attainment.  Liaises with families and Education Welfare Officers.

How the money was spent 2012-2013

  • Artis specialist employed (one day a week) to work with classes in Key Stage 2, and to run an after school club.  This focused on children’s speaking and listening skills and developing their self-esteem and confidence.
  • Provide Play Therapist from the Catholic Children’s Society (one day a week) to work with individuals and groups of vulnerable children.
  • 5 day a week supply teacher to provide targeted interventions for pupils eligible for PPG.
  • Booster classes held after school for Year 6 pupils.
  • Extra-curricular activities for pupils eligible for PPG.
  • SATs resources for targeted PPG pupils.
  • Learning Mentor working with PPG pupils on Intensive Reading Initiative (IRI) and working on behaviour issues and building children’s self-esteem and confidence.

Below, sets out an example of the impact of PPG expenditure on eligible pupils in 2012-13:

Areas of Focus:

  • Pupils eligible for PPG
  • Year 6 pupils behind benchmarks
  • Year 6 booster classes / Support Teacher / SATs resources

 PPG Pupils in Year 6

  Sep 2012
Year 6 Pupils at/above expected attainment (3a)
June 2013
Year 6 Pupils at/above expected attainment (4b)
Difference
(12)

Pupils

%

Pupils

%

Pupils

%

Reading

10

83%

12

100%

+ 2

+ 17%

Writing

5

42%

11

92%

+ 6

+50%

Maths

6

50%

12

100%

+ 6

+ 50%

All Pupils in Year 6

  Sep 2012
Year 6 Pupils at/above expected attainment (3a)
June 2013
Year 6 Pupils at/above expected attainment (4b)
Difference

Pupils

%

Pupils

%

Pupils

%

Reading

22

88%

24

96%

+ 2

+ 8%

Writing

12

48%

22

88%

+ 10

+ 40%

Maths

17

68%

24

96%

+ 7

+ 28%

The data shown below are results from Summer Term 2013:

Performance of Disadvantaged Pupils in 2013 Eligible for PPG
(Pupils eligible for Free School Meals (FSM), or in Local Authority Care (LAC) for at least 6 months)

National Average (PPG pupils)

% of pupils in Key Stage 2 making expected progress in Reading 100% 84%
% of pupils in Key Stage 2 making expected progress in Writing 100% 89%
% of pupils in Key Stage 2 making expected progress in Maths 100% 84%

 

Performance of Pupils in 2013 Not Eligible for PPG

 

National Average (Non-PPG)

% of pupils in Key Stage 2 making expected progress in Reading   92%* 89%
% of pupils in Key Stage 2 making expected progress in Writing 100% 93%
% of pupils in Key Stage 2 making expected progress in Maths 100% 90%

* This result represents one statemented pupil, achieving a level 3.

Outcomes and Comparison of Attainment as at July 2013

Key Stage 2

Percentage of pupils achieving L4+

Reading Writing Grammar,Punctuation & Spelling Maths
All Pupils 96% 96% 96% 100%
PPG 100% 100% 100% 100%
Non PPG 92%* 92%* 92%* 100%

* This result represents one statemented pupil, achieving a level 3.

Percentage of pupils achieving L5+

Reading Writing Grammar,Punctuation & Spelling Maths
All Pupils 56% 48% 72% 68%
PPG 42% 50% 67% 42%
Non PPG 69% 46% 77%* 85%

* This result represents one statemented pupil, achieving a level 3.

Key Stage 1

Percentage of pupils achieving L2+

Reading Writing Math
All Pupils 97% 97% 97%
PPG 75%* 75%* 75%*
Non PPG 100% 100% 100%

* This result represents one statemented pupil, achieving below level 2.

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St Joseph’s RC Primary School Pupil Premium Grant (PPG)

Report: November 2012

In 2011-12 St Joseph’s School received £24,463 pupil premium grant.

Performance of Disadvantaged Pupils in 2012

(Pupils eligible for free school meals (FSM), or in Local Authority Care (LAC) for at least 6 months)

% of pupils in Key Stage 2 making expected progress in English – 100%
% of pupils in Key Stage 2 making expected progress in Maths – 100%

Objectives / Outcomes of PPG spending 2011/2012

As a school, we are committed to ensuring that teaching and learning opportunities meet the needs of all pupils, in particular those of vulnerable or socially disadvantaged pupils. At St Joseph’s, the Pupil Premium Grant is used to ensure that all FSM children and LAC children are supported in making progress. This progress is carefully and regularly tracked and there is an expectation that over the Key Stage, the majority of pupils will make a minimum of two levels of progress in English and Maths.

1. To close the gap in attainment for FSM pupils in core subjects.
2. To maintain high expectations and standards for pupils on FSM.
3. To ensure that all pupils are given the same opportunities to develop their potential and participate in extra-curricular activities in and outside of school.

