Pupil Premium
It is important that Pupil Premium funding is targeted to close the gap between children within school and nationally, therefore we analyse data and observe the children closely to identify our needs particular to St Mary's. Covid has highlighted even further the gaps to be addressed but we want all of our children to feel proud of themselves; to have self belief and a growth mindset to work with others and find solutions to learn, overcome obstacles and happily explore the world and all it has to offer. Our Vision and Mission run through our Pupil Premium as explained in our statement.
Pupil Premium Impact Report 2022-23
Pupil Premium
 Raising the educational attainment of disadvantaged pupils
The PP grant is allocated to local authorities, who must distribute it to each school they maintain based on the number of pupils from Reception who are:
- Recorded as eligible for free school meals (FSM) or have been recorded as eligible in the past 6 years (FSM Ever 6). This includes eligible children of families who have no recourse to public funds (NRPF)
- Previously looked-after children (PLAC): pupils who were looked after by a local authority or other state care immediately before being adopted, or who left local authority or other state care on a special guardianship order or child arrangements order (previously known as a residence order). From 1 April 2023, PP grant eligibility for pupils who have been adopted from care or have left care will include children adopted from state care or equivalent from outside England and Wales
PP grant is also allocated to local authorities based on the number of looked-after children (LAC) supported by the authority. LAC are defined in the Children Act 1989 as those who are in the care of, or provided with accommodation by, an English local authority. It is for the local authority to decide how much of this funding to pass on to the child’s school..
The portion of PP grant funding for LAC and PLAC pupils is referred to as ‘pupil premium plus’ (PP+).
The portion of PP grant for children and young people with parents in the regular armed forces is referred to as service pupil premium (SPP). SPP is allocated to local authorities, to distribute to each school they maintain, based on the number of pupils who meet the following eligibility criteria:
- One of their parents is serving in the regular armed forces (including pupils with a parent who is on full commitment as part of the full-time reserve service). This includes pupils with a parent who is in the armed forces of another nation and is stationed in England
- Registered as a ‘service child’ on any school census in the past 6 years
- One of their parents died whilst serving in the armed forces and the pupil receives a pension under the Armed Forces Compensation Scheme or the War Pensions Scheme
Permitted use of PP grant
The PP grant must be spent to deliver the objectives and support eligible pupils.
The grant can be spent:
- For the benefit of pupils registered at the school that receives it
- For the benefit of pupils registered at other state funded schools or academies - for example, when hosting summer schools which welcome pupils from other schools
- On community services whose provision furthers the benefit of pupils at the school - for example, where Virtual Heads (responsible for LAC PP grant) deem it beneficial to do so, such as art therapy outside of the classroom, or training of local authority staff to raise awareness of LAC
Schools may use a portion of PP grant funding to support pupils who do not meet any of the PP grant eligibility criteria where they deem it beneficial to do so. For example, PP grant can be used to support other pupils with identified needs, such as pupils who have or have had a social worker, or pupils who act as a carer. It can also be used for whole class approaches, for example high-quality teaching, which will also benefit non-disadvantaged pupils.
The local authority can pool any amount of LAC PP grant to fund activities that will benefit a group, or all, of the authority’s LAC. Any PP grant held centrally must not be used to fund services that the local authority is responsible for funding, such as support for foster carers, school uniforms or transport to get the child to school.
For any funding that is passed on to the child’s school, processes for allocating the funds should be as simple as possible to avoid delay.
Pupil premium strategy statement – St Mary’s Langho
This statement details our school’s use of pupil premium (and recovery premium) 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 outcomes for disadvantaged pupils last academic year.
School overview
|
Detail |
Data |
|
Number of pupils in school |
298 |
|
Proportion (%) of pupil premium eligible pupils |
5 |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended – you must still publish an updated statement each academic year) |
3 |
|
Date this statement was published |
9.11.23 |
|
Date on which it will be reviewed |
Nov 24 |
|
Statement authorised by |
C.Boden |
|
Pupil premium lead |
C.Boden |
|
Governor / Trustee lead |
Cath Mehta |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£24,655 |
|
Recovery premium funding allocation this academic year Recovery premium received in academic year 2023/24 cannot be carried forward beyond August 31, 2024. |
£0 |
|
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 |
£24,655 |
Part A: Pupil premium strategy plan
Statement of intent
|
At St Mary’s we aim, through our Pupil Premium spending, to close the gap and ensure our most disadvantaged pupils are equal in opportunity and therefore able to excel and live out our Mission – that faith as small as a mustard seed can move mountains. We want our children to all have equal opportunity to ‘move mountains’, no matter what. Identifying needs is crucial, therefore we track children from starting school, in every area and at half term points. Areas of priority are identified and addressed through targeted support. Our assessment system supports with this, and the teachers interpretation of data and prioritisation of support staff and resources. Approaches we select due to identification of need are tracked and the impact noted in order to plan ahead and ensure effective use of the funding. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
Writing – closing the gap with specific areas such as formation, grip, finger spaces, spellings, punctuation etc. individual to children’s next steps. |
|
2 |
Speech and Language – from EYFS to older children – expressive and receptive vocabulary and use of. |
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 |
|
Writing to be at a good level of progress from starting points. |
Actions completed and assessments identify good impact. |
|
Speech and language to have made significant progress. |
Actions completed and assessments identify impact. |
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: £ 3,000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
|
|
|
|
CPD for support staff and teachers based on writing and speech and language quality first teaching |
EEF – Teaching and Learning Toolkit – The average impact of Oral language interventions is approximately an additional six months’ progress over the course of a year. Some studies also often report improved classroom climate and fewer behavioural issues following work on oral language. The average impact of the adoption of phonics approaches is about an additional five months’ progress over the course of a year. Phonics approaches have been consistently found to be effective in supporting younger pupils to master the basics of reading, with an average impact of an additional five months’ progress. Research suggests that phonics is particularly beneficial for younger learners (4−7 year olds) as they begin to read. Teaching phonics is more effective on average than other approaches to early reading (such as whole language or alphabetic approaches), though it should be emphasised that effective phonics techniques are usually embedded in a rich literacy environment for early readers and are only one part of a successful literacy strategy. The average impact of the deployment of teaching assistants is about an additional four months’ progress over the course of a year. Collaborative learning approaches Feedback These are all high value strategies according to the EEF Teaching Toolkit, to be developed with staff through CPD. |
1 and 2 |
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £ £13,500 Plus £6,155
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
|
|
|
|
Interventions to close the gap Interventions required highlighted in assessments and staff complete interventions to achieve LOs and close gap. SEN assessments and resources also identify areas to develop and address those aeas. |
EEF Toolkit shoes 121 and small group tuition to benefit significantly in raising progress. |
1 and 2 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ £2,.000 Plus £2000,
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
|
|
|
|
Experiences – in and out of school to inspire and motivate to achieve. Trips out and visitors into school to appeal to PP children’s interests and motivate to learn, enabling sticky learning fixed to a memorable experience. |
Overall, the average impact of arts participation on other areas of academic learning appears to be positive but moderate, about an additional three months progress. Improved outcomes have been identified in English, mathematics and science. Benefits have been found in both primary and secondary schools.
|
1 and 2 |
Total budgeted cost: £ 24,655