The Holy Family Catholic Primary School
Bicknor Road | Park Wood | Maidstone | ME15 9PS

Pupil Premium

The Holy Family Catholic School Pupil Premium Strategy

 

Date: 07.03.17

 

Date of next review of Pupil Premium: September 2017

 

Academy Lead for Pupil Premium: Sarah Davis

Background:

 

Pupil Premium funding is a government initiative designed to target resources to those pupils deemed to be from a disadvantaged background. Specifically, the Pupil Premium money is for those pupils who have been on Free School Meals (FSM) at any point over the past 6 years (Ever6) or those children who have been looked after continuously for at least 6 months (CLA). For the year 2016/2017 the Pupil Premium has a value of £1320 per eligible pupil in primary education and £935 per eligible pupil in secondary education (£1900 for those who are looked after or adopted from care). Neither the government nor any government agency has dictated how the Pupil Premium money should be spent, but what is clear is that the money should be used to promote strategies which narrow the attainment gap between the highest and lowest achieving pupils, and which enable eligible pupils to thrive, particularly if they demonstrate high ability.

 

The Holy Family Catholic School’s Pupil Premium Profile 2015/2016

Year Group

Number of girls eligible

Number of boys eligible

Total number eligible

Total as a % of Year Group

R

4

3

7

25

1

2

3

5

17

2

5

4

9

33

3

5

4

9

32

4

9

1

10

40

5

4

8

12

41

6

5

7

12

57

 

 

The Holy Family Catholic School’s Pupil Premium Profile 2016/2017

Year Group

Number of girls eligible

Number of boys eligible

Total number eligible

Total as a % of Year Group

R

5

7

12

40

1

3

2

5

18

2

3

6

9

30

3

8

4

12

40

4

8

7

15

50

5

12

2

14

47

6

5

8

13

46

  

Overview of The Holy Family Catholic School Academy’s Strategies for improving the performance of pupils who are disadvantaged

 

At The Holy Family Catholic School, the main barriers to educational achievement that pupils in our school who are disadvantaged face are:

  • Low or very low baseline entry point, particularly in Communication and Language, Literacy and Maths in which the vast majority of pupils scored below or well below typical
  • Poor emotional well-being; frequently needing emotional support and talk time to enable them to be ready to learn
  • Poor parental engagement and involvement in their children’s learning
  • Lack of exposure to high quality language/vocabulary outside school
  • Lack of exposure to learning/life experiences outside school.

 

We will spend our pupil premium funding in the following ways to address these barriers:

·         Additional TA support working directly with children 1 to 1 and within small groups, allowing all classes to have TA support in the afternoons as well as the mornings, every day.

·         Teacher and TA led booster groups for children in KS2 for maths and literacy, including for the more able, before and after school

·         Membership of PiXL, a national partnership of over 1500 schools working together to achieve the highest outcomes for pupils and improve their life chances

·         A Family Liaison Officer (FLO) to work  supporting children and parents with emotional well-being, and to focus on improving attendance, particularly persistent absentees

·         FLO organised, adult education classes for parents, supporting parenting and their child’s learning

·         FLO work with outside agencies such as Early Help, Social Services to support our most vulnerable families

·         Enabling qualified teachers to be used for PPA cover to ensure consistent, high quality provision of learning

·         Class teacher release for undisturbed 1 to 1 discussions with children regarding their learning and progress; enabling a focus on provision for disadvantaged pupils

·         Personalised learning on fundamental literacy skills using Lexia Reading Core 5

·         Beanstalk – reading support on a 1:1 basis for identified pupil premium children

·         Assistance to families for payments for educational trips and activities which extend knowledge, boost confidence and support the child/family

·         Purchase of Read Write Inc resources to promote excellent phonics learning for all pupils in EY and KS1

·         Provision of Breakfast Club ‘Start Active’, with subsidised places for any pupil premium children

·         Purchase of Maths No Problem materials to promote excellent Maths learning across the school

·         Counselling services for vulnerable pupils

·         Purchase of class set of ukuleles to enhance music education for KS2.

 

Our rationale for spending the money in this way is:

  • Children need to be emotionally secure in order to learn effectively
  • The high quality resources purchased have a proven track record of raising attainment and accelerating progress
  • Provision of TAs for the full day enables identified gaps in learning to be swiftly addressed through targeted top-up and/or interventions
  • Every child has access to rich curricular and extra-curricular learning experiences.

  

Pupil Premium Funding – the total funding received by

The Holy Family Catholic School

2015 - 2016

Funding Stream

Amount (£)

Pupil Premium +

1,273

Pupil Premium

103,727

Total Income

£105,000

 

 

2016 - 2017

Funding Stream

Amount (£)

Pupil Premium

99,000

 

 

Total Income

£99,000

  

At The Holy Family Catholic School, the Pupil Premium funding is spent in a variety of ways with the direct and explicit aim of improving the academic outcomes and broader educational experience of our pupils who are most disadvantaged. This includes investment in both academic and pastoral strategies.  A breakdown of the 2015/16 expenditure is shown below, together with its impact on outcomes for pupils eligible for Pupil Premium funding:

 

PP Improvement Strategy 2015/16

Amount (£)

Description

Evidence of Impact

Additional teacher hours

42,000

for intervention, support and booster work, plus PPA cover and teacher release for 1:1 target discussion time

Improved progress, diminishing the gap between PP and All.

Additional TA hours

20,000

Intervention and targeted top-up work daily

Improved progress, diminishing the gap between PP and All.

