Pupil Premium

Pupil Premium

What is it?

The pupil premium is a grant given to schools for each child who currently claims free school meals or has done so in the past.

How do we spend this money?

We use this money to support individual children and groups to make progress. We make sure that it impacts on the children positively by improving their literacy and mathematical skills, as well as their social and emotional well-being.

At St Brigid's we use a range of strategies to support children's progress; some of these include

Teaching assistants
Interventions
Pre and post teaching of skills
Extra-curricular clubs
Speech and Language Therapy
Play Therapy
Counselling services
Optiminds brain training

Pupil Premium Strategy Statement 2019-20

Summary Information
*Academic Year*	2019-20	*Total P.P. budget*	£136192.00	*Date of most recent PP review*	September 2019
*Total number of pupils*	235	*Number of pupils eligible for P.P.*	98	*Date of next internal review*	January 2020

Current Attainment: Foundation Stage
*Good level of development*	*School: All Pupils*	*School: Pupil Premium*	*School: Non-Pupil Premium*	*National: All*
*Good level of development*	67%	69%	65% tbc	tbc

Current Attainment: Year 1 Phonics
*Phonics Check*	*School: All Pupils*	*School: Pupil Premium*	*School: Non-Pupil Premium*	*National: All*
*Phonics Check*	90%	83%	94%	tbc

Current Attainment: Key Stage 1
*Subject*	*School: All Pupils*	*School: Pupil Premium*	*School: Non-Pupil Premium*	*National: All*
*Reading*	80%	86%	78%	tbc
*Writing*	80%	86%	78%	tbc
*Mathematics*	88%	86%	89%	tbc
*Combined*	72%

Current Attainment: Key Stage 2
*Subject*	*School: All Pupils*	*School: Pupil Premium*	*School: Non-Pupil Premium*	*National: All*
*Reading*	59%	63%	50%	73%
*Writing*	79%	74%	90%	78%
*SPAG*	69%	63%	80%	78%
*Mathematics*	72%	69%	80%	79%
*Combined*	55%	58%	50%	65%

Barriers to future attainment (for pupils eligible for pupil premium)
There are a number of in school barriers to be addressed at school level;	Desired outcomes	Success Criteria
Low starting points on entry to Nursery with increasing number of children with additional needs	Accelerate progress from Nursery to the end or Reception	Aspiration targets for end of Reception achieved.
Group of children with below expected speaking and listening skills in Key Stage 1	Children make at least expected progress and the gap between themselves and their peers narrow	Interventions narrow the attainment gap in KS1 Progress data
Children have difficulty applying place value and calculation to reasoning and problem solving in mathematics	Children problem solve and reason as part of the daily maths session; this ensures children within the range of 90-102 make more than expected standardised score progress over the year	All children make best progress in mathematics
Social, emotional and mental health needs	Continue to improve the social and emotional health of pupils eligible for pupil premium	Identified children are working towards silver behaviour and some have achieved this.
Limited exposure to rich and varied experiences	Visits and experiences engage children with learning. These experiences create memories and enthusiasm for learning.	Writing data for PP

Planned expenditure
Academic year	2019/20
Quality of teaching for all
Desired outcome	*Chosen action / approach*	*What is the evidence and rationale for this choice?*	*How will you ensure it is implemented well?*	*Staff lead*	*Review*
To promote high attainment of reading from EYFS to end of Key Stage 1	AHT for KS1 and DHT to support delivery of daily guided reading YR – 1 hour a day (KS) KS1 – 25 minutes daily from 2 adults (DHT and AHT) AHT KS1 supporting phonics teaching and learning 50% of TA time spent with targeted pp 8.45-9am Reading miles time in each class	Impact on standards within the last 2 years as well as securing improvements in phonics teaching and learning. Where children are significantly behind and not on track gaps are narrowing	Termly data analysis – in year tests Lesson observations Appraisal	DHT KS1 AHT
Improve attainment in KS2 PP writing, particularly boys.	Amend and review writing policy – changing the structure and resourcing for planning Implement daily SPAG time Introduce comparative marking in writing - moderating writing alongside nationwide examples 4 part time teachers across KS2; Y4-Y6 taught in smaller groups for part of week	More opportunities for writing for a purpose More opportunities to apply skills across a unit Resourcing improves attitudes and motivation for writing Smaller groups should impact on better progress within a session	Staff meetings Book looks Termly moderation Termly data and appraisal	KS2 AHT/Literacy lead DHT – data analysis and impact
Continue to enrich pupil experience through a range of different activities and experiences	Specialist teachers (music/ Spanish/ PE/ after school clubs) Music – focus on GDS provision 1hr weekly School visitors – world religion days/ disability awareness days/ anti-bullying workshops/ Other enrichments; pantomime visit, workshops from visitors, Ghyll Head for Year 6 pupils, trips, Shakespeare project	Ensure children have a balanced curriculum that supports all children to find and harness their personal talents. To develop and broaden children’s experiences. Children are motivated by the experiences they have. Pupil voice evidences that children enjoy and remember these experiences.	Termly analysis of data by subject leaders Termly monitoring of enrichments – pupil voice and appraisal	Subject coordinators EYFS Lead AH KS1 AH KS2

Targeted Support
*Desired outcome*	*Chosen action / approach*	*What is the evidence and rationale for this choice?*	*How will you ensure it is implemented well?*	*Staff lead*	*Review*
To sustain attainment in Year 4 with a particular focus on high numbers of PP with additional needs	Part time teacher (3 days a week) assigned to the class so that smaller groups can be taught to maximize progress Assistant SENCO to run interventions one afternoon a week	Based on impact from previous year groups Also year on year data indicates that progress/ attainment in previous years has dipped and we want to avoid this, this year.	Termly data analysis as a result of in year tests SENCO support	AHT KS2 SENCO DHT – data analysis and deployment
Accelerate progress in Year 6 so that PP children make expected progress when compared to KS1 data in RWM	Part time experienced Year 6 teacher for 3 days a week - children split into 2 smaller groups for these 3 days. Focus on 96- 103 group for targeting and specific check in at appraisal times	Smaller teaching groups to maximise learning and quickly address misconceptions for all children	Book looks In year tests Termly data Appraisal	DHT KS2 AHT
Continue to support and improve mental health and well being	Play therapist (1 day a week) Therapeutic messy play (45 min weekly) No Worries intervention CBT Optiminds Brain training (.5 days a week) Mentor support for targeted individuals SLT support at lunchtimes	Impact of these services within school 2018 – 2019 – the school is able to cater for all needs.	End of year outcomes for targeted children Behaviour records	Inclusion lead SLT
Continue to improve speech and language of lower attaining pupils at risk of not achieving targets	Speech and language therapist (.5 days a week) Liaise with NHS speech and language therapist for EYFS	Increasing number of children entering early years and going into KS1 with weak or significant speech and language barriers.	Termly data and outcomes	Inclusion lead Phase leaders
Total budgeted cost					£150,696

You can read in detail about how this money has been allocated and the impact this has had. Please click below to download the Pupil Premium Strategy

St Brigid's Pupil Premium Strategy Statement 2019-2020