How the money was spent:

  • Artis specialist employed (one day a week) to work with classes in Key Stage 2, and to run an after school club. This focused on children’s speaking and listening skills and developing their self-esteem and confidence.
  • Provide Play Therapist from the Catholic Children’s Society (one day a week) to work with individuals and groups of vulnerable children.
  • 4 day a week supply teacher to provide targeted interventions and class cover.
  • Additional TA for the Year 3 class to work with target children.
  • Additional teaching assistant support to deliver interventions (HLTA) / SEN TA).

Outcomes for 2011 – 2012

Key Stage 2 – 13 pupils

1. FSM pupils continue to make the expected progress from Key Stage One to Key Stage Two, which is in line with non-FSM pupils at St Joseph’s.

In 2012, the progress of the FSM pupils was well above the National expectations for English and Maths by the end of Key Stage Two.

Table: % of pupils from Year 6 2011-2012 who made the National expectation of 2 levels of progress between Key Stage 1 and Key Stage 2. Also compared with Non-FSM pupils.

Reading Writing Maths
FSM 100% 100% 100%
Non FSM 100% 100% 100%

Table: % of FSM pupils from Year 6 2011-2012 who made the National expectation of 2 levels of progress between Key Stage 1 and Key Stage 2. Also compared with National average for FSM pupils.

St Joseph’s (FSM) National Average (FSM)
2 levels progress in English 100% 87%
2 levels progress in Maths 100% 83%

Value Added (VA) – FSM Comparisons

FSM Above National Average in all areas
FSM VA above Non FSM VA in all areas
100% of FSM children made 2 levels of progress

VA All Subjects VA English VA Maths
All pupils = 100.4 All pupils = 99.9 All pupils = 100.9
FSM = 101.2 FSM = 100.7 FSM = 101.7
Non FSM = 100.1 Non FSM = 99.4 Non FSM = 100.8

Attainment

All Subjects APS = 29.1 English APS = 28.2 Maths APS = 29.9
FSM = 27.9 FSM = 27.0 FSM = 28.8
Non FSM = 30.0 Non FSM = 29.9 Non FSM = 30.8
Gap = -2.1 Gap = -2.3 Gap = -2.0

Percentage of pupils achieving L4+

English Maths English and Maths
All pupils = 86% All pupils = 97% All pupils = 86
FSM = 85% FSM = 92% FSM = 85%
Non FSM = 88% Non FSM = 100% Non FSM = 88%

Percentage of pupils achieving L5+

English Maths English and Maths
All pupils = 38% All pupils = 48% All pupils = 34%
FSM = 23% FSM = 38% FSM = 15%
Non FSM = 50% Non FSM = 56% Non FSM = 50%

2. The attainment of pupils is broadly in line with that of Non FSM pupils at the end of Key Stage Two in terms of Level 4, and behind that of Non FSM pupils in relation to Level 5.

National Expectation – Level 4
English Maths
FSM FSM = 92% FSM = 100%
Non FSM Non FSM = 88% Non FSM = 100%
National Expectation – Level 5
English Maths
FSM FSM = 23% FSM = 38%
Non FSM Non FSM = 50% Non FSM = 56%

Key Stage 1 2011-2012 – 6 pupils

1. The attainment of FSM pupils is broadly in line with that of Non FSM pupils in Reading and Maths at Level 2b, but behind in Writing. Non FSM pupils are above FSM pupils in terms of L3 attainment (this was 2 pupils in the class who achieved L3 in Reading, Writing and maths).

The attainment of FSM pupils is above the National average at L2b in Reading and Maths.

National Expectation – Level 2b
Reading Writing Maths
FSM 83% 33% 67%
Non FSM 86% 64% 73%
Nat Av. (All) 76% 64% 76%
National Expectation – Level 3
Reading Writing Maths
FSM 0% 0% 0%
Non FSM 9% 9% 9%
Nat Av. (All) 27% 14% 22%

2. The % of FSM pupils (4 pupils in total) who met the expected standard in the Year 1 Phonics Screening Test is below the National Average for FSM pupils and below that of Non FSM pupils.

% of pupils attaining the expected standard
St. Joseph’s National Average
FSM 25% 45%
Non FSM 74% 62%

Of the 3 pupils who did not meet the expected standard, 1 pupil is at School Action and 1 pupil has a statement (and did not take the screen).

The 2 pupils who will retake the screen this year are both expected to pass.

Projected performance of disadvantaged pupils in 2013(pupils eligible for free school meals (FSM) or in local authority care (LAC) for at least six months)
% of pupils making expected progress in English 100%
% of pupils making expected progress in Maths 100%