Pupil Premium Expenditure
Pupil Premium is reviewed at the end of each financial year and the new proposed expenditure strategy updated to reflect the needs of pupils both new and existing for the academic year ahead. This information will be made available on the school website by the end of the Autumn term of the new academic year.
Pupil Premium Summary Academic Year 2019/2020
Pupil Premium Grant £121,780
The government introduced Pupil Premium with the aim of reducing the attainment gap between the highest and lowest achieving pupils nationally, enabling more pupils from disadvantaged backgrounds to go on into higher education.
Whilst schools are free to determine themselves how we spend this funding we are obliged to publish information about how the money is being spent.
The report gives our reasons and strategies we intend to adopt to make improvements we consider are necessary to give our children deemed as disadvantaged the opportunity to achieve, raising their attainment to be increasingly in line with all children nationally.
We continue with several of the strategies we have previously introduced that are aimed at promoting accelerated learning, and we regularly review the success of those strategies.
At St Thomas’ Church of England Primary School we have a governor and a member of the SLT with responsibility for Pupil Premium (Pupil Premium Champions); leading the development of the school in this regard and coordinating the strategic leadership with the wider school community to implement the plan. The use of Pupil Premium is overseen by Governors whose role it is to ensure that the school has accountability for the impact of its spending.
The school recognises that whilst we receive funding related to numbers of children in receipt of Free School Meals, children in the care of the local authority and children of members of the armed forces, there is also a significant number of other children in school who live in low income families and who are living in an area recognised as being in the top 20% of areas nationwide classed as socially deprived. Therefore, where possible we use funding that includes those children whilst ensuring that this is not to the detriment of others. We also have a significant number of children who have experienced/are experiencing numerous ACEs (Adverse Childhood Experiences).
Objectives
Close the gap between pupils at St Thomas’ and those nationally
- To raise the level of attainment and progress for children throughout the school, with specific reference to pupils considered disadvantaged
- Raise attendance to a level that is at or above national average
- Making the curriculum more relevant and accessible to children at our school
- Improving standards of Reading and Writing throughout the school
- Identifying inequalities and raising attainment of those students in low income families.
- Provide challenge for more able pupils
Background
Strategies introduced/continued:
- Employed a Pastoral Lead to work with children throughout school
- Employed a Speech and Language Therapist (1 day per week)
- Worked extensively with a Literacy Consultant to introduce a Narrative Immersion Curriculum
- Literacy Consultant worked with parents to encourage home learning
- Introduced Home School Activity Bags (TLC bags) in EYFS to support Speaking and Listening and learning in the home
- Employed a 0.4 Learning Support Teacher to work with our vulnerable/SEND children
- Continue to employ a 0.6 member of support staff to offer in class targeted support
- Continued enhanced teaching staff establishment by 0.4 class teacher to release SENDCo/DHT
- Provided additional Ed Psych visits
- Provided relevant training for staff
- Provided booster classes for targeted pupils
- Enhanced our music tuition to benefit more children and their peers
- Provide extrinsic rewards for excellent punctuality and attendance
- Enhanced pupils’ life experiences with subsidized curriculum visits and visitors
- Continued to provide a free to attend Breakfast Club staffed by support and pastoral staff
- Continue to provide a free to attend after school Sibling Club/Homework Club which allows children to attend other after school
- Purchase additional analytical software to be able to identify need for targeted reading interventions
- Provided additional reading scheme books
- Provided enhanced stock in School Library
|
Strategy |
Cost |
Impact |
|
Employed a Pastoral Lead to work with children throughout school |
£24,000 |
Reduction in pupils disengaging from learning; raising self-esteem and self-confidence; raised attainment |
|
Employed a Speech and Language Therapist (1 day per week) |
£10,138 |
Early assessment and identification of Sp&L issues leads to early interventions |
|
Employed a 0.4 Learning Support Teacher to work with our vulnerable/SEND children |
£17,541 |
Accelerated progress made by children receiving interventions |
|
Continued enhanced teaching staff establishment by 0.4 class teacher to release SENDCo/DHT |
£17,865 |
DHT offered targeted support to identified PP pupils – raised achievement levels |
|
Continue to employ a 0.6 member of support staff to offer in class targeted support |
£14,012 |
