Pupil Premium
St Helen’s Pupil premium strategy statement 2023-24
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 academic year) 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 effect that last year’s spending of pupil premium had within our school.
School overview
Detail | Data |
School name | St Helen’s Catholic Primary School |
Number of pupils in school | 420 |
Proportion (%) of pupil premium eligible pupils | 20% -83 |
Academic year/years that our current pupil premium strategy plan covers | 2021-2024 |
Date this statement was published | November 2023 |
Date on which it will be reviewed | November 2024 |
Statement authorised by | Elizabeth Mouchel-Headteacher |
Pupil premium lead | Helima Curtis-Assistant Headteacher |
Governor / Trustee lead | Mrs Pat Blight |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £120,765 |
Recovery premium funding allocation this academic year | £12,035 |
School led tutoring grant | £5,332.50 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
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 | £ 138,132.50 |
Part A: Pupil premium strategy plan
Statement of intent
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Disadvantaged pupils are at risk of attaining less well in reading. This may be due to not reading enough outside of school. The pupils’ limited experiences will impact their comprehension skills, vocabulary and overall understanding. |
2 | Disadvantage pupils are at risk of performing less well in writing because they can find language processing and retention difficult. They may lack confidence when listening and responding and find it challenging to structure and hold sentences. This then impacts on their ability to retain language facts, such as grammar, punctuation and spellings easily. |
3 | Disadvantage pupils are at risk of performing less well in maths because they do not have a secure understanding of number, do not retain number facts and have difficulty using and applying their learning when solving their problems. |
4 | Disadvantaged pupils in the Early Years and Keys Stage 1 are at risk of being behind more advantaged counterparts in developing early language and oracy skills; this has the potential to affect their school experience and impact negatively on learning later in their education. |
A significant number of disadvantaged children have non-academic challenges such as social and emotional barriers to learning, including attendance and persistent absence. Approximately 17% of Pupil Premium children are receiving nurture support or other emotional/behavioural support including support from our school counsellor and self-regulation sports support. Approximately 18% of PP children have attendance below 90% (persistent absenteeism) compared to 10% for non PP pupils for the same period. | |
6 | A number of disadvantaged children have barriers to learning including negative learning behaviours and being ready to learn. |
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 |
To improve children’s oral language including vocabulary, listening and speaking skills. |
|
To improve reading by the end of EYFS, Key Stage 1 and Key Stage 2, focusing on pupils’ engagement and enjoyment, frequency and comprehension skills. |
|
To improve pupils’ ability to use language and apply this to speaking, listening and writing, including vocabulary and spelling. |
|
To continue to improve pupils’ attainment in maths, using resources such as Big Maths to assess attainment and, fill gaps, and monitor progress. |
|
To accelerate the progress of the most able pupils, including the most able disadvantaged, |
|
SEND pupils are well supported to meet their individual needs. |
|
Identified social and emotional barriers to learning are addressed for individual pupils |
|
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) in the academic year 23-24 to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £12,687 ( including all items in Ed tech budget e.g. tenten, Ed shed sonar tracker, Nessy subscription, , NFER test materials, Early Excellence CPD, phonics books and online resources .
