Pupil premium strategy statement 2022-23
This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.
School overview
| Detail | Data |
| Number of pupils in school | 407 |
| Proportion (%) of pupil premium eligible pupils | 15% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021/2022 to 2024/2025 |
| Date this statement was published | 12th December 2022 |
| Date on which it will be reviewed | December 2023 |
| Statement authorised by | Claire Gillespie
Headteacher |
| Pupil premium lead | Fiona Cullen
Inclusion Manager |
| Governor / Trustee lead | John Ryan
Chair |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £76175 |
| Recovery premium funding allocation this academic year | £8265 |
| Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)
*Recovery premium received in academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in academic year 2022 to 2023 cannot be carried forward to 2023 to 2024. |
£0.00 |
| Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£84440 |
Part A: Pupil premium strategy plan
Statement of intent
| You may want to include information on:
· What are your ultimate objectives for your disadvantaged pupils? · How does your current pupil premium strategy plan work towards achieving those objectives? · What are the key principles of your strategy plan? To develop a school culture where the children and their learning needs are placed first; giving every child the opportunities (each term) to thrive, succeed and make excellent progress across the curriculum and on a personal level. Our intention is that all children make good progress and achieve highly, regardless of their background and the challenges that they face. Through Quality First Teaching and carefully personalised and targeted assistance it is our intention to support disadvantaged pupils (and those who have social care involvement) in the areas where they require the most support. In addition to academic support, our tiered approach also includes pastoral support and non-academic provision for those pupils who present with social and emotional difficulties, attendance, and behaviour concerns. Throughout the school, there is a “no glass ceiling” mentality and this will ensure the highest expectations and opportunities for the children in St Winifred’s. Evidence shows that high quality teaching has the greatest impact on closing the disadvantaged attainment gap. Consequently, ensuring the highest possible quality of teaching is our primary objective. Not only will this directly impact the progress and attainment of our disadvantaged pupils, our non-disadvantaged pupils will also benefit. The strategies we implement will reflect the common challenges and barriers to success and pupils’ individual needs through careful assessment and partnership working with pupils and families. Our approach will be responsive but rooted in assessment data rather than assumptions and bias. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Assessment data shows that pupils, in Nursery and Reception enter the school with lower levels of language and greater need of SALT provision. Through feedback and observation, it appears that the importance of adults who can facilitate and model language, as well as deliver SALT therapies is crucial in ensuring that we address this need.
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| 2 | Assessment and observation data show that there is an attainment gap between disadvantaged and non-disadvantaged in Reading, Writing, Maths and R,W, M combined at Key Stage 1 and 2.
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| 3 | Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been adversely affected by the partial school closures of the past two academic years. These findings are supported by national studies.
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| 4 | Within our school community, we recognise that a number of other children (with social care involvement, no recourse to public funds or young carers) are also achieving lower than their peers.
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| 5 | Some pupils may have a narrower range of experiences which may affect their confidence and aspirations.
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Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| Improved Communication, Language and Literacy outcomes for children in Reception | Assessments and observations show improved outcomes in writing, language and number for disadvantaged pupils. This can be seen through progress data, engagement, portfolio scrutiny and formative assessment. |
| Improved reading, writing and maths attainment among disadvantaged pupils in Year 1 and 2. | KS1 reading outcomes show that more disadvantaged pupils are meeting and exceeding the expected standard with increasing numbers passing the phonics assessment. |
| Improved numbers of disadvantaged pupils achieving ‘expected’ and ‘greater depth’ in Writing (Y3-Y6) | KS2 outcomes show that more disadvantaged pupils are achieving expected and greater depth. |
| Improved numbers of disadvantaged pupils achieving ‘expected’ and ‘greater depth’ in Maths (Y3-Y6). | KS2 outcomes show that more disadvantaged pupils are achieving expected and greater depth. |
| Improved numbers of disadvantaged pupils achieving ‘expected’ and ‘greater depth’ in Reading (Y3-Y6). | KS2 outcomes show that more disadvantaged pupils are achieving expected and greater depth. |
| To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils | By 2024/25 we will have achieved high levels of wellbeing for pupils in KS2 demonstrated by:
Pupil surveys, pupil voice, teacher observations. Decreased numbers of children exhibiting worrying levels of anxiety. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £ [£4,290]
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Continuation of Synthetic Systematic Programme (SSP) for Phonics | By ensuring high-quality phonics teaching the we want to improve literacy levels to:
· give all children a solid base upon which to build as they progress through school · help children to develop the habit of reading widely and often, for both pleasure and information Yearly Online Subscription: £995 Phonics | EEF (educationendowmentfoundation.org.uk)
Improving Literacy in Key Stage 1 | EEF (educationendowmentfoundation.org.uk) (Recommendation 3) |
1, 2, 4 |
| Literacy Tree- whole school Reading and Writing CPD | The Literary Curriculum is a complete, book-based approach to the teaching of primary English for teachers, home educators and whole schools.
