Detail

Data

School name

St. Bernard’s Catholic Primary School

Number of pupils in school

213

Proportion (%) of pupil premium eligible pupils

18%

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

2020/2021

2021-2022

Date this statement was published

Oct 2021

Date on which it will be reviewed

Oct  2022

Statement authorised by

Governing Body

Pupil premium lead

Mia Barlow

Governor / Trustee lead

Rebecca Wood

Detail

Amount

Pupil premium funding allocation this academic year

£43,040

Recovery premium funding allocation this academic year

£3214

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

£46,254

 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. The Pupil Premium is additional funding which is allocated to schools based on the number of pupils who have been eligible for free school meals (FSM) at any point over the last six years. 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. 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 priorities 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

Challenge number

Detail of challenge

1

Poor language  skills

2

Punctuality/attendance issues

3

Aspirations /expectations

4

Behaviour /attitude to learning

5

Social and emotional difficulties

6

Complex home circumstances

7

Gaps in learning

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

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

Evidence that supports this approach

Challenge number(s) addressed

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

Previous impact supported by data evidence in school.

1, 3, 4,and  7

Sequential and cyclical teaching including CPD

Professional discussions, Formative and summative assessment. Ofsted

1, 3 , 4 and 7

Whole school CPD behavioural – Team Teach

Research, practice, impact in school

4

Activity

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

EEF and Nuffield research

1

Activity

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

3,4,5,6

Family Support Workers

Reduced CAFS, CIN and CP

2,3,4,5,6

Year 6  

100% of Pupil premium children achieved expected standards in reading at the end of year 6

80% of our Pupil premium achieved expected standards in reading. .

The gap between PP and non PP was reversed in reading in 2021

 Year 5 the gap in both  reading and writing narrowed to just 2.5. The gap in maths also narrowed from 15.6 to 12.8.

Year 4 the reading gap was reversed with 80% of PP children reaching expected standards compared with 63.6% non PP children

End of key stage 1 ( year 2)   The number of children in receipt of Pupil premium in this cohort is very low.

Maths PP children 66.7%, non PP children 57%

Reading and writing,  66% of PP children moved from working below standard to working towards standards.

During this academic year with school closures and additional pressure on families, through our Pastoral provision we were able to provide support to many of our families particularly some of our more vulnerable families.

Programme

Provider

Toe by Toe

Keda Cowling, Harry Cowling

Word Wasp

Harry Cowling, Marie Cowling

NELI

Nuffield

Acceleread/accelewrite

Clifford & Miles

Bear Necessities

Sound Foundations

Project X

Oxford University Press

White Rose

White Rose Maths

Measure

Details

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

n/a

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

n/a