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Quality First Teaching through effective support, including through planning and monitoring | Improving teachers QFT and their impact on learning is a priority for the school; we know that Quality first teaching makes the greatest difference and will therefore use a proportion of the funding to invest in this. | 1-4 |
High quality CPD to support effective curriculum development | Supporting teachers to improve their skills is a high priority as we understand this has a huge impact on teaching and learning. We use a proportion of our budget to invest in CPD , as well as online subscriptions to extend teacher knowledge (including, The National College, TenTen CPD package and outside providers ) | 1-4 |
Termly focussed assessment weeks using NFER and White Rose | Since these tests have been introduced they are proving to be useful for identifying gaps as well as using regular self, peer and teacher assessment. Appropriate interventions are then put in place and monitored for impact. | 1-4 |
Boxall profile assessment | This assessment gives an effective assessment of pupils SEMH needs as well as targets and next steps to support pupils | 5 |
|
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £92,000 (includes school led - £5,332.50 ,cogmed working memory training- £1,627, catch up reading training £799,staffing costs for catch up reading, KS2 staff and additional adults in EYFS, KS1 and KS2
Activity | Evidence that supports this approach | Challenge number(s) addressed |
School Led Tutoring and | A range of interventions will be used across Key Stage 2 to increase attainment and progress. The SLT use data to identify children. They then use this data to perform gap analysis and have professional dialogues with class teachers to plan targeted interventions for children. They focus on the specific areas of learning where there is the greatest gap between disadvantaged pupils and their peers. Intervention staff then carry out these interventions. | 1-4 |
Catch up reading | The SLT use data to identify children. They then use this data to perform gap analysis and have professional dialogues with class teachers to plan targeted interventions for children who may benefit from Catch up Reading.. They focus on the specific areas of learning where there is the greatest gap between disadvantaged pupils and their peers. Intervention staff then carry out these interventions. | 1-4 |
EYFS support | An additional adult is employed specifically to support disadvantaged pupils as early intervention is proven to have the best outcome. | 1-5 |
Year 1 and 2 phonics support | An additional adult is employed specifically to support disadvantaged pupils as early intervention is proven to have the best outcome. | 1 and 4 |
Y1 and Y2 afternoon support | Four additional adults are employed to support KS1 | 4 |
KS2 pm’s | Four additional adults are employed to support KS2 | 1-3 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 35,818
(includes cost attendance package - approximately £2,000 (£650 termly), cost of counselling -£3500, play therapy -£1,583 for 12 weeks, nurture support staff cost £10,000 1 hour sports partnership £1,170, cost of PDMA (Callum) – 5 sessions per term –approx.3,600, Breakfast club – approximately £2,500 & £5000 any individual support needs)
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Inclusion Support-co-ordinated by AHT for Inclusion along with SLT | Inclusion support forms a highly effective part of the school, providing bespoke targeted support to pupils in order for them to manage and/or overcome social, emotional and behavioural barriers affecting their learning. Support is targeted towards vulnerable pupils, family support and work in partnership with external agencies regarding the welfare of children. | 5 |
Nurture support (Rainbow Room ) provided 4 afternoons each week | This provides bespoke targeted support to pupils in order for them to manage and/or overcome social, emotional and behavioural barriers based on Nurture principles. Bike club is provided one afternoon per week by the nurture team | 5 |
Learning mentor support | This support is often provided to groups of children who benefit from a small ‘Circle of friends ‘group to address issues such as learning to develop friendships. Support is also provided on a 1-1 basis for identified children | 5 |
School counsellor | The counselling programme at St Helen’s allows us to support those pupils most in need of specialist support. | 5 |
Attendance Team support | Southend attendance team meets regularly to identify children whose attendance is below expected. They provide support during school meetings with parents, looking at barriers to attendance and how this can be improved. | 5 |
PDMA | This is used to support children with specific needs of struggling with emotional regulation. A mixture of sporting activity and talk therapy is used to support children to make positive changes which will have a positive impact on access to learning. We are particularly targeting Y4 | 5 |
Play therapy | This is an additional specialist support to target specific children. | 5 |
Total budgeted cost: £ 140,505
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2022-2023 academic year.
OUTCOMES FOR 2022-2023
Whilst there is no validated data to show the impact of our Pupil Premium strategy, the school’s internal assessment processes have been rigorous, designed to develop clarity about children’s strengths and weaknesses. Teachers used NFER and White Rose assessments as well as Target Tracker (now updated to Sonar tracker) and a range of evidence sources from the children’s class work, to consider how well children were learning in reading, writing and mathematics to ensure their judgements were as robust as possible. Pupil Premium outcomes
|
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Programme | Provider |
None | |