All Saints
Pupil Premium Strategy Statement All Saints 2017-2018
Pupil Premium Strategy Statement All Saints 2018-2019
Pupil Premium Strategy Statement All Saints 2019 – 2020
Pupil premium strategy statement: All Saints CE VA Primary 2019/20
Pupil premium strategy statement
School overview
| Metric | Data |
| School name | All Saints Primary School |
| Pupils in school | 70 |
| Proportion of disadvantaged pupils | 31% |
| Pupil premium allocation this academic year | £31,440 |
| Academic year or years covered by statement | 2019/2020 |
| Publish date | October 2019 |
| Review date | July 2020 |
| Statement authorised by | Mrs M McGarr |
| Pupil premium lead | Mrs M McGarr |
| Governor lead | Mrs G Partridge |
Disadvantaged pupil progress scores for last academic year
| Measure | Score |
| Reading | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Writing | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Maths | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
Strategy aims for disadvantaged pupils
| Measure | Score |
| Meeting expected standard at KS2 | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Achieving high standard at KS2 | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Measure | Activity |
| Priority 1 | Pupils to be provided with additional teaching and support – in class and through intervention.
SENd pupils to be well planned for within main teaching through differentiation. |
| Priority 2 | Boys who need targeted support to be identified quickly and to access regular intervention – to include support with social, emotional and mental health challenges. The curriculum to be moulded to inspire all children in the class, for example, selecting texts which encourage boys to read and engage. |
| Barriers to learning these priorities address | Targeting boys – an identified weakness – to ensure their progress is in line with girls and identifying and supporting those with SENd. Emotional and mental health issues are a barrier to attainment and progress for some pupils. |
| Projected spending | £14200 |
Teaching priorities for current academic year
| Aim | Target | Target date |
| Progress in Reading | Improved progress in Reading for all Pupil Premium pupils | July 2020 |
| Progress in Writing | Improved progress and attainment in Writing for all Pupil Premium pupils. | July 2020 |
| Progress in Mathematics | Achieve national average progress scores in KS2 Maths | July 2020 |
| Phonics | Achieve national average expected standard in Phonics Screen Check | July 2020 |
| Other | Attendance of pupils eligible for Pupil Premium improves to meet that of non-Pupil Premium pupils | July 2020 |
Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.
Targeted academic support for current academic year
| Measure | Activity |
| Priority 1 | Pupils will receive quality first teaching and those in need to receive extra support in class and through additional interventions.
Pupils will access daily reading with an adult. Opportunities to read and celebrate reading to be provided every day. Use of technology – Bedrock – to encourage reading and understanding of vocabulary which can be applied to writing. |
| Priority 2 | Pupil’s families to be provided with financial support to assist with paying for school trips – to include the residential in Year 5 & 6.
Pupil Premium funding to be used to engage outside agencies such as a Parent Support Advisor. Opportunities provided daily in school such as a variety of music tuition and sports clubs during lunch time and after school. |
| Barriers to learning these priorities address | Supporting those children who haven’t got access to educational support at home and families who do not have enough money to support additional educational activities. |
| Projected spending | £9440 |
Wider strategies for current academic year
| Measure | Activity |
| Priority 1 | Communication with parents/carers to ensure pupils are in school as often as possible. Headteacher to follow up on poor attendance.
An inspiring curriculum to be planned and implemented to interest children which includes a variety of enriching opportunities – such as weekly music lessons and daily sporting opportunities- and trips. |
| Priority 2 | All pupils, including those eligible for Pupil Premium, to have weekly PATHS lessons which focus on emotional and social well-being. Targeted pupils to access THRIVE materials, delivered by trained staff.
Ongoing CPD for all staff. |
| Barriers to learning these priorities address | Targeting those with low attendance and encouraging them to be in school more. |
| Projected spending | £7800 |
Monitoring and Implementation
| Area | Challenge | Mitigating action |
| Teaching | Ensuring staff access enough CPD and resources to allow them to upskill and support children as required. | Use of INSET days for CPD. Create release time for all subject leaders.
|
| Targeted support | Ensuring staff access enough CPD and resources to allow them to upskill and support children as required within the different intervention types.
Resources appropriate for the individual child. |
Use of INSET days for CPD.
Pupil Progress meetings to identify need and an opportunity to share knowledge. Subject leaders to explore appropriate resources. |
| Wider strategies | Having access to enough outside support to address the challenges children face.
|
Work collaboratively with outside agencies.
