Pupil Premium
Pupil Premium at English Martyrs’ Catholic Primary School
This is a Government initiative aimed at "narrowing the gap" in achievement between children who are currently and have previously been eligible for Free School Meals (FSM) and other groups in school. At English Martyrs’ Catholic Primary School, we have higher than average numbers of children eligible for FSM so have been allocated this additional funding.
For the Academic Year 2020~2021, English Martyrs' has been allocated £82,010 for Pupil Premium. Whilst this seems an awful lot of money, if you read the document below, you will see how we spend it and how it soon goes. At English Martyrs' we believe that nobody should be left out or miss out on their learning for any reason, therefore so that we are able to provide cultural capital, the knowledge that all children should have, and so that they can learn without barriers, we supplement Pupil Premium Funding through the school budget.
English Martyrs’ Catholic Primary School Pupil Premium Grant 2022 ~ 2023
Pupil premium strategy statement 2022 ~ 2023
School overview
School name | Primary School |
Pupils in school | 214 (not incl. Nursery = 26) |
Proportion of disadvantaged pupils | 30.8%* |
Pupil premium allocation this academic year | £87,255 (*based on 63 children in census, actual = 75 children = 35%) |
Academic year or years covered by statement | 2022 ~ 2023 |
Publish date | September 2022 |
Review date | September 2023 |
Statement authorised by | S Gillespie |
Pupil premium lead | A Howarth (HT) |
Governor lead | S Gillespie (CoG) |
Disadvantaged pupil progress scores for last academic year
Measure | Score |
Reading | 4.4 |
Writing | 0.7 |
Maths | -1.9 |
Disadvantaged pupil performance overview for last academic year
Measure | Score | ||
Reading | Writing | Maths | |
Meeting expected standard at KS2 | 55.6% | 55.6% | 55.6% |
Achieving high standard at KS2 | 0 | 0 | 0 |
Strategy aims for disadvantaged pupils
Measure | Activity |
Priority 1 | To ensure Pupil Premium children have appropriate Personal Development and SEMH support, |
Priority 2 | To ensure all disadvantaged children make good and better than good progress using Catch-Up support
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Priority 3 | To ensure Pupil Premium children’s attendance is in line with their peers
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Barriers to learning these priorities address | Many disadvantaged children are not ready to learn when they arrive in school as a result of ‘missed’ learning and home life needs which are adding to PD and SEMH needs of children |
Projected spending | £98, 863 |
Teaching priorities for current academic year
Aim | Target | Target date |
Progress in Reading | Achieve national average progress scores in KS2 Reading | July 2023 |
Progress in Writing | Achieve national average progress scores in KS2 Writing | July 2023 |
Progress in Mathematics | Achieve average KS2 Mathematics progress score | July 2023 |
Phonics | Achieve national average expected standard in PSC | July 2023 |
Measure | Activity |
Priority 1 | Ensure all relevant staff have received training for SEMH/ELSA and Rainbows Bereavement Counselling In addition ensure all staff receive training for dealing with ACEs and SEMH; maintain ongoing CPD for ELSA and Bereavement and Loss counsellors, cascading expertise to colleagues within school; Disadvantaged children to receive Yoga for mindfulness and well-being |
Priority 2 | Ensure all disadvantaged children have access to and use Catch Up support to ensure gaps in learning being bridged and supported leading to good or better progress from starting points |
Priority 3 | Ensure Breakfast Club is in place and run effectively as a settled base for children to start their learning and also arrive on time |
Barriers to learning these priorities address | Staffing of Breakfast Club; ensuring all staff have relevant qualifications and training; Catch Up support |
Projected spending | £43,146 |
Targeted academic support for current academic year
Measure | Activity |
Priority 1 | Targeted small group intervention support for disadvantaged children who were not able to fully access learning (online and paper based) as a result of PD and SEMH and also to support those disadvantaged children who are working at GDS |
Priority 2 | Establish small group reading, phonics, writing and maths interventions for disadvantaged pupils falling behind age-related expectations using Early Reading/Writing/Phonics/Maths Teacher
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Barriers to learning these priorities address | Encouraging wider reading and providing catch-up in maths, reading, phonics and writing |
Projected spending | £38,893 (** DfE Catch Up funding also allocated to this)
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Wider strategies for current academic year
Measure | Activity |
Priority 1 | Maintaining Breakfast Club with view to increase numbers and allocate additional staff partially funded through PPG |
Priority 2 | Continue to address ongoing vulnerability and socio-economic needs of most vulnerable families and children who face food poverty using Fare Share initiative; support for school trips, support from full time ELSA Team supporting mental health of children and families |
Barriers to learning these priorities address | Improving attendance and readiness to learn for the most disadvantaged pupils Continue to provide weekly Fair Share Food parcels to the most vulnerable and disadvantaged children and families. |
Projected spending | £59,970 |
Monitoring and Implementation
Area | Challenge | Mitigating action |
Teaching | Ensuring enough time is given over to allow for staff professional development | Use of INSET days and Twilight sessions and additional cover being provided |
Targeted support | Ensuring enough time for school maths, phonics and English leads to support small groups Ensuring newly placed Early Reading/Writing/Phonics/Maths Teacher skill and knowledge is embedded | Leads and Early Skills Teacher to work with new and returning staff, including support staff, to lead small groups. |
Wider strategies | Continuing to engage the families facing most challenges | Working as a Nurture unit with local council and authority to provide ongoing support for families |
Review: last year’s aims and outcomes
Aim | Outcome |
Progress in Reading and Writing | Steady improvement in disadvantaged pupil. On track towards aim. |
Progress in Mathematics | Slightly lower progress on previous years. As a result, mastery will be embedded across the school, to ensure we meet the aim. Years 2 & 3 have piloted Red Rose Mastery principles and units; years 1, 4 & 5 to Pilot 2022/23 |
Phonics | Children not meeting PSC national standard. Whole school focus on Phonics with training given. 63% Y2 children met standard at PSC Autumn 2021 (4/10 (40%) disadvantaged children met standard.
62% Children not meeting PSC national standard June 2022 of whom 11 children (38% are disadvantaged. Of these children, 7, 64% met standard)
In order to continue to improve Phonics Standard across school, especially for the disadvantaged, it is one of 3 Key School Improvement Priorities for 2022/23: ‘Ensure that all staff are well trained and confident to teach the new phonics programme, ensuring that fidelity in delivery underpins an increase in the proportion of children who crack the phonics code.’
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