St. Joseph 7 St Bede RC Primary_logo

Pupil Premium strategy statement 2016-17
 
All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within the school environment. At St. Joseph and St. Bede we are committed to ‘Closing the Gap’ between vulnerable pupils and the pupil premium forms a vital part of that process.
The governors reserve the right to allocate the pupil premium funding to support any pupils or groups of pupils the school has legitimately identified as being disadvantaged.
It is the responsibility of the governors to explain pupil premium expenditure to parents in the form of an annual strategy statement. There is no set format for the report of pupil premium. St. Joseph and St. Bede will publish details of a report online annually. This report aims to detail information on how Pupil Premium has been used within school. This report will detail the attainment and progress of pupils who are covered by the premium and the intervention that has been supported by the additional funding. Reports to Governors will also detail the progress made towards closing the gap and this will be supported by reported data and academic progress. Regular updates will be presented to the Governing Body of our school.
The school is allocated additional funding for those pupils in receipt of free school meals which is referred to as Pupil Premium.
The allocation for 14/15 is was £130,000 (based on 94 at £1323 per child)
The allocation for 15/16 is was £138,600 (based on 106 at £1320 per child)
The allocation for 16/17 is forecast to be £141,240 ( based on 107 children at £1320 per child)
Barriers to learning
Oral language skills on entry to school are low. This hinders reading, writing and phonics attainment in reception and Ks1.
Mathematical reasoning skills are lower than non disadvantaged pupils.
Attendance of dis-advantaged pupils is lower than that of non disadvantaged pupils.
Behaviour for learning is less well established on entry to school for disadvantaged pupils compared to non disadvantaged.
Parental engagement in home reading routines is sporadic for disadvantaged pupils.
Desired outcomes
Increased oral literacy skills in Nursery and Reception class.
Improved attendance rates and fewer persistent absentees in disadvantaged pupil group.
Children with social and emotional barriers to learning are identified and provided with targeted support to increase their capacity to engage with learning, leading to increased progress at  KS2.
Planned expenditure and resource allocation
The Governors allocate the money to supporting children’s academic and social development; specifically those with language or social and emotional barriers to learning.
This includes the provision of specific intervention programmes such as;  Numicon, Pre-teaching, morning maths club, Commando Joe, FFT reading intervention, nurture programmes and Breakfast Club.
Money is also allocated to the provision of additional intervention for those children with speech, language and communication difficulties as an additional barrier to their learning. Reception use the Every Child A Talker (ECAT)  principles and a targeted parents course is run by our parent support advisor and our social worker.
Additionally money is spent on the provision of additional human resources such as an extra teacher and TA in EYFS to keep the classes smaller, a pupil support advisor for those whose learning is impeded due to social or emotional barriers, and a HLTA who is targeted to work mornings with KS2.
 

Download |Pupil Premium Report 2015-2016

 

How is need, identified at St Joseph & St Bede School?

1. Advice from parents and family members

2. Ever 6 and FSM

3. Our baseline assessments

4. Our progress assessments

5. Assessments and observations from in house professionals, educational psychologists, counsellors and mentors

6. Advice from parents support, SEN team members, social services, housing and other agencies

 

St Joseph & St Bede RC Primary School utilised the pupil premium money in order to meet the following objectives:

1. Raising literacy levels and reading ages and numeracy skills

2. Raise the standard of teaching and learning through the deployment of staff effectively.

3. Improving behaviour and emotional intelligence through extra support for families and carers.

4. Improving the experiences of our pupils through personalised learning, off site visits and extracurricular activities i.e. use of external providers.

 

How do we spend our Pupil Premium Grant? 

A safe base: 

 We employ more teachers in the EYFS to keep the class small and support language development

 Our classrooms are well equipped with excellent texts, computers and iPad’s and resources for every child to develop independent learning.

 We engage our multi agency partners to get our children to school and help them access learning and personal development.

 We are fully committed to creating a safe, attractive and stimulating environment which is well run and consistent as part of Dyslexia Awareness.

 

A supportive and working together with respect, understanding, honesty and joy, to develop love, tolerance and justice for all: 

 We know that our children are unique and special.

 Forgiveness is embedded in our school ethos and every effort is made to ensure that each child takes responsibility and builds friendships and develop understanding of others.

 We have a pastoral team and health professionals that work with our staff and pupils to support good mental and emotional well-being.

 We work with our children, their families to remove any barriers to learning and enjoying school life.

 

A place to play and recuperate: 

 A reflection room for mindfulness

 A well-stocked Art room

 Multiple lunch time and after school clubs – choir, drama, arts & craft, recorder, Minecraft & homework clubs, badminton, sports clubs, netball, football

 Visiting artists, storytellers, visits to museums, cinemas, theatre visitors and visits.

 Global learning

 

We have interventions and support to help every child access learning. 

 Visual learning resources for all pupils with dyslexic tendencies and ASD spectrum

 Colourful resources to support word and sentence development

 Comprehension and textual analysis to support all levels

 Catch up maths and booster maths

 Fine motor and writing development

 Hands on multi-sensory core learning experiences

 Books for reluctant readers

 A lending library

 Self-esteem development

 Anger management training

 Lego Therapy

 Behaviour – growth mindset training

 Behaviour – resilience training

 Homework clubs

 1:1 interventions for maths and literacy

 Guided reading and supported reading

 Beanstalk volunteer reading scheme

 

A chance to excel 

 Tutor First – small groups

 G&T maths groups

 My Maths / Active Learn

 Individual Education Plan to target underachievement

Independent Learning Logs to enable children to take control of their learning.

 

Support in making a good transition 

Working with teams at our local high schools our children experience shared lessons, open days and visits. Extra sessions are arranged for children to build confidence during this time.

 

Our community 

 In house courses for parents and carers

 Stay and Play session run by …..

 SEN team working to overcome barriers

 Fundraising for local and global charities

 Links with The Gambia ABC school

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One Thought to “Pupil Premium”

  1. kelly

    I think you are a great school – kelly Cameron – Claire Kevin and Lukes Mummy.

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