Developed by The Literacy Tree, a group of English specialists who have all been teachers, school leaders and moderators, the Literary Curriculum immerses children in a literary world, creating strong levels of engagement to provide meaningful and authentic contexts for learning. Children become critical readers and acquire an authorial style as they encounter a wide-range of significant authors and a variety of fiction, non-fiction and poetry.
Yearly Online Subscription: £795 KS1 &2: Guided Reading Texts: £ 500 Total: Improving Literacy in Key Stage 1 | EEF (educationendowmentfoundation.org.uk)
Improving Literacy in Key Stage 2 | EEF (educationendowmentfoundation.org.uk)
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1, 2, 4 |
| Enhancing of teaching and curriculum planning for English and Maths in line with EEF guidance. Teacher release time and CPD funded to embed key elements of guidance. | Quality First Teaching is key. Subject leads need to monitor and ensure the delivery of their subjects is effective.
Improving Literacy in Key Stage 1 | EEF (educationendowmentfoundation.org.uk)
Improving Literacy in Key Stage 2 | EEF (educationendowmentfoundation.org.uk)
£2,000 (2 ½ days per lead a half term) |
1, 2, 4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ [53,828]
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Teacher Assistant Support within lessons | Making Best Use of Teaching Assistants | EEF (educationendowmentfoundation.org.uk)
TAs are used to ensure that all teachers are supported in their delivery of quality first teaching. Teachers are supported to target groups and individuals to narrow the gap caused due to school closures and the pandemic |
1,2,4 |
| Targeted interventions to support R, W and M
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Teaching Assistant Interventions | EEF (educationendowmentfoundation.org.uk)
One to one tuition | EEF (educationendowmentfoundation.org.uk)
Small group tuition | EEF (educationendowmentfoundation.org.uk)
Teaching Assistants and Teachers to lead targeted interventions for identified individuals and groups. |
1,2,4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ [£26,322]
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Catholic Children’s Society – Counselling Service | Improving Social and Emotional Learning in Primary Schools | EEF (educationendowmentfoundation.org.uk)
Cost: £12,000 |
3 |
| Restorative Justice whole school approach to behaviour management | Improving Social and Emotional Learning in Primary Schools | EEF (educationendowmentfoundation.org.uk)
Improving Behaviour in Schools | EEF (educationendowmentfoundation.org.uk) £500 |
3 |
| Targeted interventions delivered by trained members of support staff | Drawing and Talking
Train one additional staff member on foundation training and one on the enhanced, in order to facilitate group sessions.
Training for additional members of staff: £500
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3 |
| To ensure all disadvantaged pupils have access to wider enrichment opportunities as their peers | Pupil Premium fund to fund:
– Educational visits (Approx £50 per year = £3,100) – Residential Trips (£260 x 10 = £2,600) – Instrumental lessons (£234 with hire of instrument per year x 23 = £5,382) – After school clubs (£40 x 56 = £2,240) Total: 13,322 |
4, 5 |
Total budgeted cost: £ [84,440]
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
| Outline outcomes for disadvantaged pupils in the 2021 to 2022 academic year and explain how their performance has been assessed.
Primary schools do not need to publish their 2022 key stage 2 results as DfE is not publishing that data. Refer to any other pupil evaluations carried out during the 2021 to 2022 academic year. For example, standardised teacher administered tests or diagnostic assessments such as rubrics or scales. You can compare your school’s disadvantaged pupils’ performance data to local and national averages, with caution.
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