The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include pupils who are entitled to free school meals, those looked after by the authority and children of armed service personnel. The intended effect of this funding is to accelerate progress and raise attainment.
In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
All schools are required to report on the amount of funding received, how this is being used, and the impact of any work.
Pupil Premium strategy statement 2019/20: St John’s RC Primary, Burnley
|1. Summary information|
|School||St John the Baptist RC Primary, Burnley|
|Academic Year||2019/20||Total PP budget||£108,600.00||Date of most recent PP Review||Oct 2019|
|Total no. of pupils||261||No. of pupils eligible for PP||66||Date for next internal review of this strategy||Oct 2020|
|2. Current attainment KS2|
|Pupils eligible for PP (St John’s)||Pupils not eligible for PP (national average)|
|% achieving expected in reading, writing and maths||46%||89.5% (63%)|
|expected progress in reading||62%||88%|
|% making at least expected progress in writing||69%||88%|
|% making at least expected progress in maths||69%||88%|
|3. Barriers to future attainment (for pupils eligible for PP including high ability)|
|A.||A high number of PP pupils at St John’s have additional needs (18/27 pupils on SEND register are PP), 27% of PP are SEND pupils, 2/3 or EHCP are PP|
|B.||Limited basic skills for some PP boys in Lower KS2 eg KS1 results combined g 82%, b 63%; R g 90%, b68%; W g 82%, b 68%; M g91%, b 74%|
|C.||Behaviour and attitude – issues for a minority of pupils which has a detrimental effect on academic progress.|
|D.||Persistent absenteeism – PP girls (15.4% of PP girls are PA, 0% of boys)|
|E.||Family support required for some PP pupils.|
|F.||Socio-economic factors surrounding some families.|
|Desired outcomes and how they will be measured||Success criteria|
|A.||Additional needs of PP pupils are identified early and addressed.||Additional needs are met and impact on attainment|
|B.||Improved progress of PP boys in Lower KS2 (see above point 3.B)||Identified pupils make improved progress towards their targets|
|C..||Behaviour and attitudes of identified pupils improves.||Improved behaviour and attitudes results in better progress and attainment.|
|D.||Persistent absenteeism in identified groups decreases.||Attendance of identified group improves.|
|E.||Improved engagement of targeted families.||Better home-school relations result in increased progress.|
|F.||Enrichment activities for PP pupils/families improves aspirations.||Engagements in initiatives leads to improved outcomes for pupils & families|
|5. Planned expenditure|
|Desired outcome||Chosen action/approach||What is the evidence and rationale for this choice?||How will you ensure it is implemented well?||Expenditure||Staffing/
|When will you review implementation?|
||Early identification by CTs of those not making expected progress, appropriate interventions used.
Associate SENDCo employed
EP services procured
Engagement with outside agencies
|Analysis shows that a number of PP children are not making expected progress due to barriers identified in point 3. By identifying their needs earlier and using effective intervention, or advice, barriers may be lessened resulting in pupils making greater progress.||Engaging high quality services eg Associate SENDCo
Acorn EP Services
Regular review of provision and tracking of PP pupils
High quality, recommended interventions/equipment:
IDL, Spelling First etc and training
TA x 2 days
||Immediate identification and action planning for targeted boys.
Group mentoring sessions, SaLT sessions,
Pupil Mentor support, tailored provision (from CT, Pupil Mentor and TA)
|Limited basic skills for some PP boys in Lower KS2 eg KS1 results combined g 82%, b 63%; R g 90%, b68%; W g 82%, b 68%; M g91%, b 74%||As above
Intervention groups, EP referrals, SEN review
TA x 2 days
||Targeted use of Learning Mentors, Pupil Mentors and Family Support Worker, Nurture Group||Behaviour and attitude – issues for a minority of pupils which has a detrimental effect on academic progress.||Weekly Pupil Welfare Meetings
Structured plan and timetable for supported pupils with half-termly reviews.
Family Support Worker
|Weekly, ½ termly|
||All attendance procedures reviewed including communication methods/systems with parents/carers.
Specific intervention programme targeting PP girls (‘Sisters’).
Family Support Worker to support identified families
|Persistent absenteeism – PP girls (15.4% of PP girls are PA, 0% of boys)
We can’t improve attainment and progress rates if they are not attending school.
Weekly attendance review
½ termly communication with parents/carers
PAST support used efficiently
|Attendance Officer x ½ day
Family Support Worker x 1 day
Weekly, ½ termly
||Family support required for some PP pupils.||If pupils feel that school and home are working in partnership, rates of attainment and progress will increase.||See above||£2,800
|Family Workshops x 6 termly
Breakfast Club subsidy
||We are choosing to support PP families who may struggle to provide opportunities which results in lower aspirations.||Many of our PP families require support in this area.
Socio-economic factors surrounding some families.
|Planned programme of events to include all year groups.
Events and visits raise aspirations
Transport x 10
|Total budgeted cost||£108,800.00|