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Pupil Premium

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 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 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 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 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.

Covid-19 School Information

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LAST DAY OF AUTUMN TERM:
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Term Dates

Academic Year 2020/2021 

Autumn Term 2020

Mon 7th Sep: Children in yrs 1-6 back to school

Tues 8th Sep: Children in Reception to start

Wed 21st Oct: Last day of half term

Thur 22nd – Fri 30th Oct: Half term

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Mon 4th January: Children back to school

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Summer Term 2021

Mon 12th April: Children back to school

Fri 28th May: Last day of half term

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All Saints CEVA

Mill Road,
Winfarthing,
Diss IP22 2DZ

Telephone: 01379 642767

Email: office@allsaints-diss.norfolk.sch.uk

Contacts
Maxine McGarr (Executive Head)
Justin Doherty (Senior Teacher)
Esme Sexton (SENDco)

Hapton CEVA

The Street,
Hapton,
Norwich NR15 1AD

Telephone: 01508 489395

Email: office@hapton.norfolk.sch.uk

Contacts
Maxine McGarr (Executive Head)
Gavin Martell (Senior Teacher)
Esme Sexton (SENDco)

St Andrew’s CEVA

The Street,
North Lopham,
Diss IP22 2LR

Telephone: 01379 687253

Email: office@st-andrews-pri.norfolk.sch.uk

Contacts
Maxine McGarr (Executive Head)

Emma Pryke (Senior Teacher-Maternity Leave)
Jess Woolner (Senior Teacher)
Esme Sexton (SENDco)

 

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