Identify opportunities within the Federation. |
Review: last year’s aims and outcomes
| Aim | Outcome |
| Attainment and progress gaps to close within Reading and Year 1 phonics with | In EYFS, 83% of pupils met the expected standard in Reading with 17% exceeding the expected standard. In Phonics, 79% met the minimum standard for passing the Phonics Check. In KS1, 75% met the expected standard in Reading with 8% reaching the higher standard. In KS2, 92% of pupils met the expected standard in Reading with 25% achieving the higher standard. |
| Pupils with additional challenges such as SENd to be supported in reaching expected progress and attainment | In EYFS, 83% of pupils met the expected standard in Reading – 17% exceeding the expected standard, 83%% met the expected standard in Maths – 17% exceeding the expected standard and 83% met the expected standard in Writing. In Phonics, 79% met the minimum standard for passing the Phonics Check. In KS1, 75% met the expected standard in Reading – 8% at a higher standard, 67% met the expected standard – 8% at the higher standard – in Writing and 57% met the expected standard – 8% at the higher standard – in Maths. In KS2, 92% of pupils met the expected standard in Reading with 25% achieving the higher standard. 92% of pupils met expected standard with 25% achieving the higher standard in Maths and 92% of pupils met expected in Writing with 42% achieving the higher standard. |
| Staff having an improved understanding of social, emotional and health issues | Children are greater supported through PATHS weekly sessions and the use of THRIVE materials. |
Hapton
Pupil Premium Strategy Statement Hapton 2017-2018
Pupil Premium Strategy Statement Hapton 2018-2019
Pupil Premium Strategy Statement Hapton 2019-2020
Pupil premium strategy statement: Hapton CE VA Primary 2019/20
Pupil premium strategy statement
School overview
| Metric | Data |
| School name | Hapton Primary School |
| Pupils in school | 35 |
| Proportion of disadvantaged pupils | 34%. |
| Pupil premium allocation this academic year | £14,520 |
| Academic year or years covered by statement | 2019/2020 |
| Publish date | September 2019 |
| Review date | January 2020 |
| Statement authorised by | Mrs M McGarr |
| Pupil premium lead | Mrs M McGarr |
| Governor lead | Mrs G Partridge |
Disadvantaged pupil progress scores for last academic year
| Measure | Score |
| Reading | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Writing | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Maths | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
Strategy aims for disadvantaged pupils
| Measure | Score |
| Meeting expected standard at KS2 | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Achieving high standard at KS2 | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Measure | Activity |
| Priority 1 | Pupils will receive quality first teaching and those in need to receive extra support in class and through additional interventions.
Pupils will access daily reading with an adult. Opportunities to read and celebrate reading to be provided every day. Use of technology – Bedrock – to encourage reading and understanding of vocabulary which can be applied to writing. |
| Priority 2 | Pupils to be provided with additional teaching and support – in class and through intervention.
SENd pupils to be well planned for within main teaching through differentiation. |
| Barriers to learning these priorities address | Supporting all pupils who require a variety of intervention methods, teaching methods and additional opportunities in order to support their progress. |
| Projected spending | £8520 |
Teaching priorities for current academic year
| Aim | Target | Target date |
| Progress in Reading | Improved progress in Reading for all Pupil Premium pupils | July 2020 |
| Progress in Writing | Improved progress in Writing for all Pupil Premium pupils | July 2020 |
| Progress in Mathematics | Achieve national average progress scores in KS2 Maths | July 2020 |
| Phonics | Achieve national average expected standard in Phonics Screen Check | July 2020 |
| Other | Attendance of pupils eligible for Pupil Premium improves to meet that of non-Pupil Premium pupils | July 2020 |
Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.
Targeted academic support for current academic year
| Measure | Activity |
| Priority 1 | Pupils to access small group interventions based on their individual needs which are aimed at filling gaps in learning so that they can access learning for their year group. |
| Priority 2 | Pupil’s families to be provided with financial support to assist with paying for school trips – to include the residential in Year 5 & 6.
Pupil Premium funding to be used to engage outside agencies such as a Parent Support Advisor. Opportunities provided daily in school such as ukulele lessons. |
| Barriers to learning these priorities address | Supporting those children who haven’t got access to educational support at home and families who do not have enough money to support additional educational activities. |
| Projected spending | £4500 |
Wider strategies for current academic year
| Measure | Activity |
| Priority 1 | Communication with parents/carers to ensure pupils are in school as often as possible. Headteacher to follow up on poor attendance.
An inspiring curriculum to be planned and implemented to interest children which includes a variety of enriching opportunities – such as weekly music lessons and daily sporting opportunities- and trips. |
| Priority 2 | All pupils, including those eligible for Pupil Premium, to have weekly PATHS lessons which focus on emotional and social well-being. Targeted pupils to access THRIVE materials, delivered by trained staff.
