SAINT JAMES COE PRIMARY SCHOOL PUPIL PREMIUM STRATEGY STATEMENT 2020-2021
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Saint James CoE Primary School
Pupil Premium Strategy Statement 2020-2021
School Vision
At Saint James CoE Primary School we believe that all children can achieve, providing they attend school regularly and receive high quality teaching that
is responsive to individual needs. We have high expectations for all children and provide regular training for teachers to enable accelerated progress.
Pupil Premium children have diverse needs, so a ‘one size fits all’ approach is not likely to be effective. We aim to know the children as individuals, to
understand their barriers to learning and to offer personalised intervention for identified learning gaps. Our Christian Values of ‘Love, Respect and
Courage’ underpin our belief that all children should be given the very best opportunity to succeed and to build a strong foundation for a life of learning.
Pupil Premium Funding
Pupil Premium Funding
The pupil premium is additional funding for schools to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
The funding is based on whether a child is eligible for free school meals.
The Department of Education will allocate the following amounts for 2020/21:
- £1,345 per pupil who have been recorded as being entitled to free school meals at any time from reception to Year 6. (Ever 6 FSM)
- £2,345 per pupil for Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, a local
authority
- £2,345 per pupil for children who have ceased to be looked after by a local authority because of adoption, a special guardianship order, a child arrangements
order or a residence order
Service Premium
There is also additional funding for supporting children and young people with parents in the regular armed forces. This is an allocation to offer mainly pastoral
support during challenging times and to help mitigate the negative impact on service children of family mobility or parental deployment.
Pupils attract the premium if they meet the following criteria:
- one of their parents is serving in the regular armed forces
- they have been registered as a ‘service child’ in the school census at any point since 2011
- one of their parents died while serving in the armed forces and the pupil receives a pension under the Armed Forces Compensation Scheme (AFCS) or the War
Pensions Scheme (WPS)
Schools will receive £310 for each eligible pupil.
The PP strategy will have a separate section for pupils eligible for Service PremiumPupil Premium Strategic Principles
Our building blocks for tackling educational disadvantage:
Whole-school ethos of attainment for all
There is a culture of high expectations for all.
There is a belief that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.
Disadvantaged pupils and their families are held in high regard
Leaders, teachers and other adults understand their role within the school’s strategy
Addressing behaviour and attendance
A strong emphasis is placed on developing positive behaviours for learning.
The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support.
Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school.
Persistent absence is rigorously challenged and proactive strategies to positively engage families are pursued.
High quality teaching for all
The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure
disadvantaged pupils make strong progress.
Teachers are committed to successfully engage with the disadvantaged pupils who are less successful learners.
Professional development is focused on securing strong subject knowledge, questioning, feedback, ‘talk for learning’, metacognition and self-regulation.
Interventions are additional to the entitlement to high quality teaching; class teachers retain accountability for pupil achievement.
Meeting individual learning needs
There is a strong understanding of the barriers to learning and how these barriers present in school.
Personalised profiles are used to ensure barriers are overcome so that disadvantaged pupils can benefit from enrichment, emotional well -being support and interventions
that enable them to succeed in their learning across a wide range of subjects.
Learning gaps and misconceptions are identified and addressed so that pupils can secure learning domains that will enable them to catch up to meet age related expectations
or increasingly work at greater depth.
Transition processes for disadvantaged pupils are carefully planned and implemented
Data-driven
The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones. Actions are identified, implemented and regularly reviewed
within each assessment phase.
Accelerated progress must lead to higher attainment within an academic year and key stages.
Clear, responsive leadership
A Strategy Group, which includes top leadership and a governor, review the effectiveness of strategies at the end of each assessment phase.
Self-evaluation is rigorous and honest.
The effectiveness of the strategy is reviewed termly and is based on internal analysis, research and best practice.
Leaders apply robust quality assurance processes and clear success criteria.
Deploying staff effectively
Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.
Resources are targeted at pupils at risk of underachievement in terms of low and high attainment.Pupil Premium Strategy Group
Team member Role
Headteacher / Deputy Headteacher Strategic vision, allocation of funds, deployment of staff, data collection and analysis, staff professional development, oversight
of behaviour and attendance.
Maths Leader – PP Champion Staff professional development for Maths – whole school and individual coaching, data analysis and action planning for
effective intervention.
English Leader – PP Champion Staff professional development for English – whole school and individual coaching, data analysis and action planning for
effective intervention.