Accelerated progress made by children receiving interventions |
|
Enhanced Ed Psych time (3 extra visits) |
£1470 |
Pupils’ complex SEND needs are being met earlier |
|
Fund relevant pastoral qualifications for staff to work with pupils identified as having multiple ACES |
£3,000 |
Reduction in pupils disengaging from learning; raising self-esteem and self-confidence; raised attainment |
|
Worked extensively with a Literacy Consultant to introduce a Narrative Immersion Curriculum |
£3574 |
Increased parental involvement in their child’s learning |
|
Introduced Home School Activity Bags (TLC bags) in EYFS to support Speaking and Listening and learning in the home |
£3,500 |
Improved speaking and listening skills in EYFS and increased parental involvement |
|
Enhanced our music tuition to benefit more children and their peers |
£3,000 |
Improved music skills, improved team work and enjoyment and achievement |
|
Provide extrinsic rewards for excellent attendance and punctuality |
£600 |
Improved individual attendance |
|
Booster classes for identified children |
£1200 |
Raised attainment for individual children |
|
Enhanced pupils’ life experience with subsidized curriculum visits and visitors |
£3000 |
Pupils throughout the school have been able to participate in school educational visits, including out of hours visits. |
|
Continued to provide a free to attend Breakfast Club staffed by support and pastoral staff |
£14000 |
Ensures pupils have a breakfast/offers a period of calm and settles children ready to learn. Interventions in the form of 1-2-1 offered as needed. |
|
Continue with L’Explore analytical tool to identify barriers to reading. Staff salaries |
£675 £1,900 |
Assessment tool used to aid early identification of barriers thus ensuring appropriate interventions can be put in place to support development of reading skills. |
|
Additional Reading Scheme Books to target reluctant readers & boys |
£1,000 |
Raised interest in reading amongst targeted groups |
|
Additional Library Books |
£1,000 |
Raised interest in reading amongst targeted groups |
|
TOTAL SPENDING |
£121,475 |
Priorities for 20/21
To continue to accelerate children’s reading comprehension throughout the school, thus raising attainment and closing the gap between our children and those nationally at the end of Key Stage 1 and Key Stage 2.
To engage parents/carers in their child’s learning through further development of TLC bags & parental involvement working alongside their child in school in EYFS and KS1.
To raise pupil attainment in Science throughout the school closing the attainment gap between school and National.
Continue to work on raising attendance and punctuality to at or above National.
Pupil Premium Summary Academic Year 2020/2021
Pupil Premium Grant £121,270
The government introduced Pupil Premium with the aim of reducing the attainment gap between the highest and lowest achieving pupils nationally, enabling more pupils from disadvantaged backgrounds to go on into higher education.
Whilst schools are free to determine themselves how we spend this funding we are obliged to publish information about how the money is being spent.
The report gives our reasons and strategies we intend to adopt to make improvements we consider are necessary to give our children deemed as disadvantaged the opportunity to achieve, raising their attainment to be increasingly in line with all children nationally.
We continue with several of the strategies we have previously introduced that are aimed at promoting accelerated learning, and we regularly review the success of those strategies.
At St Thomas’ Church of England Primary School, all staff are responsible for Pupil Premium, leading the development of the school in this regard and coordinating the strategic leadership with the wider school community to implement the plan. The use of Pupil Premium is overseen by Governors whose role it is to ensure that the school has accountability for the impact of its spending.
The school recognises that whilst we receive funding related to numbers of children in receipt of Free School Meals, children in the care of the local authority and children of members of the armed forces, there is also a significant number of other children in school who live in low income families and who are living in an area recognised as being in the top 20% of areas nationwide classed as socially deprived. Therefore, where possible we use funding that includes those children whilst ensuring that this is not to the detriment of others. We also have a significant number of children who have experienced/are experiencing numerous ACEs (Adverse Childhood Experiences).
Objectives
Close the gap between pupils at St Thomas’ and those nationally
- To raise the level of attainment and progress for children throughout the school, with specific reference to pupils considered disadvantaged
- To raise attendance to a level that is at or above national average
- To make the curriculum more relevant and accessible to children at our school
- To improve standards of Reading and Writing throughout the school
- To improve the development of Phonics in EYFS and KS1.
- To identify inequalities and raise attainment of those students in low income families.
