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 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 focusing 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 – 2019-2020

Summary Information

Total PPG Budget £51780 Date for next strategy review July 2020
Number of pupils eligible for PP 33 Total number of pupils on roll 227

Current Attainment and Progress – Year 6 2019 Results

Standard Pupils eligible for PPG at St Joseph’s Pupils not eligible for PPG (National Average)
Expected standard or above in Reading / Writing / Maths 75% (6/8 pupils) 71%
Average progress in Reading / Writing / Maths -0.3 (7 pupils in progress figures) 0.32
Average scaled score in Reading / Writing / Maths 108.3 105.5
High Score in Reading / Maths and Greater Depth in Writing 13% 13%

 

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 80%+ of PPG pupils (4/5 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 2019-20 of Value Added score of 2+.

3. PPG pupils attendance is 96%

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 activities and school trips / residentials.

 

Planned Expenditure
Academic Year 2019-2020
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                                                                                          £1,950

 

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 year’s 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 / HoS / 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 / FG

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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)

 

 

 

Maths mentor sessions (led by parents associated with the school / secondary school pupils).

 

 

Success of mentoring programmes in previous years led to an additional Learning Mentor being trained .

 

 

 

Parents with a background of using Maths in the workplace – positive role modelling. Also older secondary pupils.

Record of mentoring sessions / assessed progress towards targets.

PPMs.

 

Discussions with pupils and families.

 

KW / JS / US / FG

 

 

 

Half termly

 

 

 

 

 

 

 

 

 

Termly

For target PPG pupils to develop age appropriate speaking and listening skills and grow in confidence when communicating. Trained SLIT (Sensory Language Impairment Teacher) takes children for targeted interventions focused on developing pupils’ ability to communicate effectively; improve Reading, Writing and Maths attainment.

Previous experience with SLIT teacher had positive benefit on pupils.

 

 

SENCO to liaise with staff member to review interventions.

 

Intervention data tracking (baseline and interval data).

 

US / HC

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                                                                                          £31500

 

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 / HW

 

 

 

 

Half termly

 

 

 

To

ensure PPG pupils attendance is over 96%+

 

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

 

 

 

Multi sports club after school Targeted approach for after school sports club to encourage PPG pupils to be active, engaged and provided with enrichment opportunities.

Inclusiveness builds confidence and positive self-esteem.

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

 

Review club attendance to ensure target children are taking up offer. KW / JS / AMc Termly
Improve pupils’ concentration, focus and problem solving. Weekly small group chess intervention. Widespread evidence that chess can improve concentration and problem solving skills.

Review how group are getting on in class.

Review Maths test scores.

JS / AE Half termly
Total Budgeted Cost                                                                                    £18,330
Grand Total Budgeted Cost 2019-20                                                                                    £51,780

 

Review of Expenditure
Academic Year 2018-2019
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 83% / PPG 50% (1/2 PPG pupils).

·         Year 1 Phonics – 88% Pass Rate / PPG 67% (2/3 PPG pupils).

·         KS1 – Reading 86% EXS / PPG 67% (2/3 PPG pupils) – Writing 86% / PPG 67% (2/3 PPG pupils) – Maths 86% / PPG 67% (2/3 PPG pupils).

·         KS2 – 88% R/W/M combined / PPG 75% (6/8 PPG pupils). NA 65% / Non PPG combined NA 71%.

·         KS2 – 15% R/W/M High ‘attainment’ / PPG 13%. NA 11% / Non PPG combined NA 13%.

·         Scaled Score average combined 107.7 / PPG 106.3. NA 104.7. Non PPG NA – 105.8.

 

·         VA progress – Reading All pupils 0.39 / PPG 1.19 (7 PPG pupils) (NA All pupils 0).

·         Writing All pupils 0.41 / PPG 0.97 (7 PPG pupils) (NA All pupils 0).

·         Maths All pupils 0.0 / PPG -3.13 (7 PPG pupils) (NA All pupils 0).

 

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

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

+ Even greater focus on starting points for all pupils.  Focusing carefully on transition from EYFS, to Year 1 to end of KS1.

+ Focus GPQ marking on ‘explain’ / ‘demonstrate’ especially in Maths for pupils to develop their reasoning skills.

+ HLTA focus group in EYFS showed positive results.

+ Continue with Writing / Maths journal intervention for pupils in Y5 and Y6.  Consider this intervention for Year 2 target pupils.

+ Consolidate use of Maths mentors to build positive self-esteem / confidence.

 

 

 

 

 

 

 

Cost £1,800

 

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 Teacher, HoS and HLTA.

HoS / Teacher oversee lunchtime peer coaching interventions.

SLT interventions (Reading / Writing / Maths journals).

 

Targeted mentoring sessions.

See above for data breakdown.

 

In school data shows no significant differences in progress (measured in ‘steps’) across Y1-6 in summer 2019.

 

 

 

 

 

 

 

Pupils had positive outlet for discussing difficult areas. Staff benefitted from idea sharing and discussing strategies.

+ EAL Co input had very positive results.

+ Peer coaching interventions need to happen consistently.

+ Regular strategy meetings were beneficial to discuss progress / interventions.

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

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

+ Continue after school

Maths booster – good impact.

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

 

 

 

 

 

 

 

 

 

Cost  £30,300

 

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.

 

+ 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. Appointment of a Junior Attendance Officer was positive.

Whole School attendance figure for 2018-19 was 96.1% above the NA of 96% and above the LA average of 95.8%.

 

The PPG attendance figure for 18-19 was 94.5%

+ Continue with this positive intervention.

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

+ Involving children as part of ‘attendance team’ was positive.

Cost £18,500
Total Cost 2018-19 £50,600