SENCo & Designated teacher for LAC Staff professional development for SEN, data analysis and action planning for PP with SEN, support for LAC.
Inclusion governor Contribute to strategic vision, oversight of funds allocation, evaluating effectiveness of Pupil Premium Strategy, holding
leadership team to account.
Review Dates for academic year: Formal review July 2021. Informal reviews by strategy group during the year to identify new target groups.
Current Profile
Academic Year 2020 - 2021 Number of Pupils eligible 78 Breakdown of PP Pupils (April 2020)
for PP (April 2020)
NoR (April 2020) 554 Total PP budget 106,735 FSM/Ever 6 Service LAC/PLAC
(Set April 2020)
Date of Statement Sept 2020 Statement Review Date(s) July 2021 66 5 7
88,770 1,550 16,415Cohort Profile of Disadvantaged Pupils in Key Stage 1 and 2 – Financial year starting April 2020 (Does not include Service pupils)
Year Group Number of PP Number of PP Lower Attaining Pupils Middle Attaining Pupils Higher Attaining Pupils
(78 children) disadvantaged pupils disadvantaged pupils from EYFS or KS1 from EYFS or KS1 from EYFS or KS1
without SEN on SEN register
EYFS 11 2
(13 children)
Year 1 9 1 R – 2 children R – 6 children R – 2 children
(10 children) W – 2 children W – 7 children W – 1 child
M – 2 children M – 7 children M – 1 child
Year 2 6 2 R – 2 children R – 4 children R – 2 children
(8 children) W – 2 children W – 5 children W – 1 child
M – 2 children M – 5 children M – 1 child
Year 3 16 2 R – 7 children R – 9 children R – 2 children
(18 children) W – 6 children W – 12 children W – 0 children
M – 8 children M – 8 children M – 2 children
Year 4 8 3 R – 5 children R – 5 children R – 1 children
(11 children) W – 6 children W – 4 children W – 1 children
M – 4 children M – 5 children M – 2 children
Year 5 5 3 R – 4 children R – 3 children R – 1 children
(8 children) W – 4 children W – 4 children W – 0 children
M – 4 children M – 4 children M – 0 children
Year 6 7 3 R – 2 children R – 6 children R – 2 children
(10 children) W – 3 children W – 4 children W – 3 children
M – 3 children M – 6 children M – 1 childKey Challenges for Pupil Premium Pupils (Linked to school rationale, internal and external barriers for learning)
External barriers that may affect some disadvantaged pupils
Some children may need support in the following areas: attendance or lateness, support with learning at home, family dynamics, emotional wellbeing
/resilience, financial support to access school learning opportunities, attitudes towards learning and aspirations for the future.
Barriers for learning that make some disadvantaged less successful in their learning in school
Some children may need support with peer/adult relationships, self-regulation, motivation, self-esteem and resilience. Some children may benefit from
learning support for dyslexia, dyscalculia, short term memory / concentration issues, motor control, speech and language etc. It is important that
disadvantaged children are considered as individuals to identify specific barriers for learning.
2020 School Improvement Plan priorities for disadvantaged pupils
Area of Focus Expected Impact Actions Monitoring
Priority 1: To increase the An increasing number of PP will be targeted and supported to ensure they Headteacher, Deputy-Head,
number of children disadvantaged children will reach ‘expected’ level where at all possible. Those Assistant-Head, SENCo,
achieving expected level achieve expected level and who are achieving ‘expected’ levels of attainment will English and Maths Leaders,
and greater depth. greater depth. be given targeted support to work towards achieving Curriculum & Standards Governors
‘greater depth’.
Priority 2: To improve the Ongoing assessment and CPD for teachers to include making judgements, Headteacher, Deputy-Head,
quality of teaching and targeted support will help ongoing assessment, quality targeted support, task Assistant-Head, SENCo,
learning. disadvantaged pupils to fill design/planning, effective use of LSAs and quality English and Maths Leaders,
gaps and make accelerated feedback. SENCo to provide additional support. Curriculum & Standards Governors
progress.
