PUPIL PREMIUM STATEMENT

Academic Year 2015/16

School vision

St. Mary’s Catholic Primary School is a place where we strive to enable all children to thrive; where we aim for excellence and prepare each individual child to be ready to take their place in God’s world. The targeted and strategic use of pupil premium will support us in achieving our vision.

Principles

  1. We ensure that teaching and learning opportunities meet the needs of all of the pupils
  2. We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed
  3. In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged
  4. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being vulnerable.
  5. Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time

Provision

The range of provision the Governors consider making for this group includes:

  • Providing small group work with an experienced teacher focussed on overcoming gaps in learning support and after school coaching
  • Additional teaching and learning opportunities provided through learning mentors, trained TAs or external agencies
  • Additional resource deployment where needed to improve provision and curriculum access
  • Additional out of hours learning resources and activities
  • Support for educational visits and trips to enhance the curriculum opportunities available to all.

All our work through the pupil premium will be aimed at accelerating progress moving children to at least age related expectations. Pupil premium resources may also be used to target able children on FSM to achieve at Age Related Expectations.Provision will not be aimed at statemented children or those at SA+. Additional opportunities to enrich wider learning experiences eg.through cookery, visits etc. will also be made available.

Reporting

It will be the responsibility of the Headteacher, or a delegated member of staff, to produce regular reports for the Governors’ Curriculum Committee on:

  • the progress made towards narrowing the gap, by year group, for socially disadvantaged pupils
  • an outline of the provision that was made since the last meeting
  • an evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support

It will be the responsibility of the nominated governor that this information is made known to the full governing body.

USE OF THE PUPIL PREMIUM IN OUR SCHOOL AND IMPACT 15/16

In the financial year 2015/16 the school had 47 pupils who were eligible for pupil premium and one looked after child. In total the school received£72300 from the pupil premium.

The total number of children receiving Free School Meals is 17.

The highest % of FSM existed in Y3 where 11 pupils attracted Pupil Premium. This accounted for 38% of the class. Performance in reading, writing and maths was targeted in particular with particular teaching strengths in reading recovery being used.

Current Context2015/2016

USE OF THE PUPIL PREMIUM IN OUR SCHOOL AND IMPACT

For the financial year 2015/16 we have received £ 73920of Pupil Premium funding overall.

The DfE has given us the freedom to use the Pupil Premium as we see fit, based upon our knowledge

of our pupil needs.‘It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, sincethey are best placed to assess what additional provision should be made for the individual pupilswithin their responsibility.’

However, we are accountable for the use of this additional funding.

55.3% of our Ever 6 pupils are White British boys. They are a group who all teachers are targeting.

2.1% of our Ever 6 pupils also have English as an additional language needs and of these 0 % are

new to English

•8.1% of E6 pupils in the school are currently receiving free school meals (FSM)

•22.5% of pupils are Ever 6

•0.48% of pupils in the school are looked after children (LAC)

•0 % of pupils in the school who are from service families

The school’s strategy has beento invest as follows;

  • Additional Learning Support (2 x Learning Support Assistants – KS1/2)
  • Additional Learning Support (Single Child)
/ £50,100
  • Supporting Ever 6 children with residential trips
/ £544
  • To provide teaching assistant support across the school targeting any underachievement in classes
/ £6036
  • Supporting access to music tuition (Private tuition FSM children + Hire of Instrument Charge)
/ £1660
  • After school activities
/ £1180
  • 1:1 Teaching Support
/ £3300
  • School Uniform Contribution
/ £100
  • K2M
/ £11000
Total / £73920

Impact – Ever 6 Children Reaching Age Related Expectations

YrGp / Reading / Writing / Maths
% attaining expected standard / Year 1
(6) / E6 / 67% / 67% / 17%
Non E6 / 53% / 84% / 34%
YrGp / Reading / Writing / Maths
% attaining expected standard / Year 2
(11) / E6 / 91% / 91% / 73%
Non E6 / 74% / 74% / 79%
YrGp / Reading / Writing / Maths
% attaining expected standard / Year 3
(11) / E6 / 54% / 45% / 64%
Non E6 / 77% / 77% / 87%
YrGp / Reading / Writing / Maths
% attaining expected standard / Year 4
(7) / E6 / 100% / 91% / 100%
Non E6 / 84% / 84% / 80%
YrGp / Reading / Writing / Maths
% attaining expected standard / Year 5
(6) / E6 / 100% / 80% / 100%
Non E6 / 80% / 76% / 48%
YrGp / Reading / Writing / Maths
% attaining expected standard / Year 6
(5) / E6 / 80% / 83% / 40%
Non E6 / 92% / 88% / 84%

School Overall – E6 v Non E6

YrGp / Reading / Writing / Maths
% attaining expected standard / Whole School
45 E6 pupils (Y1-Y6) / E6 / 80% / 71% / 66%
Non E6 / 79% / 80% / 67%

Using 2015 data for % pupils achieving L4 and subsequent gaps (Y6) against Nat Ave.

Reading / Writing / Maths / R/W/M
2015 / -15% / -20% / -5% / -10%
2016 / -12% / -7% / -50% / -25%

Evaluation

If this is still a valid exercise………Children at Y6 2016 show a gap compared to National averages of all pupils in 2015 as benchmark in all areas. Reading has shown an improvement and writing has significant improvement. (One child was not entered for mathematics which is equivalent to 20% increase in gap).

Particular focus on attainment by E6 pupils should rest with;

  • Y1 Maths
  • Y3 Writing
  • Y6 Maths

Picture across school using in school data (PIRA, PUMA and GL assessment) shows that for E6 pupils, good attainment in reading in 4/6 year groups. Writing is also good in 3 year groups and performance in maths is has 2 year groups where E6 pupils have attained higher than non E6. In Years 4 and 5, 100% of pupils have attained Age related expectations in maths.

Overall School has a mixed picture of gap between E6 and non E6 in all areas.