Pupil premium strategy statement

This statement details our school’s use of pupil premium and catch up/ recovery premium for the 2022-2023 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 2023-2024 and the effect that last year’s spending of pupil premium had within our school.

School overview



School name

St. Bernard’s Catholic Primary School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils

57 children  26%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)



Date this statement was published

Sept  2023

Date on which it will be reviewed

Sept 2024

Statement authorised by

Governing Body

Pupil premium lead

Mia Barlow

Governor / Trustee lead

Rebecca Wood

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


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


Part A: Pupil premium strategy plan

Statement of intent

 It is the intent of our school to narrow and ultimately remove the gap between disadvantaged pupils and their non-disadvantaged peers as they progress through school. Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.

The Pupil Premium is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and their more affluent peers. The Pupil Premium also provides funding for children who have been looked after continuously for more than six months and the children of service personnel.

We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our strategy is also integral to wider school plans for education recovery following the COVID-19 pandemic, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils.   

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

  • ensure disadvantaged pupils are challenged in the work that they’re set
  • act early to intervene at the point need is identified
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve


Overcoming barriers to learning is at the heart of our Pupil Premium Grant use.

We understand that needs and costs will differ depending on the barriers to learning being addressed. We identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly. Our Priorities Setting is key to maximising the use of the Pupil Premium Grant. Our priorities are as follows:


  • Closing the attainment gap between disadvantaged pupils and their peers
  • Ensuring all children receive quality first teaching each lesson
  • Providing targeted academic support for children who are not making the expected progress
  •  Addressing non-academic barriers to attainment such as attendance, behaviour, well -being and cultural capital
  • Ensuring that the Pupil Premium Grant reaches the pupils who need it most




This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Poor communication and  language skills, vocabulary gap


Punctuality/attendance issues


Aspirations /expectations


Behaviour /attitude to learning


Social and emotional difficulties


Complex home circumstances


Gaps in learning

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

Good progress made by all pupils eligible for pupil premium including in the development of language skills

All PP children make  good or better progress particularly in Communication and Language in EYFS


Narrow the gap between pupils eligible for PP and other children

% of PP children reaching expecting standard is closer to the % of other children reaching standard

Meet social and emotional needs of PP  children so that they can thrive in the playground and in the classroom.

PP children interacting well within social groups

PP children less frequently on report

PP children becoming more independent over time  from nurture staff

PP children able to share feelings and emotions with school staff

Increased opportunities and aspirations for PP children

Increasing take up of opportunities offered

Increase in self-esteem/self-belief of identified PP children

Developed  vocabulary in PP children particularly in the EYFS

Wider vocabulary used by PP children

Punctuality/attendance issues improved

Decrease  in the number of PP children who arrive late for school

Individual behaviour plans have a positive impact. Behaviour supports learning

Less children needing behaviour support plans in time. Improved access to learning for children with behavioural difficulties.




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: £81,600



Evidence that supports this approach

Challenge number(s) addressed

Quality first teaching CPD for teaching staff  including metacognition, key learning, sticky learning and assessment

Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF




1,3,4 and 7

Additional TA support in each class to ensure access for PP children to quality first teaching

Previous impact supported by data evidence in school.

EEF  learningcultures.org/news/teaching-assistants



1, 3, 4,and  7

Sequential and cyclical teaching including CPD and use of assessment to ensure knowledge is retained.

Professional discussions,

Formative and summative assessment.


Sandylands research and practice

1, 3 , 4 and 7

CPD phonics phase 1 training for Nursery staff and staff working with children at an early stage of development in other years

Research, practice, impact in school

Studies in England have shown that pupils eligible for free school meals typically receive similar or slightly greater benefit from phonics interventions and approaches. This is likely to be due to the explicit nature of the instruction and the intensive support provided.









Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost:  £80,600


Evidence that supports this approach

Challenge number(s) addressed

One to one support after school Y5 + Y6 pupils

Accelerated progress evidenced by teacher assessment and SATS


EEF research


1, 3,4 7

In school interventions

One to one /small group

A wide variety of interventions

Accelerated progress evidenced by teacher assessment and SATS


EEF research


1, 3, 4, 7

NELI language programme EYFS

Progress made in 2020-2021, 2021-2022

EEF and Nuffield research



Phonics interventions

Progress made in 2022 – 2023



1,3,4 and 7


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £31,678


Evidence that supports this approach

Challenge number(s) addressed

Nurture staff support small groups

Nurture Group research evidence

Previous success


2,3,4 ,5, 6

Play therapy ( CANW) 0ne to one

Play therapy International

Previous success in school



Family Support Workers

 Effective EHA plans,  reduced CIN and CP



Total budgeted cost: £193,878

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 to 2023 academic year.


63% of PP children achieved expected level of development in:

 Communication and Language

 Personal and Social Development,

 Literacy – Comprehension, Fine motor skills

Understanding of the world

100% of PP children achieved expected level in :

Physical Development – gross motor skills,

Understanding of the world

Creating with materials


100% of PP children met the expected standard in phonics compared to 82% of non PP children.


Key Stage 1

60% of PP children achieved expected level of development in Reading

80% of PP children achieved expected level of development in Maths

Key Stage 2 Year 6

75% of PP children reached expected in Reading, Writing and Maths combined. . National data for all children was 59%

75% of PP children achieved expected in Maths compared to 73% of all children nationally

92% of PP children reached expected level in Reading compared to 73% of all children nationally

75% of PP children reached expected in Writing compared to 71% of all children nationally

Gap between PP and non PP children reversed in both Reading and Maths


Externally provided programmes

Intervention programmes used in 2019/2020



Toe by Toe

Keda Cowling, Harry Cowling

Word Wasp

Harry Cowling, Marie Cowling




Clifford & Miles

Bear Necessities

Sound Foundations

Project X

Oxford University Press

White Rose

White Rose Maths

Service pupil premium funding (optional)

For schools that receive this funding, you may wish to provide the following information:



How did you spend your service pupil premium allocation last academic year?

Nurture provision

What was the impact of that spending on service pupil premium eligible pupils?

Some impact but plan to continue this academic year