- To provide challenge for more able pupils
Background
Strategies introduced/continued:
- Employed a Learning Mentor to work with children throughout school
- Employed a Speech and Language Therapist (1 day per week)
- Continued to worked with a Literacy Consultant to introduce a Narrative Immersion Curriculum & INSPIRE days
- Used Homeschool Activity Bags (TLC bags) in EYFS to support Speaking and Listening and learning in the home - to replenish stock that has already been used
- SEND TA (0.6) to work with our vulnerable/SEND children and targeted support
- Continued enhanced teaching staff establishment by 0.4 class teacher to release SENDCo/DHT
- Provided additional Ed Psych visits
- Provided relevant training for staff
- Provided booster classes for targeted pupils
- New attendance system with rewards to celebrate all children’s positive attendance and punctuality
- Enhanced pupils’ life experiences with subsidized curriculum visits and visitors
- Continued to provide a free to attend Breakfast Club staffed by support staff
- Continue to use additional analytical software to be able to identify need for targeted reading interventions
- Provided additional reading scheme books and enhanced the school reading books (supported by the Literacy Consultant)
- The holiday clubs are also staffed by two further staff members providing alternative activities linked to health and well-being (eg. Change4Life). All staff at Holiday Club are trained Paediatric First Aiders.
|
Strategy |
Cost |
Impact |
|
Employed a Learning Mentor to work with children throughout school |
£30,663 |
Reduction in pupils disengaging from learning; raising self-esteem and self-confidence; raised attainment |
|
Employed a Speech and Language Therapist (1 day per week) |
£10,138 |
Early assessment and identification of Sp&L issues leads to early interventions |
|
Continued enhanced teaching staff establishment by 0.4 class teacher to release SENDCo/DHT |
£20,389 |
DHT offered targeted support to identified PP pupils – raised achievement levels |
|
Continue to employ a 0.6 member of support staff to offer in class targeted support |
£14,263 |
Accelerated progress made by children receiving interventions |
|
Enhanced Ed Psych time (3 extra visits) |
£1,485 |
Pupils’ complex SEND needs are being met earlier |
|
Fund relevant pastoral qualifications (ELSA) for staff to work with pupils identified as having multiple ACES |
£3,000 |
Reduction in pupils disengaging from learning; raising self-esteem and self-confidence; raised attainment |
|
Continued work with a Literacy Consultant to introduce a Narrative Immersion Curriculum |
£1574 |
Increased parental involvement in their child’s learning - not done this academic year (Due to COVID) - KS1 still needs to be completed |
|
Used Homeschool Activity Bags (TLC bags) in EYFS to support Speaking and Listening and learning in the home |
£3,500 |
Improved speaking and listening skills in EYFS and increased parental involvement |
|
New attendance system with rewards to celebrate all children’s positive attendance and punctuality |
£2,000 |
Improved individual attendance across the whole school |
|
Booster groups for identified children |
£1,200 |
Raised attainment for individual children |
|
Enhanced pupils’ life experience with subsidized curriculum visits and visitors |
£2000 |
Pupils throughout the school have been able to participate in school educational visits, including out of hours visits (Not used due to COVID) |
|
Continued to provide a free to attend Breakfast Club staffed by support and pastoral staff |
£14,662 |
Ensures pupils have a breakfast/offers a period of calm and settles children ready to learn. Interventions in the form of 1-2-1 offered as needed. |
|
Continue with L’Explore analytical tool to identify barriers to reading. Staff salaries |
£1,000 £1,900 |
Assessment tool used to aid early identification of barriers thus ensuring appropriate interventions can be put in place to support development of reading skills. |
|
Additional Reading Scheme Books to enhance the school books (supported by Literacy consultant) |
£1,500 |
Raised interest in reading amongst targeted groups |
|
New iPads purchased to enhance the learning opportunities for all children, as certain apps need newer technology. |
£3,000 |
Children are able to access necessary apps that help with their learning. |
|
Additional targeted interventions for named children (PP & Vulnerable children) |
£3,500 |
Children who have fallen behind with additional needs targeted through our SEN TA to enhance additional learning. |
|
Holiday Sports Clubs Additional Staffing + Materials |
£6,000 |
Children who are Pupil Premium offered a place. |
|
TOTAL SPENDING |
£121,774 |
|
Priorities for 2021/2022
To continue to accelerate children’s reading comprehension throughout the school, thus raising attainment and closing the gap between our children and those nationally at the end of Key Stage 1 and Key Stage 2.
To raise pupil attainment in Science throughout the school closing the attainment gap between school and National.
To continue the excellent work this past year with raising attendance and punctuality to at or above National and ensure it does not drop.
Pupil Premium Strategy Statement Academic Year 2021/2022