Pixl

2,500

To support and boost Y6 SATs preparation

Limited impact, accelerated progress seen (better than All in writing and maths) but this was not swift enough to meet expected standards (PP R33% W50% M33% GPS33% Comb. 25%: ALL R48% W 67% M 48% GPS 57% Comb. 33%)

Beanstalk Reading support

1,200

1:1 reading support 2 x 30 mins per week

Limited impact, due to high mobility of pupils accessing this intervention

Lexia Core 5

1,000

IT based phonics and reading programme, including home access

Impact variable across year groups; where used consistently good impact seen in pupils reaching expectations, or making good progress towards

FLO

31,000

Emotional support for pupils, supporting families, improving attendance; training

Vulnerable pupils were more ready to learn; attendance for identified pupils improved, (eg: I very poorly attending pupil then achieved 100%)

100% positive feedback on the courses run for parents

 

Subsidies for educational activities, trips, including residential

6,000

To enable every child to have rich learning experiences

All children benefited from these activities, boosting self-confidence, maximising learning opportunities and eliminating discrimination in involvement in these learning experiences

Counselling services

1,000

To support vulnerable Y6 pupils with transition

All pupils made a successful, positive transition and start to secondary school

Total Expenditure

£104,700

 

 

A breakdown of the projected expenditure for the year 2016/2017 is shown below, together with its projected impact:

 

PP Improvement Strategy 2016/17

Amount (£)

Description

Projected Impact

Additional TA and teacher support

 

41,500

Working directly with children 1 to 1 and within small groups, allowing all classes to have TA support in the afternoons as well as the mornings, every day. Qualified teacher PPA cover, and cover for Y2 and Y6 booster including for the more able, before and after school

Increase in number of PP pupils reaching age-related expectations; gap is diminished.

Membership of Pixl,

 

2,500

To inform staff through gap analysis of pupils’ learning needs, and to provide materials to address these needs

To accelerate progress, mainly in Y6, to help PP towards expected standard

FLO

31,000

Emotional support for pupils, supporting families, improving attendance; training

Improved attendance for PP and All

Improved relationships with parents

Pupils feel secure and ready to learn

Improved emotional well-being of PP pupils

Beanstalk Reading support

1,200

1:1 reading support 2x30mins per week

 

PP pupils accessing Beanstalk will reach age-related expectations

Lexia Core 5

1,000

IT based phonics and reading programme, including home access

PP pupils accessing Lexia Core 5 will reach age-related expectations

Subsidies for educational activities, trips, including residential

6,000

To enable every child to have rich learning experiences

All children will benefit from these activities, boosting self-confidence, maximising learning opportunities and eliminating discrimination in involvement in these learning experiences

Counselling services

2,000

To support vulnerable pupils with emotional needs

Improved emotional well-being of pupils accessing counselling

Purchase of Read Write Inc resources

 

5,000

To promote excellent phonics learning for all pupils in EY and KS1

Raising standards in phonics and reading across KS1, so that more PP reach age-related expectations

Purchase of Maths No Problem materials

8,000

To promote excellent Maths learning across the school

Raising standards in Maths across the school, Y1-6, so that more PP reach age-related expectations

Subsidised places at Breakfast Club

500

To promote a positive and stable start to the day so that children are ready to learn

Improved emotional well-being; pupils ready to learn, leading to more pupils reaching age-related expectations

Purchase of class set of ukuleles to enhance music education for KS2

400

To enhance music education for KS2

 

PP have increased access to music curriculum and enriched learning experiences.

Total Expenditure

£99,100

 

 

 

The Holy Family Catholic School’s Results 2016 – Attainment and Progress of pupils eligible for Pupil Premium funding

 

New school accountability measures are as follows:

 

·         The proportion of pupils meeting the revised national standard

·         Scores measuring the progress made by pupils by subject from similar Key Stage 1 starting points

 

This is the first year that these measures have been the main accountability measures.  It is therefore difficult to make year on year comparisons.

 

The table below provides headline figures for pupils who are disadvantaged. These pupils attract pupil premium funds. The headlines are compared to national average outcomes for pupils who are non-disadvantaged. The national averages for similarly disadvantaged pupils are shown for information.

 

Headline Measure

Academy 2016 Disadvantaged Outcomes

2016 National Non

Disadvantaged

2016 National Disadvantaged

% Pupils meeting the national standard in Reading, Writing and mathematics

25

60

39

% of pupils meeting the national standard in Reading 

38

72

53

% of pupils meeting the national standard in Writing

54

79

64

% of pupils meeting the national standard in mathematics

33

76

58

Reading progress score

-1

0.3

-0.7

Indicator of Relative Difference to the National Average for all pupils

= Progress made by disadvantaged pupils in this school is in line with the progress made by all pupils on average nationally.

↑ On average nationally non-disadvantaged pupils make more progress than all pupils

           

↓ On average nationally disadvantaged pupils make less progress than all pupils

Writing progress score

1.5

0.1

-0.3

Indicator of Relative Difference to the National Average for all pupils

= Progress made by disadvantaged pupils in this school is in line with the progress made by all pupils on average nationally.

↑ On average nationally non-disadvantaged pupils make more progress than all pupils

                       

↓ On average nationally disadvantaged pupils make less progress than all pupils

Mathematics progress score

-0.7

0.2

-0.5

Indicator of Relative Difference to the National Average for all pupils

= Progress made by disadvantaged pupils in this school is in line with the progress made by all pupils on average nationally.

↑ On average nationally non-disadvantaged pupils make more progress than all pupils

↓ On average nationally disadvantaged pupils make less progress than all pupils