Priority 3: To develop the Disadvantaged pupils will Use of Heartsmart tool alongside PSHE and P4C, more Headteacher, Deputy-Head,
Mental Health and Well- have greater self-awareness, clubs available for children to access, improved Assistant-Head, ELSA, FSW,
Being of staff and pupils. will feel empowered to quality of Golden Time, the use of circle time and P4C and PSHE Leader.
discuss issues and will be music. Provision of ELSA and FSW. Involvement in
better equipped to access ‘Standing Together’ project.
support.Summary allocation of funding and rationale Expenditure
Teaching and Learning
Targeted CPD in YR to ensure staff support children to get GLD and to provide appropriate challenge for higher attainers. £3,000
Targeted CPD in Y2/Y6 to ensure staff support children to get ARE and to provide appropriate challenge for higher attainers. £4,000
Whole staff CPD to include tailoring work and adapting provision in the classroom for vulnerable groups of children. £13,000
Small group support provided during lessons to target gaps and ensure progress, including teacher/pupil conferencing. £2,750
Targeted children to have 1:1 time with school SaLT LSA working on targets set by NHS therapist; target group given access to £8,809
small group narrative therapy sessions.
Specific English and Maths online packages to support learning. £2,403
Interventions run in school, such as Lego Therapy and Active Listening for Active Learners. £21,924
Time provided to review individual assessment and provision documents to highlight gaps and target areas for support, £3,535
including termly meetings with class teacher and support staff to review with the SENCo.
Emotional, social and behavioural support
ELSA support provided for vulnerable children, on an individual and group basis, across the school £21,705
Family Support Worker to work with families addressing external barriers to learning. £13,159
CPD provided for Designated Teacher to ensure high quality support for looked after children. £4,000
Emotional support for Service children available when required e.g. ELSA, small group support. £1,550
Other support
Children with particular need considered for support with school trips, breakfast club or access to school uniform. £6,900
Total Expenditure £106,735Attainment KS2 (2019) Disadvantaged Pupils (NO FORMAL TESTING JULY 2020)
Percentage reaching expected standard Saint James National Saint James Saint James Saint James
All Pupils All Pupils PP Outcomes Non-PP Outcomes Gap
Reading, Writing & Mathematics combined 68.3% 64.8% 40% 74% -34%
Reading 76.2% 73.1% 50% 81% -31%
Writing 85.7% 78.4% 70% 87% -17%
Mathematics 85.7% 78.6% 60% 91% -31%
Attainment KS1 (2019) Disadvantaged Pupils (NO FORMAL TESTING JULY 2020)
Percentage reaching expected standard Saint James National Saint James Saint James Saint James
All Pupils All Pupils PP Outcomes Non-PP Outcomes Gap
Reading, Writing & Mathematics combined 65.5% 65.0% 67% 65% +2%
Reading 78.6% 75.1% 67% 80% -13%
Writing 76.2% 69.3% 75% 76% -1%
Mathematics 72.6% 75.7% 75% 72% +3%The impact of the funding allocations and improvements outlined in the PP strategy 2019/20 academic year for disadvantaged pupils Teaching and learning Although there was no formal testing in 2020, due to Covid-19, it is possible to comment on the impact for disadvantaged children using internal assessment tracking and pupil progress meeting notes. By March 2020 when school closed, 62% of YR children were on track for attaining GLD (Good Level of Development). The five children not on track were being closely tracked and had individual programmes to ensure accelerated progress. When schools re-open these children will need to be carefully assessed to identify learning gaps as they move into Year 1. In the six Key Stage 1 classes (Years 1 and 2) there were just three children identified as needing support to reach ARE (age-related expectations). In the ten Key Stage 2 classes (Years 4-6) there were nineteen children identified as needing support to reach ARE (age-related expectations). During school closure staff were in touch with the families of these children and continued to support them through remote learning. Again, it will be essential when school re-opens, to identify learning gaps to ensure accelerated progress. Year 6 will be supported with transition to secondary school. Until school closed funding was spent effectively on staff training, small intervention groups, emotional support, family support, speech & language interventions, and dedicated time to work with SENCO/Eng leader/Maths leader supporting the learning of disadvantaged children. During closure families of disadvantaged children have received welfare calls from the family support worker, resources to support their emotional well-being, weekly lunch hampers (FSM), daily contact with their teacher via remote learning system (Edmodo), and photocopied home-learning work packs if required. We are aware that during school closure home-life has been very challenging for many of our disadvantaged children. Some families have lost income and struggled financially, some have needed access to food banks in addition to FSM lunch hampers, there has been a rise in domestic abuse and depression, and some families have struggled with the behaviour of their children. We recognise that when schools reopen it will be necessary to invest time and resources into ensuring the emotional well-being of some disadvantaged children (in addition to identifying learning gaps) and to offer support to their families. This will be on a very individual basis depending on need. The impact of service premium for 2019/20 academic year Service premium funding for one child in the academic year 2019/2020 – ELSA support available when required.
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