Ongoing CPD for all staff. |
| Barriers to learning these priorities address | Targeting those with low attendance and encouraging them to be in school more. |
| Projected spending | £1500 |
Monitoring and Implementation
| Area | Challenge | Mitigating action |
| Teaching | Ensuring staff access enough CPD and resources to allow them to upskill and support children as required. | Use of INSET days for CPD. Create release time for all subject leaders. |
| Targeted support | Ensuring staff access enough CPD and resources to allow them to upskill and support children as required within the different intervention types. | Use of INSET days for CPD.
Pupil Progress meetings to identify need and an opportunity to share knowledge. |
| Wider strategies | Having access to enough outside support to address the challenges children face. | Work collaboratively with outside agencies.
Identify opportunities within the Federation. |
Review: last year’s aims and outcomes
| Aim | Outcome |
| Attainment and progress gaps to close within Reading and Year 1 phonics. | In EYFS, 40% of pupils met the expected standard in Reading. In Phonics, 100% met the minimum standard for passing the Phonics Check. In KS1, 75% met the expected standard in Reading. In KS2, 100% of pupils met the expected standard in Reading with 50% achieving greater depth. |
| Pupils with additional challenges such as SENd to be supported in reaching expected progress and attainment | In EYFS, 40% of pupils met the expected standard in Reading, 60% met the expected standard in Maths and 40% met the expected standard in Writing. In Phonics, 100% met the minimum standard for passing the Phonics Check. In KS1, 75% met the expected standard in Reading, Writing and Maths. In KS2, 100% of pupils met the expected standard in Reading with 50% achieving greater depth. 100% of pupils met expected standard with 100% achieving greater depth in Maths and 100% of pupils met expected in Writing. |
| Staff having an improved understanding of social, emotional and health issues | Children are greater supported through PATHS weekly sessions and the use of THRIVE materials. |
St Andrew's
Pupil Premium Strategy Statement St Andrews 2017-2018
Pupil Premium Strategy Statement St Andrew’s 2018-2019
Pupil Premium Strategy Statement St Andrew’s 2019-2020
Pupil premium strategy statement: St Andrew’s CE VA Primary 2019/20
Pupil premium strategy statement
School overview
| Metric | Data |
| School name | St Andrew’s Primary School |
| Pupils in school | 56 |
| Proportion of disadvantaged pupils | 30% |
| Pupil premium allocation this academic year | £27,680 |
| Academic year or years covered by statement | 2019/2020 |
| Publish date | September 2019 |
| Review date | January 2020 |
| Statement authorised by | Mrs M McGarr |
| Pupil premium lead | Mrs M McGarr |
| Governor lead | Mrs G Partridge |
Disadvantaged pupil progress scores for last academic year
| Measure | Score |
| Reading | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Writing | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Maths | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
Strategy aims for disadvantaged pupils
| Measure | Score |
| Meeting expected standard at KS2 | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Achieving high standard at KS2 | “The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.” |
| Measure | Activity |
| Priority 1 | Pupils will receive quality first teaching and those in need to receive extra support in class and through additional interventions.
Pupils will access daily reading with an adult. Opportunities to read and celebrate reading to be provided every day. Use of technology – Bedrock – to encourage reading and understanding of vocabulary which can be applied to writing. |
| Priority 2 | Girls who need targeted support to be identified quickly and to access regular intervention – to include support with social, emotional and mental health challenges.
The curriculum to be moulded to inspire all children in the class, for example, selecting texts which encourage girls to read and engage. |
| Barriers to learning these priorities address | Targeting girls – an identified weakness – to ensure their progress is in line with boys and identifying and supporting those with SENd. Emotional and mental health issues are a barrier to attainment and progress for some pupils. |
| Projected spending | £8000 |
Teaching priorities for current academic year
| Aim | Target | Target date |
| Progress in Reading | Improved progress and attainment in Reading for all Pupil Premium pupils. A greater number of pupils reaching the higher standard at the end of KS2.
|
July 2020
|
| Progress in Writing | Improved progress and attainment in Writing for all Pupil Premium pupils. A greater number of pupils reaching the higher standard at the end of KS2.
|
July 2020
|
| Progress in Mathematics | Improved progress and attainment in Mathematics for all Pupil Premium pupils. A greater number of pupils reaching the higher standard at the end of KS2. | July 2020
|
| Phonics | Achieve national average expected standard in Phonics Screen Check. | July 2020
|
| Other | Attendance of pupils eligible for Pupil Premium improves to meet that of non-Pupil Premium pupils
|
July 2020
|
Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.
Targeted academic support for current academic year
| Measure | Activity |
| Priority 1 | Pupils to be provided with additional teaching and support – in class and through intervention.
SENd pupils to be well planned for within main teaching through differentiation. All pupils, including those eligible for Pupil Premium, to have weekly PATHS lessons which focus on emotional and social well-being. Targeted pupils to access THRIVE materials, delivered by trained staff. Ongoing CPD for all staff. |
| Priority 2 | Pupil’s families to be provided with financial support to assist with paying for school trips – to include the residential in Year 5 & 6.
Pupil Premium funding to be used to engage outside agencies such as a Parent Support Advisor. Opportunities provided daily in school such as a variety of music tuition and sports clubs during lunch time and after school. |
| Barriers to learning these priorities address | Pupils with specific learning difficulties or unable to access additional learning due to financial difficulties are supported to remove these barriers from their academic learning and wider learning. |
| Projected spending | £13,600 |
Wider strategies for current academic year
| Measure | Activity |
| Priority 1 | Quality first teaching with differentiation to individual needs. Small group and one-to-one interventions to support with accelerated progress and pupils reaching the higher level of attainment. |
| Priority 2 | Communication with parents/carers to ensure pupils are in school as often as possible. Headteacher to follow up on poor attendance.
An inspiring curriculum to be planned and implemented to interest children which includes a variety of enriching opportunities – such as weekly music lessons and daily sporting opportunities- and trips. |
| Barriers to learning these priorities address | Targeting those with low attendance and encouraging them to be in school more in addition to targeting those children who need additional support to make the accelerated progress and reach higher attainment. |
| Projected spending | £6080 |
Monitoring and Implementation
| Area | Challenge | Mitigating action |
| Teaching | Ensuring staff access enough CPD and resources to allow them to upskill and support children as required. | Use of INSET days for CPD. Create release time for all subject leaders.
|
| Targeted support | Ensuring staff access enough CPD and resources to allow them to upskill and support children as required within the different intervention types.
Resources appropriate for the individual child. |
Use of INSET days for CPD.
Pupil Progress meetings to identify need and an opportunity to share knowledge. Subject leaders to explore appropriate resources. |
| Wider strategies | Having access to enough outside support to address the challenges children face. | Work collaboratively with outside agencies.
Identify opportunities within the Federation. |
Review: last year’s aims and outcomes
| Aim | Outcome |
| Attainment and progress gaps to close within Reading and Writing and Year 1 phonics with staff having an improved understanding of social, emotional and health issues. | In EYFS, 57% of pupils met the expected standard in Reading. 57% of pupils met the expected standard in Writing. In Phonics, 89% met the minimum standard for passing the Phonics Check. In KS1, 43% met the expected standard in Reading. 29% of pupils met the expected standard in Writing. In KS2, 83% of pupils met the expected standard in Reading with 33% achieving the higher standard. 83% of pupils met the expected standard in Writing with 50% achieving the higher standard.
Children are greater supported through PATHS weekly sessions and the use of THRIVE materials. |
| Pupils with additional challenges such as SENd to be supported in reaching expected progress and attainment. | In EYFS, 57% of pupils met the expected standard in Reading. 57% of pupils met the expected standard in Writing. 86% of pupils met the expected standard in Maths. In Phonics, 89% met the minimum standard for passing the Phonics Check. In KS1, 43% met the expected standard in Reading. 29% of pupils met the expected standard in Writing. 71% of pupils met the expected standard in Maths. In KS2, 83% of pupils met the expected standard in Reading with 33% achieving the higher standard. 83% of pupils met the expected standard in Writing with 50% achieving the higher standard. 67% of pupils met the expected standard in Maths with 33% achieving the higher standard. |
| For some pupils with social, emotional and/or mental health challenges to have access to additional adult support in the form of art therapy or conversation therapy. | ‘The Sub’ created – a safe space for pupils to calm and reflect with sensory items.
Pupils feel better supported and know they have a safe space to go to. Pupils respond well to one-to-one support from outside agencies and feel well looked-after. Pupils are much calmer when able to access The Sub. Further sensory items to be purchased to support a greater number of pupils. |
About the Premium
The Government is giving money to schools to help children from lower income families do their very best. This funding is called a ‘Pupil Premium’. The government believes that the Pupil Premium is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the children who need it most.
The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals and children who have been looked after continuously for more than six months. In 2012-13 the government extended this to pupils who have been eligible for free school meals at any point in the last 6 years.
It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility The level of the premium in 2018-19 was set at £1320 per pupil.